Enhancing Instructional Leadership Practices in the Implementation of Agricultural Sciences Curricula

Abstract

This study explored the perceptions of curriculum advisors, principals, and Agricultural Sciences teachers on the use of agricultural experience as a medium for contextualising learning in secondary schools. The study was guided by Instructional Leadership Theory and Constructivist Learning Theory. It examined how leadership practices and learner-centred pedagogical strategies influence the integration of practical activities with classroom theory. A mixed-methods approach was employed, combining quantitative survey data from 57 respondents with qualitative insights from semi-structured interviews involving two curriculum advisors, three principals, and fifty-seven (57) Agricultural Sciences teachers. Quantitative data were analysed using descriptive statistics, to determine frequency and percentage distributions. Qualitative data were thematically analysed using coding and categorisation procedures, enabling an in-depth understanding of participants’ experiences and perceptions. The findings indicated that the majority of participants (63.1%) supported the integration of agricultural experience in teaching. Participants cited its role in linking theory to real-world practice and enhancing learners’ understanding, engagement, and problem-solving skills. Curriculum advisors emphasised the role of leadership in coordinating resources, planning practical sessions, and supporting teachers. Principals highlighted the benefits of hands-on activities in fostering learner skill development. Agricultural Sciences teachers largely affirmed the value of experiential learning. However, they noted challenges such as limited resources, inadequate facilities, and time constraints, which hinder effective implementation. The study recommends prioritising practical agricultural activities, providing adequate resources, training teachers, and scheduling hands-on sessions strategically to maximise learning outcomes. Integrating agricultural experience into the curriculum strengthens contextualised learning, aligns with experiential and constructivist principles, and equips learners with practical skills for real-world application, while highlighting the critical role of leadership in ensuring programme coherence and effective teaching through strategic planning, continuous professional support, and the alignment of curriculum, instruction, and assessment practices.