Effectiveness of Principals’ Quality Assurance Practices in the Enhancement of Teaching and Learning in Public Senior Secondary Schools in Lokoja, Kogi State, Nigeria

This study examined the effectiveness of principals’ quality assurance practices in enhancing teaching and learning in public senior secondary schools in Lokoja, Kogi State, Nigeria. A descriptive survey research design was adopted for the study. The sampled population consisted of 248 principals and teachers in selected public secondary schools in Lokoja. Data were collected using a structured questionnaire designed on a four-point Likert scale and analyzed using descriptive statistics and simple linear regression analysis at 0.05 level of significance. Findings revealed that principals’ curriculum supervision significantly influences teaching and learning in public senior secondary schools in Lokoja (F = 210.337, p < 0.05; R² = 0.465), indicating a substantial predictive effect on instructional effectiveness. The study also established that principals’ school leadership significantly influences teaching and learning (F = 257.021, p < 0.05; R² = 0.510), showing a strong positive relationship between leadership practices and educational outcomes. The study concluded that principals’ quality assurance practices, particularly curriculum supervision and school leadership, play a significant role in improving teaching and learning effectiveness. It was recommended that principals should be provided with continuous professional development training to strengthen supervisory and leadership competencies, while school leadership structures should be enhanced to promote effective instructional delivery in public senior secondary schools.

Quality Assurance, Curriculum Supervision, School Leadership, Teaching and Learning, Public Senior Secondary Schools, Instructional Effectiveness.

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