<![CDATA[This study examined the relationship among instructional leadership skills, teachers’ self-efficacy, and school effectiveness in secondary schools in Zamfara State, Nigeria. The main objective was to determine the extent of instructional leadership demonstrated by principals, assess teachers’ self-efficacy, and evaluate school effectiveness. The study adopted a descriptive survey design, with 370 respondents selected through stratified random sampling from public secondary schools. Data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson Product Moment Correlation (PPMC). Findings revealed that principals’ instructional leadership skills were generally high, while teachers’ self-efficacy was moderate. School effectiveness in the sampled schools was found to be high, indicating that leadership practices and teacher engagement positively influence school outcomes. The correlation analyses demonstrated very strong positive relationships between instructional leadership and school effectiveness (r = 0.941, p < 0.01), as well as between teachers’ self-efficacy and school effectiveness (r = 0.966, p < 0.01), confirming that both variables are significant predictors of school performance. The study concludes that effective instructional leadership not only directly enhances school outcomes but also indirectly improves school effectiveness by fostering teachers’ confidence and professional competence. Based on these findings, it is recommended that principals receive continuous leadership training, teachers be supported through mentorship and professional development programs, and schools implement collaborative and evaluative mechanisms to sustain high instructional quality and school performance. The study contributes to understanding how leadership practices and teacher self-efficacy jointly influence educational effectiveness in the Nigerian secondary school context.]]>
