EXPLORING THE USE OF VIRTUAL REALITY (VR) IN ENHANCING EDUCATIONAL LEADERSHIP TRAINING FOR EDUCATIONAL LEADERS IN DELTA STATE

Abstract

This research examined the use of Virtual Reality (VR) as a tool to improve leadership training for secondary school principals in Delta State, Nigeria. A quasi-experimental approach was employed, utilizing a structured questionnaire with closed-ended questions to collect quantitative data. The study involved 120 secondary school principals, who were randomly divided into two groups: an experimental group that received VR-based leadership training and a control group that participated in traditional training. The data were analyzed using ANCOVA to evaluate the impact of VR training on principals' engagement, decision-making skills, and overall learning outcomes, while accounting for initial differences. The results indicated that the VR group showed significantly greater engagement, enhanced decision-making abilities, and superior learning outcomes compared to the control group. The immersive qualities of VR provided a more interactive and dynamic learning experience, allowing participants to engage with realistic simulations. These findings revealed the potential of VR to enhance leadership training, particularly in regions facing challenges such as limited resources and high rates of teacher turnover. The study suggested integrating VR into leadership development programs to better prepare educational leaders with the essential skills needed to navigate the changing demands of modern educational leadership.