INSTITUTIONAL MANAGEMENT VARIABLES AS CORRELATE OF TEACHERS’ INSTRUCTIONAL DELIVERY IN SPECIAL NEEDS SCHOOLS IN CROSS RIVER STATE: IMPLICATION FOR SUSTAINABLE NATIONAL DEVELOPMENT

Abstract

Over the past decade, the concept of inclusive education has gained global acceptance. However, ensuring the educational development of children with special needs remains a significant challenge for teachers, necessitating intervention. This study explored institutional management variables and their impact on teachers' instructional delivery in special needs schools in Cross River State, specifically focusing on the relationship between professional development, instructional supervision, and instructional delivery. The study employed a correlational research design and involved a population of 191 teachers from 26 special needs schools in the state, using a census method. A questionnaire, titled "Institutional Management Variables and Teachers’ Instructional Delivery Questionnaire (IMVTIDQ)," was used for data collection. The instrument comprised two sections: Section A gathered demographic data, while Section B assessed institutional management variables and teachers' service delivery. The questionnaire was based on a four-point Likert scale, and its validity was confirmed by experts from the Department of Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was established through a trial test on 20 teachers outside the study area, yielding a high Cronbach Alpha coefficient ranging from .81 to .83. Data analysis was conducted based on the null hypotheses that guided the study. Pearson Product Moment Correlation analysis was employed to test the hypotheses. All hypotheses were tested at a 0.05 level of significance. The findings revealed a significant positive relationship between professional development, instructional supervision, and teachers' instructional delivery in special needs schools. This highlights the importance of continuous professional development and effective instructional supervision in improving teachers' effectiveness. Based on these findings, it is recommended that educational authorities in Cross River State invest in tailored professional development programs to enhance teachers' pedagogical and classroom management skills.