ADMINISTRATORS’ INNOVATIVE ETHICAL LEADERSHIP STRATEGIES AND LECTURERS' INSTRUCTIONAL DELIVERY IN RIVERS STATE OWNED UNIVERSITIES.

Abstract

The study examined the administrators’ innovative ethical leadership strategies and lecturers' instructional delivery in Rivers State Universities. Three objectives, three research questions and three hypotheses guided the study. The study adopted a correlational research design. The population of this study was 2,449 administrators and  lecturers in the two public universities owned by the Rivers State Government. The sample size of the study was 360 respondents. The proportionate stratified sampling technique was adopted in selecting a total of 24 administrators and 336 lecturers from the two universities under study. The instrument used for data collection was a self- structured questionnaire titled” Administrators’ Innovative Ethical Leadership Strategies Questionnaire and Lecturers' Instructional Delivery Questionnaire ” These instruments were validated by two experts. The reliability of the instrument was established through a test of internal consistency using Cronbach Alpha method. The reliability co-efficient index obtained through the Cronbach Alpha method was 0.76, 0.78, 0.88 and 0.83 which was considered reliable.  The data collected for the research questions and hypotheses were analyzed using Pearson Product Moment Correlation Coefficient (PPMCC) statistics.. The result of the analyzed data revealed that there is a significant relationship between administrators’ collaborative decision-making strategy and lecturers' instructional delivery in Rivers State Universities. Based on the findings, it was recommended among others that Administrators should actively involve lecturers in collaborative decision-making processes related to instructional delivery. This can be achieved through regular consultations, the establishment of participatory committees, and the implementation of feedback mechanisms. Collaborative decision-making fosters a sense of ownership among lecturers, leading to increased motivation and alignment with institutional goals and objectives