IMPACT OF ADMINISTRATIVE STRATEGIES ON STUDENTS’ ACADEMIC PERFORMANCE IN SPECIAL EDUCATION CENTRES IN OGOJA EDUCATION ZONE IN CROSS RIVER STATE, NIGERIA

Abstract

Special needs students, like all learners, have unique abilities and educational needs, making their inclusion vital in every educational setting. Effective administrative strategies play a crucial role in improving their academic performance, as strong leadership practices create a more supportive and inclusive learning environment. Ensuring these students succeed contributes to a more equitable society and strengthens the educational system as a whole. Recognizing this, a study was conducted to assess the impact of administrative strategies—specifically instructional supervision and inclusive decisionmaking—on the academic performance of special needs students in the Ogoja Education Zone of Cross River State, Nigeria.The study used a correlational research design and involved 123 students and administrators across 14 special education centres within five Local Government Areas: Obanliku, Bekwarra, Obudu, Ogoja, and Yala. A census method was used to include all schools and students in the study. Data were gathered using a 15-item questionnaire (ASSAPQ), which was validated by educational experts and found to be reliable with Cronbach’s Alpha coefficients between .79 and .82. Data analysis employed Pearson Product Moment Correlation and Simple Linear Regression at a 0.05 significance level. Findings revealed a significant positive relationship between both instructional supervision and inclusive decision-making with students’ academic performance. The study concluded that effective supervision and collaborative decision-making enhance learning outcomes. It recommended that school administrators prioritize these strategies to improve teaching quality and support the academic success of special needs students in special education centres.