Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Materiálatiipa: | Recurso digital |
| Giella: | |
| Almmustuhtton: |
Zenodo
2026
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| Fáttát: | |
| Liŋkkat: | https://doi.org/10.5281/zenodo.19053249 |
| Fáddágilkorat: |
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Sisdoallologahallan:
- <p>The study investigated the impact of school leadership on students’ learning outcomes in <br>vocational agricultural education. Two clearly defined objectives, research questions and <br>hypotheses guided the study, focusing on the impact of instructional leadership and <br>transformational leadership on students’ learning outcomes. The study employed the descriptive <br>survey research design. The population consisted of 86 Agricultural Science Education students <br>from 200 level to 400 level in Niger Delta University, and the entire population was studied <br>because the census approach was adopted due to the manageable size of the population. Data were <br>collected using a structured questionnaire developed in two sections and rated on a four-point <br>scale. The instrument was validated by two experts, and reliability was determined using the test<br>retest method with the Pearson product–moment correlation coefficient, with a coefficient score <br>of 0.85. A total of 63 questionnaires representing a 73% response rate were retrieved and used for <br>analysis. Simple percentages were used for demographic data, mean and standard deviation were <br>used to answer the research questions, and the independent-samples t-test was used to test the <br>hypotheses at a 0.05 level of significance. The findings indicated that instructional leadership and <br>transformational leadership positively influenced students’ learning outcomes, while gender did <br>not significantly affect students’ perceptions of these leadership impacts. Based on these findings, <br>the study recommends that school leaders in vocational agricultural education should strengthen <br>instructional leadership practices by prioritizing regular supervision of classroom teaching and <br>practical agricultural sessions, ensuring systematic monitoring of students’ learning progress, and <br>supporting teachers through feedback and professional development. </p>