Influence of Educational Leadership Policies on Lecturers implementation for inclusive Pedagogical Skills in Public Universities in Rivers State

Abstract

This study examined the influence of educational leadership policies on lecturers’ implementation of inclusive pedagogical skills in public universities in Rivers State. The study was guided by two research questions and two null hypotheses and adopted a descriptive survey design to obtain empirical data from lecturers across the institutions. The population consisted of 3,356 lecturers from the University of Port Harcourt (1,385), Rivers State University (1,585), and Ignatius Ajuru University of Education (386). Using Taro Yamane’s formula, a sample size of 357 lecturers was selected through proportionate stratified sampling, comprising 147 lecturers from the University of Port Harcourt, 169 from Rivers State University, and 41 from Ignatius Ajuru University of Education, with a gender distribution of 143 males and 214 females. Data were collected using a validated instrument titled “Educational Leadership Policies on Lecturers’ Implementation of Inclusive Pedagogical Skills Questionnaire, reviewed by two experts in Educational Management and Measurement and Evaluation. The instrument yielded a reliability coefficient of 0.83 using Cronbach Alpha, indicating strong internal consistency. Mean and standard deviation were used to answer research questions, while z-test statistics tested the hypotheses at the 0.05 significance level. Findings revealed that both the inclusive education policy framework and the curriculum reform and review policy significantly and positively influence lecturers’ implementation of inclusive pedagogical skills in public universities in Rivers State. It was recommended that university leadership strengthen lecturers’ awareness, training, practical support for inclusive education policies and ensure timely, well-aligned curriculum reforms supported by adequate resources and monitoring mechanisms.