AN ASSESSMENT OF THE NEXUS BETWEEN ADMINISTRATIVE MANAGEMENT VARIABLES AND INSTRUCTIONAL DELIVERY AMONG SPECIAL EDUCATION TEACHERS

Abstract

In Nigeria, the implementation of inclusive education seeks to provide equitable learning opportunities for children with special needs. However, concerns persist regarding declining instructional quality, inadequate assessment practices, and the absence of clear evaluation guidelines for students with disabilities. This study examined the relationship between administrative management variables and instructional delivery among special education teachers in public secondary schools in Cross River State. Specifically, it explored how professional development and job supervision relate to instructional delivery. Two research questions and corresponding hypotheses guided the study, which adopted a correlational research design. The population consisted of 92 special education teachers, and the census approach was utilized. Data were collected using a structured questionnaire titled Administrative Management Variables and Teachers’ Instructional Delivery Questionnaire (AMVTIDQ), designed on a four-point Likert scale. The instrument’s validity was confirmed by experts in Educational Management and Measurement and Evaluation at the University of Calabar, while reliability testing produced Cronbach Alpha coefficients ranging from 0.81 to 0.83. Data were analyzed using scatterplots and Pearson’s Product-Moment Correlation Coefficient (r) at the 0.05 significance level. Findings revealed a significant positive relationship between professional development, job supervision, and instructional delivery among special education teachers. The study concluded that administrative management variables strongly influence instructional effectiveness. It was recommended that the Ministry of Education and school administrators strengthen continuous professional development programs and adopt supportive supervisory practices to enhance instructional quality and promote inclusive education outcomes.