Measuring Classroom-Based Leadership Competence for Quality Instructional Delivery in Nigeria Public Secondary Schools

As the race towards maintaining academic credibility regarding students’ learning outcomes and attaining 21st century competencies in teachers becomes a priority in our society, leadership has become a noteworthy concept in educational literature. More significantly, quality instructional delivery has received significant attention in recent times due to the need to further strengthen teacher leadership capability. This study validates a theory-based leadership framework of teachers towards quality instructional delivery of lessons in Nigerian secondary schools using quantitative research of the survey from a targeted population of 53,520 teachers out of which 500 teachers in the North-Central and South Eastern States Junior Secondary Schools, Nigeria were selected using proportionate sampling technique. The internal consistency of the questionnaire used has a coefficient index of .84 alpha value, which indicates that the instrument is reliable. Research questions raised were analyzed using Structural Equation Modeling to validate the constructs and results reveal a significant effect of leadership competence on quality instructional delivery in Nigerian schools. Keywords: Classroom-based Leadership Competence, Quality Instructional Delivery