Administrative Support and Its Effect on Science Teachers’ Effectiveness in Senior Secondary Schools in Ogun State

This study examined the effect of administrative support on the instructional effectiveness of Science teachers in senior secondary schools in Ogun State, Nigeria. Effective school administration that provides teachers with resources, professional backing, and a constructive working environment is a recognised precondition for sustained teaching quality, yet its specific relationship with science teaching effectiveness warrants focused empirical investigation in the South West Nigerian context. A descriptive correlational design was employed. The sample comprised 240 Science teachers and 40 school principals from secondary schools in Abeokuta North, Ijebu-Ode, and Sagamu Local Government Areas. An Administrative Support Scale and a Science Teacher Effectiveness Rating Instrument were administered, validated with reliability coefficients of 0.80 and 0.82 respectively. Pearson's correlation and multiple regression were used. Results showed a significant positive relationship between administrative support and Science teacher effectiveness, with resource provision and professional development facilitation emerging as the strongest predictors. Teachers who reported high principal approachability and regular professional recognition demonstrated higher effectiveness scores. Recommendations included incorporation of teacher support indicators into principal performance appraisal, provision of dedicated science department operational budgets, and formal annual recognition events for outstanding Science teachers. Keywords: administrative support, Science teachers, teaching effectiveness, senior secondary schools, Ogun State.