THE ROLE OF HEAD OF DEPARTMENT ON THE TEACHING DELIVERY OF TEACHERS IN SENIOR SECONDARY SCHOOLS IN ABUJA – NIGERIA Samson Osalumese Aigbe

ABSTRACT

Instructional supervision encompasses a wide array of responsibilities and roles that cover technical, professional, and interpersonal dimensions (Weller and Weller, 2002). The purpose of this work is to investigate the role of head of department on the teaching delivery of teachers in secondary schools in Abuja-Nigeria based on the standard of the Nigerian education system. The rationale behind my research work is to find out the role of head of department in the teaching delivery of teachers in secondary schools. This is to help me improve my leadership skills if I am opportune to lead a team or head a department again in the future. The objective of the study are (i)To investigate heads of departments’ self-perceptions of leadership styles that are employed by themselves. (ii)To identify different ways in which heads of department support their teaching team in enhancing teaching quality. (iii) To find out the ways in which heads of department motivate their teaching team to engaged in professional development activities?? The research methodology selected for this study involves utilizing a survey design. The data collection tool that was used for this study is Questionnaires. Thematic analysis was used to analyse the data. The population of this study comprises of three (3) secondary schools in Abuja municipal area council, three (3) school principal, thirty-six (36) academic heads of department. The sample size of this study was made up of three (3) principals, twenty-four (24) heads of department from three (3) senior secondary schools in Abuja. The findings of this study recommends that heads of department of secondary schools as well as school leaders should partner with government agencies that is responsible for school management in Abuja municipal area council to invest in continuous professional development of teachers in senior secondary schools in Abuja Municipal Council.

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KEYWORDS

Instructional supervision, school management, continuous professional development, heads of department, leadership skills, self-perceptions of leadership, Thematic analysis, population of study, instructional leaders.

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Introduction

Background of study

The role of instructional supervision in education is multifaceted, covering technical, professional, and interpersonal aspects (Weller & Weller, 2002). It is focused on enhancing the teaching and learning environment through strategic actions (Grogan & Andrews, 2002). Formal education is globally acknowledged for its impact on personal and societal growth, seen as an investment benefiting individuals and communities alike (Ampofo et al., 2019). Teachers, being pivotal stakeholders, hold a significant role in directly impacting students’ well-being and academic progress (Stark, McGhee, & Jimerson, 2017).

To elevate teacher quality positively, instructional leaders, including heads of departments, should engage teachers in fostering their teaching practices. Encouraging a collaborative, strengths-based approach empowers teachers, enabling their professional development and fostering ownership (Asafo-Adjaye, 2012). Middle managers, like heads of departments, play a crucial role in successful schools (Koh, 2018). Initiatives like Local Management of Schools and the National Curriculum have transformed educational leadership, emphasizing quality control, accountability, and decentralized management (Caena, 2014; Minina, 2017).

Teacher leadership has become fundamental in driving educational reform, expanding beyond headteachers to shared decision-making and professional development (Crowther et al., 2009; Day & Sammons, 2016). Previously, schools operated with a bureaucratic, centralized approach, often neglecting teacher competence. However, promoting teacher professionalism is crucial, believing teachers have the authority to make decisions benefiting their students (Bridges, 2011).

Power dynamics within educational institutions significantly impact teacher collaboration. To enhance productive power among teachers, bridging isolation and providing collaboration opportunities are essential (Mahdad et al., 2021). However, a lack of essential leadership skills among department heads and middle managers poses challenges (Stronge, 2018; Mutinda, 2013). Bryant and Walker (2022) emphasized the need for middle managers to adopt a school-wide perspective for effective leadership and decision-making, necessitating comprehensive professional development.

Acknowledging the primary objective of instructional supervision by school administrators or heads of departments is to enhance schools and student achievements through supporting teachers in fulfilling their roles effectively (Sergiovanni & Starratt, 2007). Teachers’ roles predominantly revolve around their professional activities in classrooms, often specific to their expertise (Joshua, Ekanem & Agborbechem, 2007).

This summary encapsulates the multifaceted nature of instructional supervision in education, highlighting the importance of teacher involvement, decentralized leadership, and the need for comprehensive professional development among middle managers. It stresses the evolving role of teachers and the significance of collaboration and empowerment in educational settings.

Purpose of the study

The purpose of this work is to investigate the role of head of department on the teaching delivery of teachers in secondary schools in Abuja-Nigeria based on the standard of the Nigerian education system.

The following are the precise goals:

?????????????? To investigate heads of departments’ self-perceptions of leadership styles that are employed by themselves.

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?????????????? To identify different ways in which heads of department support their teaching team in enhancing teaching quality

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?????????????? To find out the ways in which heads of department motivate their teaching team to engaged in professional development activities?

Rationale

The rationale behind my research work is to find out the role of head of department in the teaching delivery of teachers in secondary schools. This is to help me improve my leadership skills if I am opportune to lead a team or head a department again in the future.

1.4 RESEARCH QUESTION

This study was guided by the following research questions:

·???????? What are heads of departments’ self-perceptions of leadership styles employed by themselves?

·???????? How do heads of department support their teaching team in enhancing teaching quality?

·???????? How do heads of department motivate their teaching team to engaged in professional development activities?

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Review of Literature

Empirical Framework

The concept of leadership

Leadership is commonly described as the ability to effectively facilitate, motivate, and inspire followers by providing necessary institutional resources to implement strategies and accomplish shared goals with efficiency and effectiveness. (Northouse, 2021). Furthermore, leadership is conceptualized as the way a leader influences a group to work together towards achieving common goals (Jaques, 2017). In simple terms, leaders prefer to foster close collaboration with their subordinates, aiming to align mutual interests, rather than solely relying on their authority to make subordinates obey dictated commands. (Adair, 2007; Northouse, 2018). Leadership styles refer to the methods through which leaders offer guidance, influence, and motivation to their subordinates. In the educational sector, the relevance and effectiveness of leadership styles depend on how school leaders strike a balance between their style and the tasks undertaken by their followers. (Petersen et al., 2015; Lunenburg and Ornstein, 2021).? Leadership styles vary widely and are influenced by local cultural norms and the specific context of school environments. (Hallinger, 2018; Miller, 2018; Phuc et al., 2020). In essence, the leadership styles of heads of department are significantly shaped by multiple factors, including leader personalities, socioeconomic conditions, and school culture. As a result, leadership styles and practices differ based on cultural and geographical variations. (Busher, 2006; Hoy and Miskel, 2008; Chen et al., 2017; Solomon and Steyn, 2017). The notion of leadership has been a subject of extensive academic discourse over a considerable span of time, leading to a wide array of understandings and viewpoints on the matter.? (Dinh, et al., 2014).? Northouse, (2012) underscores the multitude of definitions attributed to leadership and the various endeavours undertaken by diverse scholars to elucidate this intricate notion. According to (Lichtenstein et al., 2006) The wide range of definitions attributed to leadership illustrates the intricate nature of the concept, which surpasses any singular understanding. As a result, the way leadership is perceived can differ notably among people, researchers, and practitioners, posing difficulties in achieving a unanimous agreement on its exact significance. The continuous development of leadership theories and the dynamic shifts within social and organizational environments contribute significantly to the intricacy of this field. As a result, it becomes crucial for both scholars and practitioners to accept and encompass the wide range of viewpoints concerning leadership. This entails acknowledging that distinct definitions can hold relevance in varying circumstances. (Serfontein, 2010). Woodward (2017) goes on to state that leadership is a multifaceted and evolving subject that has been extensively examined and dissected in modern literature. Scholars and professionals have invested substantial endeavours into categorizing and elucidating diverse facets of leadership, culminating in a substantial body of research exploring leadership styles and actions within organizational and societal contexts. Leadership is broadly acknowledged as an adaptable and progressive procedure, with each fresh study building upon, and seldom entirely discarding, prior discoveries. The advancement of ideas over time has enriched our comprehension of leadership, and the exploration of this subject remains in a state of ongoing development.

LEADERSHIP THEORIES

Numerous theories have been presented over time to elucidate the efficacy of leadership. Among these, Transformational and Transactional leadership theories stand out prominently. Since the latter part of the 1980s, theories pertaining to transformational and charismatic leadership have gained prominence. Various iterations of transformational leadership have been advanced by different scholars, with Banks et al., (2016) being among those who proposed such concepts.

While there is a consensus that Transactional and Transformational leadership diverge both in theory and application, a substantial number of authors contend that transformational leadership substantially enhances transactional leadership, leading to elevated levels of performance at the individual, group, and organizational levels. (Alrowwad, et al., 2020). Conversely, some scholars hold the viewpoint that Transactional leadership can be considered as a component within the broader framework of transformational leadership (Weihrich et al., 2008).

TRANSFORMATIONAL LEADERSHIP:

In the 21st century, there has been a notable upsurge in enthusiasm for leadership, as individuals progressively acknowledge the pivotal significance of effective and high-calibre leadership within organizations. Originating from the concepts introduced by James McGregor Burns, the theory of transformational leadership emerged as a distinct approach in contrast to the prevailing transactional leadership theory. (Berkovich & Eyal, 2021).? (Hay, 2006). Burns asserted that transformational leaders serve as sources of inspiration and encouragement, spurring their followers to attain their utmost capabilities and surpass their personal objectives. Conversely, transactional leaders concentrate on a reciprocal exchange of rewards for accomplishments and upholding the existing situation. This fundamental differentiation between transformational and transactional leadership has been extensively researched and has enhanced comprehension of proficient leadership methods. He depicted the contrast between these two styles through the proposals put forth by leaders to their followers and the reciprocal offers made by followers to leaders.

An increasing body of evidence indicates that transformational leadership has the capacity to inspire followers to surpass anticipated levels of performance, fostering substantial follower contentment and strong dedication to both the group and the organization (Pawar, 2016). Contemporary studies conducted by Avolio and Yammarino (2002) emphasize the crucial nature of transformational leadership across various sectors and environments. Likewise, Odumeru and Ogbonna (2013) point out that the idea of transformational leadership has garnered notable recognition in the 21st century because of its capacity to invigorate and motivate followers towards accomplishing exceptional results. Transformational leaders focus on the personal growth requirements of individual followers, altering their perceptions of challenges, and encouraging them to invest additional effort in attaining collective objectives. The theory underscores the promotion of favourable transformations in followers, leading them to look out for one another's well-being and act in the overall best interests of the group.

Kumar & Dhiman, (2021) proposes that transformational leadership evolved as a natural progression from Maslow's self-actualization theory, where leaders emphasize virtues like conscientiousness, selflessness, empathy, teamwork, and a sense of public responsibility. This encouragement aims to motivate followers to harmonize their interests in pursuit of the collective welfare of the group or organization.

Lai (2011) extended the concept of transformational leadership and initially differed in perspective from Burns’ idea of positioning transformational and transactional leadership as opposing ends on the leadership spectrum. Lai contended that these two leadership styles, transformational and transactional, complement each other in a cohesive manner.

Transactional Leadership

Strong leadership is consistently a crucial factor in driving an organization's growth and improving its overall performance. Riaz et al., (2010). Transactional Leadership, also referred to as managerial leadership, centres on supervisory responsibilities, organizing tasks, and achieving group outcomes. Lee & Ding, (2020).? It represents a leadership style wherein the leader encourages follower compliance through a combination of incentives and penalties. Unlike Transformational leadership, those employing the transactional approach are primarily concerned with maintaining the status quo rather than instigating future changes. These leaders closely monitor followers' activities to identify errors and deviations. This leadership approach proves effective during times of crises and emergencies, as well as when projects require precise execution according to established guidelines.

In the framework of Maslow's hierarchy of needs, transactional leadership operates within the foundational tiers of need fulfilment, concentrating on the lower levels of the hierarchy. Transactional leaders employ a system of give-and-take, offering rewards for commendable performance or favourable results. Conversely, they can also apply sanctions for subpar performance or unfavourable outcomes, until the issue is rectified. Transactional leadership emphasizes lower-level needs by prioritizing precise task execution (Hargis et al., 2011). These leaders excel at achieving objectives by systematically managing each component separately.

Transactional leaders prioritize operational procedures over visionary concepts. Sarros et al., (2001). These leaders primarily emphasize contingent reward, involving actions like contingent positive reinforcement, or contingent penalization, encompassing measures like contingent negative reinforcement. Contingent rewards, such as praise, are granted when predetermined objectives are achieved within set timeframes, accomplished ahead of schedule, or to maintain a productive pace during various stages of completion. (Latham, 2018). Conversely, contingent penalties, such as suspensions, are imposed when performance falls below production standards or fails to meet established goals and tasks.

Frequently, contingent penalties are administered under a management-by-exception framework, where exceptions correspond to instances of issues arising. This management approach can be active or passive. (Grill, et al., 2019). Active management-by-exception involves continuous monitoring of each subordinate's performance and subsequent adjustments to their work to rectify any deficiencies as they arise. Passive management-by-exception leaders, on the other hand, intervene only when problems manifest.

Transactional leadership, being geared towards addressing lower-level needs and characterized by a more managerial demeanour, serves as the groundwork for transformational leadership, which is geared towards addressing higher-level needs.

The role of transformational and transactional leadership styles in efficient school management

Transformational and transactional leadership styles have distinct impacts on both the structure of organizations and the culture within them, as outlined by Cho and colleagues in 2019.

Heads of departments who adopt a transactional leadership style tend not to disrupt the existing school system (Avci, 2015). They motivate their subordinates through rewards, offering authority, status, and financial incentives for their success (Kressler, 2003). These leaders generally show less interest in the individual characteristics, entrepreneurial spirit, and innovation of the teachers they oversee (Berry et al., 2013). They maintain a consistent course of action within the department, aligning with the core mission and vision of the organization (Collins & Porras, 2008). They believe that this leadership approach is advantageous for managing their department and guiding the school in accordance with the institution's mission, vision, and values (McCaffery, 2018).

Nonetheless, this leadership style tends to be less effective in swiftly adapting and reorganizing the department and the institutional framework in response to innovations, entrepreneurial initiatives, reforms, and the demands that are essential in today's competitive environment. It also falls short in delivering results that surpass expectations through collaborative efforts with subordinate teachers and a team-oriented approach (Brunsson & Olsen, 2018).

In contrast, transformational leaders who serve as heads of departments foster strong relationships with their subordinates (Atmojo, 2015). They prioritize the best interests of their institution when leading their department (Gehring & Faude, 2014). They actively motivate their teachers to exert significant effort and make sacrifices for the success of the organization (Block, 2016). These leaders possess a keen ability to analyze and understand the beliefs, values, and needs of their subordinates, which enables them to inspire individuals by acknowledging their unique differences and encouraging them to achieve performance that exceeds expectations (Hayati et al., 2014). They are committed to their own personal and organizational development, as well as that of their subordinate teachers and their school (Burke, 2022). Additionally, they maintain a constant drive for innovation, demonstrating an unwavering energy and enthusiasm, and they exhibit entrepreneurial and innovative qualities (Denning & Dunham, 2012).

In today's dynamic and rapidly changing environment, where change is occurring at a rapid pace and science and technology are advancing and spreading swiftly, this style of leadership is better aligned with achieving success (Tetik, 2020). Intense competition is a defining feature of this landscape, and educational institutions are compelled to swiftly and flexibly address challenges, adapt to evolving conditions, and succeed both locally and globally. This leadership approach entails a management structure that is tailored to the individual characteristics of middle leaders and underscores the importance of achieving success through collaborative teamwork (Karman, 2020).

Middle Leaders

The emergence of middle leadership positions in education is closely tied to the expansion of public schooling. In the early days of public education, particularly in the late 19th century, the prevalent model was the one-room schoolhouse, where a single teacher was responsible for both teaching and administrative duties. As public schools evolved into large, comprehensive institutions with diverse departments and a substantial student body, the significance of middle leaders' roles grew significantly, as noted by (Farchi and Tubin in 2019). Nevertheless, due to historical, political, and organizational factors, the definition and execution of the middle leader role can vary across different educational systems.

In the field of leadership literature, the role of middle leaders is often described from various and sometimes contrasting perspectives. They can be seen as managers who share responsibility with the principal for overseeing and assessing the school's operations, as suggested by (Bennett and colleagues in 2007). Alternatively, they are portrayed as leaders who leverage their influence within, between, and across the organization to drive innovation and change, as outlined by (Connolly, James, and Fertig in 2017).

The effectiveness of middle leaders is believed to be influenced differently by their colleagues on one hand and the principal on the other, as explored by (Heng and Marsh in 2009). Middle leaders are also expected to have the dual objectives of providing pedagogical activities to enhance teaching and learning, as noted by (Weiner in 2014), and administrative activities to maintain school routines and schedules, in alignment with the perspectives of (Friedman in 2011 and Tubin in 2015). Despite these opposing views, it's important to recognize that both the administrative and pedagogical responsibilities of middle leaders contribute to the overall effectiveness of a school's organization.

Middle leaders' administrative actions play a role in enhancing the school's overall effectiveness by establishing environmental legitimacy. Schools don't just gain legitimacy based on their students' achievements; they also gain it by portraying a genuine school structure and demonstrating tangible actions, as highlighted by Farchi and Tubin in 2019. This structural integrity aligns with the institutional logic of preparing and placing students within the social structure not solely based on what they've learned, but by designating them as graduates, thereby endowing them with unique rights and capacities within society, in accordance with the insights of (Harris and Spillane in 2008).

Hence, schools are recognized as genuine and successful educational institutions when they consistently produce groups of individuals who fit the institutional classification and position themselves as culturally relevant entities, as elucidated by Bidwell in 2001. To achieve these objectives and strengthen their legitimacy, the administrative efforts of middle leaders involve the preservation of established school procedures for the selection, categorization, and assignment of students to various departments and ability groups.

These approaches play a crucial role in influencing the anticipated results regarding students' academic performance and progression. While research studies have indicated that middle leaders are primarily involved in these administrative responsibilities, as noted by Bennett and colleagues in 2007, Heng and Marsh in 2009, and Friedman in 2011). There is a growing body of literature that suggests middle leaders should focus primarily on pedagogical responsibilities.

Leadership Model to Enhance Teaching Qualities in Secondary Schools

To enhance teaching qualities in secondary school education, it is important for the Head of Department to engage in the following practices:

Teacher Training Model

The subject of enhancing the skills and knowledge of secondary school teachers has been a prominent issue in the education community, drawing attention from both researchers and educators. Scholars like Garet et al. in (2001) have underscored the importance of teachers' professional development as a pivotal factor in meaningful school reform. Similarly, Yoon et al. in (2007) have emphasized that it is an indispensable component without which advancements in schools would be unattainable. The significance of this matter lies in the central role that teachers play in the teaching and learning process, a point emphasized by the OECD in (2009). Additionally, their substantial influence on student achievement has been recognized by the U.S. Department of Education in (2010).

In their comprehensive literature review, Archibald and colleagues in (2011) outlined five essential attributes that characterize effective teacher professional development. These attributes include:

(1) Alignment with the school's goals and priorities,

(2) A focus on core subject matter and the presentation of efficient teaching techniques for that content,

(3) Providing opportunities for teachers to actively acquire and apply new teaching strategies,

(4) Encouraging collaboration among educators, and

(5) Integrating continuous follow-up and feedback mechanisms as an integral component of the process.

Based on the information presented earlier, we can conclude that enhancing schools, particularly in the context of bolstering teacher leadership, is a complex and multifaceted endeavour when it involves successful teacher professional development.

Mentor model

Mentoring can be understood as a procedure aimed at aiding the personal and professional development of peers, enabling them to reach their maximum capabilities (Kadji-Beltran, Zachariou, Liarakou, & Flogaitis, 2014).

Mentoring is considered a formal aspect of leadership that involves aiding colleagues and guiding less experienced educators in evolving their teaching methods, as explained by (Dozier in 2007). According to Katzenmeyer and Moller in (2001), it is the mentor's contribution to enhancing the pedagogical practices of both novice and seasoned teachers and the ongoing advancement of the school community that characterizes this as a form of leadership.

Taking on the role of a mentor teacher requires dedication and a genuine aspiration to enhance the overall learning atmosphere within the school, as indicated by (Msila in 2012). Therefore, mentoring can facilitate involvement in teacher leadership activities. On the flip side, leadership responsibilities provide Heads of department with an opportunity to cultivate the ability to assist others in reaching their full potential, as suggested by Ensher and Murphy in (2006).

What remains insufficiently examined is the manner in which the connection between mentoring and leadership evolves. Considering that the leadership of elementary, middle, and high school teachers can have the power to influence the school's culture and foster a productive learning environment, as noted by Roby in (2011), it becomes crucial to investigate and define this significant relationship.

As suggested by York-Barr and Duke in (2004), the leadership qualities and professional approaches of teacher leaders develop as they engage in leadership activities. To encourage teacher leaders to assume greater responsibilities, they require substantial support from both within their school and through effectively structured professional development (PD) initiatives, as emphasized by Muijs and Harris in (2007).

Similarly, as observed by Schneider in (2008), mentors require clear training and direction to excel in their mentoring role. In the context of science teachers, the difficulties in developing leadership skills may be intensified due to the limited number of administrators with science backgrounds, as pointed out by Bruce-Davis and colleagues in (2014). As highlighted by Criswell and others in (2018), this scarcity of administrators with science backgrounds can lead to conflicts, as science teacher leaders may perceive a lack of comprehension and empathy from those in leadership positions regarding crucial aspects of school improvement.

Another aspect that deserves attention is that mentoring in the context of science teaching may carry greater significance due to the increased turnover of new science teachers, as highlighted by Ingersoll, Merrill, and May in (2014). Research indicates that effective mentoring can have a beneficial influence on retaining new teachers, as demonstrated by Ingersoll and Kralik in (2004).

The effective mentoring of new science teachers is becoming increasingly vital, particularly in light of the endeavours to implement the Next Generation Science Standards (NGSS, Pasley, Trygstad, & Banilower, 2016). However, when we factor in the additional challenges posed by the adoption of these new science standards (Haag & Megowan, 2015), the demands on effective mentoring become even more pronounced.

Acknowledging the connections and shared difficulties between teacher leadership and mentoring, particularly in the context of science teaching, is crucial. In the realm of teacher leader mentoring, the fundamental idea of 'learning in practice' is pivotal, as outlined by Lieberman and Miller in 2004 (p. 21). This means that teachers enhance their leadership skills through active engagement in leadership roles. The effectiveness of teacher leadership is greatly influenced by the school's culture, a factor that is primarily shaped by the school principal, as emphasized by Katzenmeyer and Moller in (2009).

While principals are frequently supportive of teacher leadership, research indicates that others can also play a part in this endeavour, as noted by Ackerman and Mackenzie in (2006). Lambert's proposition in (2003) suggests that teacher induction programs that allocate sufficient official time for new teachers to collaborate with their mentor colleagues can contribute to the early development of potential leaders.

Mentors can assist new teachers in enhancing their communication skills and developing the capacity to enhance student learning through coaching, demonstrating, providing feedback, and offering support, as suggested by (Kent, Green, and Feldman in 2012, Lambert in 2003, and Lipton & Wellman in 2001).

Experienced teachers can have a significant impact on novice teachers by demonstrating leadership-related behaviours and standards, taking accountability for student progress, and openly recognizing the importance of collaboration and professional discussions, as outlined by Lambert in (2003). Teacher leaders progressively transition from informal responsibilities to assuming more structured and official roles, as described by Levenson in (2014).

Furthermore, it is essential to establish programs or standards that facilitate the emergence and ongoing development of leaders. Preparation for leadership can occur through various means, such as training sessions, as indicated by Borchers in (2009) and Hanuscin, Rebello, & Sinha in (2012), or by participating in university master's programs specializing in leadership, as highlighted by Hunzicker in 2012 and Taylor, Goeke, Klein, Onore, & Geist in (2011). Katzenmeyer and Moller in (2009) propose the existence of four programs that offer ongoing professional development opportunities for teacher leaders, which include action research, National Board Certification, professional development schools, and professional networks. In our research, we met several of these criteria as it occurred within professional development schools, and the Fellows participated in action research as a component of their program.

Supervision of teachers work and activities Model.

Supervision aims to enhance the learning process and improve a teacher's performance. It is essentially an effort to boost the quality of teaching in order to facilitate better student learning, as outlined by Kaso et al. in (2021). The responsibility for this supervision may fall upon the school principal, a designated supervisor, or a department head. The primary objective of educational supervision is to offer support to teachers in order to enhance the learning process, encourage and inspire them to teach effectively, ultimately leading to an improvement in the quality of education, as noted by Irmayani et al. in (2018). This supervision of teaching can be conducted in a systematic manner, following stages to ensure that enhancements in the learning process are targeted and well-reasoned, as emphasized by (Muttaqin in 2020).

Middle school leaders hold a significant position in the advancement of schools. The ability of these leaders to guide the collective learning process in schools, achieved through collaborative and well-informed reflective activities aligned with the school's requirements, is pivotal in driving the process of change, as articulated by Kova?evi? and Hallinger in (2019).

The role of middle leaders or department heads has evolved significantly, becoming more intricate, and transitioning from a focus on managing physical facilities to that of a forward-thinking instructional leader, as articulated by Dagnew Kelkay in (2020). In leadership literature, there is a substantial emphasis on various models and tools, which define different leadership styles of importance, including the concepts of leadership paradigms and service leadership, as highlighted by Lorensius, Warman, et al. in (2021).

When it comes to supervision, department heads have a supervisory responsibility that involves adapting their communication and interaction methods to enhance teacher performance. They are also tasked with implementing discussions and principal policies to promote greater principal autonomy, as indicated by Drummer et al. in (2018) and Warman, Lorensius, et al. in (2021). Traditionally, the primary role of department heads has been centered around management and politics, as described by Hallinger in (2004) and Walker et al. in (2012).

Principals are officially assigned to schools as government representatives, but policy makers are increasingly recognizing the constraints of their role in advancing education reform. Approaches and actions linked to an emphasis on strong managerial and political aspects in leadership generally aim to preserve stability, as discussed by Hallinger in (2004) and Warman in (2021).

The effectiveness of department heads in overseeing school operations, including managing school facilities, supporting teachers, and handling various school functions, is significantly influenced by the leadership style of these middle managers, as emphasized by Manora in (2019).

Heads of department (H.O. Ds) are expected to not only supervise and manage educational activities within the schools they oversee but also to provide leadership, all with the goal of enhancing the quality of education, as highlighted by Anggal et al. in (2019). In their roles as leaders and supervisors, H.O. Ds need to be capable of giving appropriate attention, fostering, and motivating teachers to ensure they are enthusiastic about their work and strive for improved performance, as noted by Mustaghfiroh et al. in (2020).

The evidence suggests that departmental heads, in their supervisory role, have not fully embraced comprehensive supervision practices. This is evident in the infrequency of supervision, which is typically conducted only once per semester, as observed by Rohaenah et al. in (2020). These supervisory activities are often linked to the requirement for disbursing funds for teachers to qualify for professional allowances.

The principal serves as both a practical leader engaged in day-to-day activities and as the top leader of an educational institution responsible for supervising a team of educators and educational staff, as demonstrated by Lie et al. in (2014) and Donkoh & Baffoe in (2018).

Evaluating teacher performance is crucial, and for school principals, it is essential to engage in continuous supervisory activities. This entails enhancing their curriculum oversight approach by applying the supervisory process, including organization, planning, change management, implementation, problem-solving, and evaluation, across the six levels of the curriculum: written, taught, resourced, experienced, tested, and ideal. Furthermore, principals can take on three supervisory roles, namely as a monitor, standard bearer, and first teacher, as proposed by Yulieana in (2020) and Thessin in (2019).

Apart from individual and group supervision, teaching supervision can also be implemented using clinical supervision, as discussed by Hariadi in (2020). Clinical supervision is geared towards enhancing the learning process through systematic and scheduled stages, involving observation and in-depth analysis of the teaching provided by the educator, all with the objective of improving the learning process. Middle leaders bear the responsibility of enhancing teachers' performance and, specifically, they are accountable for fostering teacher growth. This guidance is provided to ensure that teachers can fulfil their roles and responsibilities in a professional manner. When conducting coaching, it is crucial for the principal to lead by example because, as a leader in the school, their behaviour serves as a model for the staff, particularly the teachers in the school they oversee.

The capacity of the department head to lead the educational unit, which includes educators and educational staff, and ensure that educational resources and infrastructure align with the school's requirements, as indicated by Lorensius, Ping, et al. in (2021), will have a direct impact on the school's quality. It will also lead to improvements in teachers' performance concerning the learning process. Consequently, this will be directly proportional to enhancing the quality of both the school and its graduates, as discussed by Warman, Suryaningsi, et al. in (2021).

Middle leaders play a pivotal role in enhancing school effectiveness and performance, as emphasized by Day et al. in (2016). Their unique position falls between the external and internal dimensions of the school, according to Tolo et al. in (2020). Consequently, the principal, in fulfilling their leadership duties, relies on the support, trust, and active engagement of all stakeholders, as highlighted by Sebastian et al. in (2019). Additionally, creativity in introducing innovations and progressing schools, thereby enhancing student learning outcomes, is crucial, as noted by Pietsch et al. in (2019), Zhang et al. in (2018), and Heck & Hallinger in (2014).

Provision of teaching resources

For the official curriculum to be effectively executed as intended, it's imperative that the government or Ministry of Education ensures schools are adequately supplied with essential resources, including textbooks, teaching aids, and stationery. This provision is vital to enable both teachers and learners to fulfil their respective roles satisfactorily within the curriculum implementation process. In the context of Curriculum Implementation, the recommendation is that the central government should also ensure the provision of physical amenities like classrooms, laboratories, workshops, libraries, and sports facilities to establish an environment conducive to implementation, as outlined by Badugela (2012). The presence and quality of resource materials, along with the availability of suitable facilities, significantly impact the process of curriculum implementation, as highlighted by Okongo et al. (2015).

Administrative functions play a significant role in ensuring the stability of an organization and enhancing the legitimacy of educational institutions, as emphasized by (Lumby in 2017). Within large and intricate high schools, the middle management level is responsible for orchestrating the operations of the organization, which tends to be extensive and divided into various departments, as observed by (Darling-Hammond, Ancess, and Ort in 2002). In these scenarios, administrative actions are geared toward minimizing uncertainty and promoting consistency among educators with similar roles, be it those teaching within the same subject area or specializing in a particular age group or skill level, as highlighted by (Bidwell in 2001).

To accomplish this objective, middle managers engage in various administrative duties. These responsibilities encompass tasks like developing and organizing the curriculum, arranging assessments and exams, overseeing the work of their fellow educators, managing human and instructional resources, disseminating administrative information, establishing the standards and rhythm for departmental performance, tracking student progress, and ensuring the attendance of teachers, as detailed in the works of (Bennett et al. in 2007, Heng and Marsh in 2009, Friedman in 2011, and Tubin in 2011).

Each of the subject leaders employs various approaches when it comes to administrative activities. In large high schools, there are teachers occupying middle-tier positions that contribute to the school's operation, alongside subject leaders (SLs) who are involved in both administrative and pedagogical practices aimed at enhancing the performance of their respective departments, as highlighted by (Spillane in 2017).

It's crucial to recognize that within the hierarchy of school priorities, administrative tasks take precedence in ensuring school effectiveness. Only once these administrative needs are met can subject leaders then allocate their time and efforts to address pedagogical requirements, as pointed out by (Farchi and colleagues in 2019). Nevertheless, the capacity of subject leaders to fulfill these administrative needs is significantly contingent on the principal's provision of essential guidelines and resources.

Democratic leadership model in decision making.

Democratic leadership is focused on fostering meaningful participation and inclusive decision-making processes, with the aim of creating an environment characterized by mutual respect, collaborative partnerships, active cooperation, and the establishment of socially, culturally, and educationally responsive organizations. This is achieved, in part, using strategies for attaining shared objectives, facilitating important dialogues, and grappling with the determination of what is required, when, and how to reach specific goals in various situations, all while maintaining a commitment to justice for all, informed by a political perspective (Gale & Densmore, 2010).

It's also essential to emphasize that democratic leadership upholds the rights of individuals to engage meaningfully and extends respect and ethical expectations to everyone as moral beings (Woods, 2004, p.4).

In educational institutions that adopt democratic principles, every member of the school community collaborates as a cohesive team in decision-making, implementation, and monitoring activities. This inclusive approach fosters a sense of ownership among all school members. Consequently, democratic schools are better equipped to address the challenges they encounter by harnessing the collective capabilities of their entire staff, extending beyond the responsibilities of department heads, thanks to the involvement of every member (Kilicoglu, 2018).

Through the application of democratic methods in decision-making, department heads distribute their leadership authority within the department by granting all teachers and departmental members the chance to be involved in critical decisions within the school context, as explained by Delgado in 2014. Shared, collective, and democratic leadership strategies have been recognized as the most effective means of delegating responsibilities for guiding and overseeing changes and enhancements in the school environment.

To enhance student learning, the establishment of a culture where responsibility and leadership are shared within schools is crucial. This extends beyond individual departments and encompasses the entire school community, and it is a pivotal factor in this endeavor (Louis, Leithwood, Wahlstrom, & Anderson, 2010).

Improving schools is a challenging task that cannot solely rely on school leaders or department heads. To ensure successful and sustained school improvement, it is imperative to involve other stakeholders in the planning and implementation processes. It is not feasible to assume that the efforts of H.O.Ds or middle leaders alone can meaningfully and consistently achieve school improvement. In response to the challenges faced by schools, democratic leadership approaches, as proposed by Gunter in 2001 and Harris et al. in 2013, have been recommended as a solution (Delgado, 2014).

RESEARCH METHODOLOGY

??In this chapter, we outline the research methodology utilized in this study, encompassing sections on Research Paradigm, Philosophical Stance, Type of Research, Data Collection Tools, Participants, Data Analysis, Trustworthiness of the Research, and Ethics.

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The study investigates the impact of the head of department on the teaching enhancement of secondary school teachers in Abuja, Nigeria. This chapter elucidates the utilization of thematic analysis to identify specific components and processes involved in the application of knowledge. According to Ward et al. (2009), despite the recognized importance of implementing knowledge, there is a lack of dependable information concerning effective methods, their adaptability in diverse contexts, and their relevance to target audiences. While various models and theories exist for knowledge transfer interventions, most lack verification, leaving their practicality and relevance uncertain. The findings were utilized to construct a conceptual framework illustrating the processes, models, and techniques utilized by heads of departments to enhance teaching quality in senior secondary schools within the Abuja Municipal area council.

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3.1 Research Paradigm and Philosophical Stance

The chosen research paradigm for this study revolves around qualitative research. This type of research, as described by Tenny, Brannan & Brannan (2017), delves into real-world problems to uncover deeper insights. Unlike quantitative research that collects numerical data or implements treatments, qualitative research aims to generate hypotheses and explore and comprehend quantitative data further. Gelo et al. (2008) emphasize the growing significance of a qualitative approach in psychological research, sparking an ongoing debate between quantitative and qualitative methodologies. Qualitative research focuses on gathering participants' experiences, perceptions, and behaviours, addressing the "how" and "why" rather than quantitative measures of "how many" or "how much". Archibald et al., (2019) suggest that advancements in communication technologies present new avenues for conducting qualitative research. This form of research can exist independently, relying solely on qualitative data, or as part of mixed-methods research, combining qualitative and quantitative data (Tenny, Brannan & Brannan, 2017). Adams (2015) explains that qualitative research fundamentally poses open-ended questions that don't readily translate into numerical responses, focusing on understanding the "how" and "why". Due to the open-ended nature of these inquiries, the design of qualitative research often lacks the linear structure commonly seen in quantitative research designs.

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Qualitative research excels in elucidating intricate processes and patterns of human behaviour that are challenging to quantify (Tenny, Brannan & Brannan, 2017). Phenomena like experiences, attitudes, and behaviours prove difficult to precisely measure quantitatively. However, a qualitative approach enables participants to articulate their thoughts, feelings, and experiences, shedding light on the how, why, and what of a particular moment or event. While it is feasible to quantify qualitative data, its essence lies in identifying themes and patterns that resist easy quantification (Vaismoradi et al., 2013). It is crucial to preserve the context and narrative of qualitative research without attempting to quantify elements that are not inherently meant for quantification.

Although qualitative research is often contrasted with quantitative research and perceived as opposites, they are not inherently conflicting or mutually exclusive, as highlighted by Yu (2003). There is a misconception that quantitative research aligns solely with logical positivism, leading to unnecessary disputes between researchers favouring qualitative or quantitative methodologies. While qualitative and quantitative approaches differ, they do not stand in direct opposition to each other. Instead, they can complement and enhance each other. For instance, qualitative research can provide a deeper understanding of data or results derived from quantitative analysis. For example, suppose a quantitative analysis establishes a correlation between the length of a patient's stay and their level of satisfaction. Qualitative research could then explore the underlying reasons for this correlation. This demonstrates how qualitative and quantitative research can be integrated to provide a more comprehensive understanding of a phenomenon.

3.2 Type of Research

The research methodology selected for this study involves utilizing a survey design. As described by Van Selm and Jankowski (2006), a survey design involves collecting data from a subset that mirrors a larger population and conducting a thorough analysis of the results. This method allows the researcher to use questionnaires to gather data from participants and offer a comprehensive portrayal of the study's outcomes based on the representative sample. This comprehensive analysis aids in predicting the perspectives of the wider population being investigated.

3.3 Data Collection Tools

The data collection tool that was used for this study is Questionnaires. ?Questionnaires are widely utilized in research due to their ability to collect substantial volumes of information swiftly, effectively, and affordably from sizable sample sizes. Brace (2018) highlights that survey research is pervasive in our surroundings. Companies and large corporations employ surveys to understand public sentiments regarding their products, services, advertising strategies, and the overall perception of the corporation. These tools prove particularly adept at gauging subjects' behaviours, preferences, intentions, attitudes, and opinions. The type of questions asked on the questionnaires are open ended questions. This is because Open-ended questions allow respondents the freedom to answer using their own words, providing as much or as little detail as they wish based on their years of experience on the job as well as their exposure on the job.

While conducting this research, various limitations emerged. Firstly, heavy reliance on the internet and social media platforms for data sharing and information transfer posed a significant expense in the research participants' location. Furthermore, internet fluctuations resulted in communication barriers and delayed responses to questionnaires, impacting the timely processing and submission of the finished work to the department. Additionally, financial constraints impeded the mobilization and facilitation of the research, serving as a major setback for the project.

3.4 Population of the study

The population of this study comprises of three (3) secondary schools in Abuja municipal area council, three (3) school principal, and thirty-six (36) academic heads of department.

3.5 Sample size (Participants) and Sampling Procedure

The sample size of this study was made up of three (3) principals and thirty-six (36) H.O.Ds. Out of which twenty-four (24) heads of department were selected from three (3) senior secondary schools in Abuja for this research. The sampling procedure for this study was purposive sampling methods. This is because each of my participants gave their opinions voluntarily to the survey based on their multiple years of experience in their respective positions as department heads, which will result in a diverse range of responses to the survey questions. (Bell & waters, 2018).

3.6 What is Purposive Sampling?

Purposive sampling, also referred to as selective or subjective sampling, is a non-probability sampling method where researchers use their discretion to select specific members of the population for participation in surveys, rather than employing random selection. (Alchemer survey platform). This sampling technique necessitates researchers to possess pre-existing knowledge regarding the aim of their studies. This allows them to effectively select and approach suitable participants for surveys conducted through online or offline methods. (Fowler, 2013).

Ritchie, Lewis, and Elam (2013) suggest that researchers employ purposive sampling when aiming to reach a specific subgroup of individuals, as all survey participants are chosen based on their alignment with a particular profile.

Findings or Results

4.0?? Introduction

This research dissertation was conducted in Abuja. Abuja is the federal capital territory of Nigeria. The research was carried out in three secondary schools in Abuja municipal area council.

Peterson school which will be represented as school A, is a private school with nursery, primary and secondary arms which is in Adetokunbo Ademola Crescent in Abuja, Nigeria. It has 400 staff with 285 teaching staff and 115 non-teaching staff. The school have different department which each department having various head of department that are managing the affairs of the school as well as the principal.

Rabert Gold school which will be represented as school B is a private school which comprises of nursery, primary and secondary arms which is in Aminu Kanu Crescent wuse 2, Abuja, Nigeria. It has 394 staff with235 teaching staff and 159 non-teaching staff. The school have different department which each department having various head of department that are managing the affairs of the school as well as the principal.

James Watt College which will be represented as school C is a private school which comprises of nursery, primary and secondary arms which is in Katampe, Abuja, Nigeria. It has well over 300 staff with195 teaching staff and 105 non-teaching staff. The school have different department which each department having various head of department that are managing the affairs of the school as well as the principal.

During the inception stage of this research, letters were sent to the gatekeepers of all three schools for an approval for participation of the heads of department to take part in the research work by filling the survey questionnaire for the research as follows:

In school A, 10 heads of departments were selected for the exercise.

In school B, 7 heads of departments were selected for the exercise.

In school C, 7 heads of departments were selected for the exercise.

The total number of selected samples where 24.

The participant filled the survey questionnaires and sent their responses. The length of the questions where 1 to 6. The questions try to establish ways in which heads of department can improve the teaching quality of the teachers in secondary schools. It sought detailed insights from H.O. Ds of different departments in all three schools regarding their perceptions of possible solutions of how to achieve quality teaching and the challenges they have encountered over the years while working at the capacity of H.O.Ds. the survey guide cover themes relating to the importance of continuous professional development for teachers, sense of ownership through teacher involvement in decision making and provision of resources for teaching, time constraint and internet connectivity problems as well as models of teaching quality enhancement.

The process of collecting data and conducting thematic analysis was conducted iteratively, incorporating new areas of inquiry as emerging findings warranted. Initially, the first coding cycle involved a meticulous line-by-line examination of the questionnaire results, with codes assigned to impart symbolic meaning to my data. Subsequently, pattern coding was employed to categorize these codes into smaller analytical units based on overarching themes that connected various aspects of my data (Deterding & Waters, 2021). Through this pattern coding, key findings were extracted from the main themes related to challenges and solutions in enhancing teaching quality in secondary schools within the Abuja Municipal Area Council. Pseudonyms were employed to present the findings while addressing my research questions.

4.1 Findings

In this section, I first present a theme that was present throughout the responses, continuous professional development of teachers. Then I present account of different HODs perception of how CPD can help in enhancing teaching qualities in secondary schools.

4.1.1 The importance of continuous professional development for teachers

Across the entire responses on the feedback, continuous professional development has been said by most of the HODs as one factor that can enhance quality teaching in secondary schools, Mr. Eric the HOD of French department in school B recognises that continuous professional development, encourage teachers to get involved in personal development and provision of modern teaching resources for learning can aid teaching quality in secondary schools.

Exposure of staff to modern teaching aids and resources, encourage staff to self-development, encourage staff to attend relevant CPDs critical to their departments, makes internet connectivity available in the office environment, emplace a reward mechanism for hardworking staff and ensure staff concerns are adequately addressed.

The way Mr Eric stressed on personal development and CPDs was common among the responses on the feedback. Those of Mrs Becky a member of the senior management team and HOD of English department of school A also stressed the importance of continuous professional development.

I create and carry out focused training initiatives by way of continuous professional development to improve teaching abilities. I make sure that the curriculum adheres to pedagogical practises and industrial standards. I work with the Department to ensure they use innovative teaching methodologies and technologies. These and more other ways are used to enhance the teaching quality of staff under my department.

Continuous professional development was used in line with Artificial Intelligence (AI) in setting quiz by the teachers of science department of school B according to the HOD of science in school B.

We organize CPD occasionally and also introduce them to AI that can assist them in lessons and quiz formation.

4.1.2 Sense of ownership through teacher involvement in decision making and provision of resource for teaching

The prevalent hierarchical structure in secondary schools, where head teachers occupy the top position in a staff pyramid, is a notable characteristic. (Ndiku, et al., 2019). In this setup, school principals leverage their advanced knowledge and experience to oversee and manage the entire school operation. However, this arrangement has a detrimental impact on the efficiency and productivity of schools, as teachers operate at a suboptimal level due to their limited involvement in decision-making processes, leading to a lack of a sense of belonging within the school community. Mrs Joy the HOD of PHE in school A stressed on the importance of sense of ownership through teachers’ involvement in decision making in secondary school.

By actively involving teachers in decision-making processes, curriculum development, and school policies, we empower them to take ownership of their roles and contribute to the overall improvement of the educational environment. This participatory approach not only recognizes the expertise and insights of our teaching staff but also promotes a sense of shared responsibility and commitment to the school's mission. By engaging teachers in collaborative decision-making, we tap into a wealth of diverse perspectives and experiences, fostering innovation and adaptability in response to the evolving needs of our students.

Some HODs believe that involving teachers in decision-making in school helps building instructional materials that is tailor made for the areas of need of the student which can help to improve teaching quality as in the case of Mr Elvis.

This approach promotes a sense of ownership and expertise among the teaching staff. Teachers, being directly engaged in these processes, can tailor instructional materials to the specific needs of their students and incorporate innovative teaching methods, ultimately improving the overall quality of education. (HOD. Of mathematics and VP Academies of school A).

Also, to achieve an effective and quality teaching in secondary school, there is need for provision of teaching resources which will greatly help the teachers to deliver effectively on their lesson. This is the views of the HOD of Geography department in school C Ms Joy.

When I provided teachers with resources, it enables them to direct their attention towards the core act of teaching, rather than investing valuable time in searching for or creating instructional materials. The availability of a standardized set of resources fosters consistency in teaching methodologies across diverse classrooms and subjects, ensuring a cohesive learning experience for students in my school. (VP Academics and curriculum review officer. School C)

Consistency in teaching can also be sustained by provision of teaching resources which can bring about quality delivery in teaching and learning as expressed by Ms. Joy.

In summary, Educators increasingly disapprove of the conventional bureaucratic and authoritative approach to school administration. Like other members of society, teachers are gaining awareness of their rights and are now advocating for their participation in decision-making at both the school and national levels in education matters. (Samkange, 2012).

4.1.3 Time constraints and internet connectivity problem

Nigeria is a third world country and as such certain basic amenities are not so easy to come by as compared to the western countries. Basic amenities like electricity, internet, good road, and standard of living may sometimes be very expensive to enjoy and these factors daily affects our educational system. Due to this fact, internet technology has not been very developed in some parts of the country, and it is very expensive to use, and this has greatly affected our education system in different ways.? The response of Mr. Jude clearly represents these facts in relation to CPD:

Lack of Internet Data/computers – Some CPDs could be online, unfortunately most teachers cannot afford data on their phones, and some do not own a laptop for such engagement.

Mr. Jude recognises that there is always a challenge of internet connectivity, high cost of buying internet data to browse through the internet for information and the problem of teachers not having personal computer or laptop to engage in these activities.

Also, it is important to note that the job of HODs could be very demanding and time-consuming depending on the structure at work in the school. Sometimes HODs may be overwhelmed with their work that they may hardly have time for other things as expressed by Mr. Elvis the head of business and finance department in school B.

Not enough time to supervise every lesson.

This view was supported by Mr. Eric the HOD of Humanities department in school C as expressed below

Lack of Continuity - HODs are constantly bogged down with other pressing needs in the department.

Sometimes it important to priorities responsibilities and balance the needs of teachers when considering time constraint in planning and scheduling workloads so as to meet up with the demands of the job as explained by Mrs Rebecca in her submission.

Providing flexible scheduling, offering bite-sized learning modules, and integrating CPD in regular teaching activities can help mitigate time concerns. (Head of training and development, school A).

Contrary to the opinion of Mrs. Rabecca, Peter the head of music department in school C has a different view on time wasting regarding CPD. He expressed his thought about time in relation to CPD could end up been a waste of time as shown below.

Time wasting – most teachers felt that teaching is what they know how to do hence engaging in CPDs waste their time.?

In summary, I will align my stands with the opinion of? Mrs Rebecca, that providing flexible scheduling for CPD can help in justifying time worries.

4.1.4 Models of Teaching Quality Enhancement

Most H.O. Ds have different perception toward teachers’ perceptions of the models of enhancing teaching quality for example Mrs Becky believe that the supervisory model of teachers is the best way to enhance teaching quality in secondary school. This is because this model will give room for feedback, professional growth of the teacher, accountability and consistency in teaching standard as stated below:

Generally, the success in this model depends on various factors such as,

1. Instant Feedback: Teachers can receive feedback on their performance right away when they receive regular supervision.

2. Professional growth: Teachers may obtain focused assistance and direction for their professional growth through close supervision.

3. Accountability: Because teachers are aware that their work is being actively observed, the paradigm encourages accountability.

4. Consistency in Teaching Standards: Ensuring uniformity in teaching standards throughout the school can be facilitated by supervision.

Whereas Mr Elvis, the Head of Mathematics department in school C disagrees with the supervisory model in enhancing teaching quality in secondary schools. He highlighted tension and anxiety, demotivation, neglect of other important aspect of the teaching roles and micromanagement as some of the consequences that this model can lead to if not well managed as given below:

Constant scrutiny can lead to tension and anxiety in teachers, affecting their job satisfaction and overall well-being.

When the teachers perceive that my supervision is as a lack of trust in their abilities, they feel demotivated and disempowered.

During working hours, focusing entirely on in-class activities may cause me to neglect other important components of teaching.

Excessive supervision can result in micromanagement, which can limit instructors' autonomy and creativity. This could lead to toxic work climate and impede creativity.

Mr. James gave his submission that teaching quality can be enhanced if certain conditions are met, some of which are given below:

I believe that teaching quality can be enhanced in secondary school by providing training for them on various approaches to delivering lessons. Providing necessary teaching learning resources. Encourage teachers to pursue personal development.? Regular supervision in the classroom during lessons. Upgrading teaching learning resources and school facilities and by providing a conducive teaching environment and healthy work environment by supporting them emotionally because I believe their mental health is priority. (Head of training and curriculum review, school C).

Also, Mr. Max of school A still believes that the teacher training model is one way to enhance teaching quality in secondary schools.

This is the most effective way of continuously improving the quality of teaching staff. This is a way to keep updating teachers of latest development in the teaching industry.

This notion was supported by Mr Elvis who believe with the teacher training model, will standardise the teaching quality in secondary schools as explain below:

This model has been a major tool for improvement and better outcome as it imparts knowledge and skills to the teachers because many at times people have different approaches to teaching that may or may not meet with the standard of the school, but regular training will bring everyone in tune as it'll empower the teachers with the same tool.

Overall, I believe that there are different ways to enhance teaching quality in senior secondary school. There is no one size fit all for all schools. This is because different schools have different management system, different structure, and ethos. (Solvason*, 2005). Their discipline policy differs across Abuja municipal area council. They all have different vision and mission statement, and they all provide different services apart from the basic teaching and learning service. Teaching quality can be enhanced through continuous professional development, supervisory model, mentoring model, teacher training model, democratic leadership model and resource provision model of leadership.

Discussion of findings

In this chapter, I sought to use the findings of this study to demonstrate how heads of departments self -perceptions of leadership styles employed by themselves to enhance teaching quality and? how they support their teaching team in enhancing teaching quality as well as how heads of department motivate their teaching team to engage in professional development activities in other to boost their pedagogy in different secondary schools in Abuja Municipal Area Council.

The findings from this research shows that in considering the leadership self- perception of H.O. Ds in Abuja municipal area council, most heads of departments allow teaching staff to reflect on their teaching quality thereby promoting creativity within the teaching staff in their practices and they show commitment to actively listening to staff concerns towards effective teaching so as to enhance their teaching quality. This agrees with the works of Valli & Buese, (2007) as cited in the literature review of this study that alterations in the way school heads of department oversee activities like lesson planning, teaching methods, and assessment procedures can lead to shifts in the performance expectations and roles of teachers within senior secondary schools in Abuja municipal area council.

Furthermore, the result of the research confirms that sense of ownership through teacher involvement in decision making in schools is one-way H.O. Ds render support to teaching staff to enhance their teaching quality in secondary schools in Abuja municipal area council. Citing from Santiago and Benavides (2009:3) in the literature review of the study articulating this point by asserting that "teachers, as the most vital resource in educational institutions, have a pivotal role in enhancing academic standards."

Also, the analysis of the research indicate that Mentorship serves as a great support system that most H.O. Ds provide to their teaching staff in Abuja municipal area council to help them develop in their teaching enhancement journey. This was supported by Katzenmeyer and Moller in (2008), from the literature review of this study. According to Katzenmeyer and Moller in (2008), it is the mentor's contribution to enhancing the pedagogical practices of both novice and seasoned teachers and the ongoing advancement of the school community that characterizes this as a form of leadership.

The findings from this research shows that continuous professional development of teachers is crucial for enhancing and keeping teachers up to date, as the pace of social and educational changes renders initial training insufficient for sustaining long-term professional competence. This agrees with the findings of (Mukan, et al., 2019) who indicate that teacher professional development involves an ongoing journey of enhancing expertise, refining abilities, cultivating values, and shaping attitudes. Nevertheless, the approaches that HODs utilized in relation to continuous professional development varied significantly.

From the literature review of this study, Yoon et al. in (2007) have emphasized that continuous professional development is an indispensable component without which advancements in schools would be unattainable. Findings from the result of this research show that H.O. Ds can provide intrinsic motivation to teachers to engage in CPD activities to deliver effectively on their job. This motivation could come in form of financial rewards, promotion, recognition etc (Teshome, 2018).

Implication of study

In line with the findings of the study, the following are the implications of the study:

1.?????? Heads of department of secondary schools as well as school leaders should partner with government agencies that is responsible for school management in Abuja municipal area council to invest in continuous professional development of teachers in senior secondary schools in Abuja Municipal Council.

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2.?????? School management and school leadership should always involve teachers in the decision-making process to make them have a sense of ownership in the school affairs and begin to see themselves as stakeholders in the school management.

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3.?????? Heads of departments should employ effective supervisory approach in the management of their various department.

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4.?????? Heads of Departments should always ensure that all staff in the department keeps to time in all meetings, lessons, and other commitment in school/departmental affairs.

Conclusion

Based on the findings of this study, the following conclusions were drawn:

1.?????? Continuous professional development of teachers needs to be highly encouraged by Heads of department to enhance teaching quality.

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2.?????? Different schools and educational institutions should always allow teaching staff to reflect on their teaching quality thereby promoting creativity within the teaching staff in their practices.

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3.?????? Heads of Departments should encourage teachers’ involvement in decision making, curriculum breakdown and give teachers sense of ownership in the management of the department.

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4.?????? Heads of Departments should encourage / motivate teaching staff to get actively involved in CPD activities???? This motivation could come in form of reward system e.g. financial rewards, promotion, recognition etc .

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5.?????? Supervisory model of enhancing teaching quality should be greatly employed in the bid to improve the quality of teaching in secondary schools in Abuja municipal area council.

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6.?????? Heads of departments should provide Mentorship to teaching staff as a support system for teachers to lean on, in other to improve the teaching quality in Abuja Municipal Area.

5.?????? ?Heads of Departments should work closely with the school leaders in the provision of resources for teaching and learning. One of which is the provision of data for internet usage in schools for information gathering and effective research on the part of the students and teachers.

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