The objectives of the study were to determine instructional leadership behaviour commonly practiced by heads, establish relationship between heads instructional leadership behaviours and teachers’ instructional practices. One research question and two hypotheses were raised to guide the study. The study employed descriptive survey design. Purposive sampling technique was used to select the teachers. A sample of 96 teachers was drawn from three senior high schools. Questionnaire was used to gather data from respondents. The overall reliability coefficient of 0.82 was obtained from the pre-testing of the instrument. Data were analyzed using means and standard deviations, Pearson product moment correlation coefficient and standard multiple regression. The results were discussed in relation to the literature. Findings revealed that heads commonly evaluate and supervise instruction. The study established significant and positive relationship between leadership behaviours and teachers’ instructional practices. It was therefore, recommended that Ghana Education Service should accelerate its efforts by providing the needed support for instructional supervisory activities of heads to enable them promote effective instructional delivery of teachers. It was again, recommended that heads should reinforce the use of evaluating and supervising instruction by regularly visiting classrooms to make teachers more effective in lesson delivery.
Keywords: communicate goals, coordinate curriculum, instructional leadership behaviours, instructional practices, mentorship
