Instructional leadership and student engagement in entrepreneurial learning: Evidence from higher institutions in Delta State

Abstract

This study aimed at instructional leadership and student engagement in entrepreneurial learning. The study used a survey research design. The purposive sampling technique was used to select the ten institutions and 350 respondents. The validity of the instrument was tested through expert review. Cronbach's Alpha was used to test reliability, and all values were above 0.70. The study used descriptive statistics and inferential statistics to analyze the data. Descriptive statistics were used to summarize the demographics of the respondents. Regression analysis was used to test the hypotheses at a level of significance of 5% (0.05). Findings showed that instruction supervision has a significant positive effect on students’ behavioral engagement in entrepreneurial learning. Finding further showed that teacher professional development has a significant positive effect on students’ emotional engagement in entrepreneurial learning. The study concluded that instructional leadership plays an important role in shaping student engagement in entrepreneurial learning in higher institutions. The study recommended that higher institutions should strengthen instruction supervision through regular classroom monitoring and feedback to improve students’ active participation in entrepreneurial learning activities, and that school management should support continuous teacher professional development through workshops, seminars, and modern teaching skill acquisition to increase students’ motivation toward entrepreneurship education.