Enhancing Instructional Leadership Practices in the Implementation of Agricultural Sciences Curricula

This study explored the perceptions of curriculum advisors, principals, and Agricultural Sciences teachers on the use of agricultural experience as a medium for contextualising learning in secondary schools. The study was guided by Instructional Leadership Theory and Constructivist Learning Theory. It examined how leadership practices and learner-centred pedagogical strategies influence the integration of practical activities with classroom theory. A mixed-methods approach was employed, combining quantitative survey data from 57 respondents with qualitative insights from semi-structured interviews involving two curriculum advisors, three principals, and fifty-seven (57) Agricultural Sciences teachers. Quantitative data were analysed using descriptive statistics, to determine frequency and percentage distributions. Qualitative data were thematically analysed using coding and categorisation procedures, enabling an in-depth understanding of participants’ experiences and perceptions. The findings indicated that the majority of participants (63.1%) supported the integration of agricultural experience in teaching. Participants cited its role in linking theory to real-world practice and enhancing learners’ understanding, engagement, and problem-solving skills. Curriculum advisors emphasised the role of leadership in coordinating resources, planning practical sessions, and supporting teachers. Principals highlighted the benefits of hands-on activities in fostering learner skill development. Agricultural Sciences teachers largely affirmed the value of experiential learning. However, they noted challenges such as limited resources, inadequate facilities, and time constraints, which hinder effective implementation. The study recommends prioritising practical agricultural activities, providing adequate resources, training teachers, and scheduling hands-on sessions strategically to maximise learning outcomes. Integrating agricultural experience into the curriculum strengthens contextualised learning, aligns with experiential and constructivist principles, and equips learners with practical skills for real-world application, while highlighting the critical role of leadership in ensuring programme coherence and effective teaching through strategic planning, continuous professional support, and the alignment of curriculum, instruction, and assessment practices.

Agricultural experience, contextualisation, experiential learning, constructivism

1. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press. [Google Scholar] [Crossref]

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

3. Bush, T. (2011). Theories of educational leadership and management (4th ed.). Sage Publications. [Google Scholar] [Crossref]

4. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications. [Google Scholar] [Crossref]

5. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

6. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press. [Google Scholar] [Crossref]

7. FAO. (2017). Education for rural development and food security. Food and Agriculture Organization of the United Nations. [Google Scholar] [Crossref]

8. FAO. (2022). Transforming agrifood systems through education and capacity development. FAO. [Google Scholar] [Crossref]

9. Freeman, R. E. (1984). Strategic management: A stakeholder approach. Pitman. [Google Scholar] [Crossref]

10. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. [Google Scholar] [Crossref]

11. Hattie, J. (2020). Visible learning: The sequel. Routledge. [Google Scholar] [Crossref]

12. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. [Google Scholar] [Crossref]

13. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. [Google Scholar] [Crossref]

14. Liu, S., & Hallinger, P. (2021). Principal instructional leadership and teacher professional learning. Educational Management Administration & Leadership, 49(4), 553–571. [Google Scholar] [Crossref]

15. Mawela, A.S. & Msimeki, T.M., 2025. Instructional Leadership Styles and Curriculum Delivery: Principals’ Perceptions in selective Limpopo Secondary Schools. African Journal of Pedagogy and Curriculum, 7(1), pp.111-122. [Google Scholar] [Crossref]

16. Mulder, M. (2020). Competence-based vocational and professional education. Journal of Vocational Education & Training, 72(3), 295–315. [Google Scholar] [Crossref]

17. OECD. (2019). Education policy outlook 2019: Working together to help students achieve their potential. OECD Publishing. [Google Scholar] [Crossref]

18. OECD. (2020). Education at a glance 2020. OECD Publishing. [Google Scholar] [Crossref]

19. Schweisfurth, M. (2022). Learner-centred education in international perspective. Routledge. [Google Scholar] [Crossref]

20. UNESCO. (2015). Education 2030: Incheon declaration and framework for action for the implementation of Sustainable Development Goal 4. UNESCO. [Google Scholar] [Crossref]

21. Venter, D. J., Naicker, S. R., & Awodiji, O. A. (2024). Enhancing school principals’ instructional leadership through emotional intelligence. The international journal of educational organization and leadership, 31(2), 45-69. [Google Scholar] [Crossref]

22. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [Google Scholar] [Crossref]

23. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

24. Wiek, A., & Lang, D. J. (2022). Transformational sustainability education. Sustainability Science, 17, 1005–1018. [Google Scholar] [Crossref]

25. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study