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Effect of Adult Education Programme Leadership on Learner Satisfaction in Adult Learning Centres

Abstract

Adult education programme leadership refers to the processes through which programme leaders plan, coordinate, supervise, and manage educational activities and resources within adult learning centres, while learner satisfaction refers to the extent to which adult learners are pleased with the learning experiences, services, support, and educational environment provided by the centre. Effective leadership can contribute to organized programme delivery, responsive learner support, and improved educational experiences. However, weaknesses in programme coordination, communication, supervision, and resource management may negatively affect learners’ satisfaction. The purpose of this study is to examine the effect of adult education programme leadership on learner satisfaction in adult learning centres. Adult education programme leadership involves planning instructional activities, coordinating facilitators, communicating programme expectations, managing learning resources, supervising educational activities, addressing learner concerns, and ensuring that programme objectives are achieved. Effective programme leaders provide direction, establish appropriate procedures, support facilitators, monitor programme implementation, and respond to challenges affecting learners. These leadership processes can contribute to a well-organized learning environment in which adult learners receive appropriate guidance and support throughout their educational experience. Learner satisfaction refers to learners’ perceptions of the quality and effectiveness of the educational experience provided by an adult learning centre. It may include satisfaction with programme organization, facilitator support, communication, learning facilities, instructional activities, administrative services, and responsiveness to learners’ needs. Effective programme leadership can influence these areas by ensuring that educational activities are properly coordinated, learner concerns are addressed, and available resources are used appropriately. Consequently, the quality of programme leadership may shape learners’ overall satisfaction with their learning experience. The study will adopt a descriptive survey research design. The population will consist of adult learners in selected adult learning centres, from which a representative sample will be selected using an appropriate sampling procedure. Data will be collected using a structured questionnaire designed to obtain information on adult education programme leadership and learner satisfaction. The data collected will be analysed using descriptive statistics and appropriate inferential statistical techniques to determine the effect of programme leadership on learner satisfaction. The study is expected to establish that adult education programme leadership has a significant effect on learner satisfaction in adult learning centres. Adult learners exposed to well-coordinated programmes are expected to report higher satisfaction with programme organization, communication, support services, learning resources, and the general educational environment. The findings may also indicate that effective leadership practices contribute to positive learner experiences by improving the coordination and responsiveness of adult education programmes. The findings will have implications for adult education administration and practice by emphasizing the importance of effective leadership in creating learner-centred learning environments. Programme leaders should develop strong skills in communication, coordination, supervision, resource management, and learner support. Adult learning centres can also use feedback from learners to identify areas where leadership and programme administration require improvement, thereby creating more responsive and satisfying educational experiences. The study will be beneficial to adult learners, programme leaders, adult educators, administrators of learning centres, education managers, and policymakers. Adult learners may benefit from better-organized programmes and improved support services, while programme leaders and administrators may gain useful information for strengthening leadership practices. Policymakers and adult education stakeholders may also use the findings to improve leadership development and administrative practices within adult learning centres. The study will recommend that adult learning centres should strengthen programme leadership through effective planning, clear communication, regular supervision, responsive learner support, and proper management of educational resources. Programme leaders should regularly obtain feedback from learners and use such information to improve programme delivery and learner services. Training opportunities should also be provided for programme leaders to develop relevant administrative and leadership competencies. The study concludes that effective adult education programme leadership can contribute significantly to learner satisfaction by promoting organized, supportive, and responsive learning experiences.

Keywords: Adult education programme leadership, learner satisfaction, adult learning centres, programme administration, educational leadership, programme coordination, learner support, leadership practices, adult learners, learning environment, programme management, administrative effectiveness, learner experience, educational services, leadership competence