Building conducive university learning environment requires effective instructional leadership practices that ensure attainment of university set targets. However, provision of instructional leadership has been an issue to some heads of department in Ghanaian universities. This study examined how heads of department instructional leadership practices impact on lecturers’ effectiveness through moderating role of gender. The study employed cross sectional survey design with 327 lecturers from one private and two public universities selected through proportionate sampling technique. Data were gathered using structured questionnaire. SMART Partial Least Squares Structural Equation Modelling (PLS -SEM) version 3.3.1 was used to test the two hypotheses postulated. The findings established significant and positive impact of instructional leadership practices on lecturers’ effectiveness. The relationship between instructional leadership practices and lecturers’ effectiveness was significantly and partially moderated by gender. It was suggested that Universities Management should institutionalize instructional leadership roles for HoDs by clearly specifying teaching-related responsibilities in regulations and job descriptions. The findings again highlighted the need for University Management to organise training and development programmes that should prepare HoDs to apply instructional leadership in ways that effectively support lecturers across gender differences.
Keywords: Effectiveness, Gender, Heads of Department, Instructional leadership practices, Lecturers
