Influence of institutional policy factors on the sustainability of pedagogical innovations in Rivers State universities

Abstract

The study was conducted to examine the extent institutional policy factors influence on the sustainability of pedagogical innovations in Rivers State universities. The study was guided by two specific objectives, two research questions and two hypotheses. A descriptive survey design was adopted with a population of 431 71 lecturers of Educational Management from two state-owned public universities which were entirely used as sample for the study because of the manageable size. Data for the study were collected through a questionnaire validated by three experts and with reliability coefficient of 0.81 and 0.78 obtained through cronbach alpha method. Data gathered were analysed using regression to answer research questions and analysis of variance for testing the hypotheses at 0.05 level of significance. The result of the study shows that policy clarity does not have a statistically significant influence on the sustainability of pedagogical innovations in Rivers State universities and administrative support does not significantly influence the sustainability of pedagogical innovations, respectively. Conclusion were drawn and it was recommended that university administrators in Rivers State focus on developing and effectively communicating clear and comprehensive policies that guide the adoption, implementation, and sustainability of pedagogical innovations and that universities should prioritize the provision of robust administrative support, including sufficient funding, infrastructure, and continuous professional development opportunities for educators in order to adapt to and sustain innovative teaching strategies over time, fostering an environment that promotes continuous improvement and innovation in teaching practices.