Abstract

The school administrator, as an instructional leader, is responsible for issues concerning the implementation of the school curriculum (Babayemi, 2006). He has to see to the smooth operation of the school to ensure effective teaching and learning, He has to provide sound instructional leadership through classroom visitation and observation, communicating information clearly to staff and being actively involved in planning and evaluating the instructional programme. He should be competent to provide a good instructional timetable for the school and ensure that the subjects are assigned to qualified staff. Busari (2005) states that the process of performing these roles helps teachers in their predicaments. Sharing ideas from seminars and conferences also assists them to achieve meaningful teaching and something new. Effective instructional supervision helps to bring about changes in the routine ways of teaching. Babayemi (2006) views this role as involving the aspect of school administration concerned with improving instructional effectiveness. According to Ogunu (2000), the instructional roles of the educational leader involve stimulating, encouraging, supporting, and facilitating all activities designed to improve teaching and learning in the school. The motivation of staff and students is an important function of school leaders. As a leader, he should have the ability to discharge his leadership roles with and through people to achieve school goals. He plays a role in developing his subordinates to identify with the school and its goals. He should have the ability and competence to motivate and stimulate teachers and other members of staff not only to participate in school activities but also to commit themselves to the life of the school (Edobor, 2006).