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THE
INFLUENCE OF PRINCIPALS’LEADERSHIP STYLES ON SECONDARY SCHOOL TEACHERS JOB
PERFORMANCE
ABSTRACT
This study
investigated the influence of principals’ leadership styles on teachers’ job
performance in public secondary schools in Sapele Local Government Area of
Delta State. Related literatures were reviewed.
The
respondents for the study were selected from ten public secondary schools in
the local government area. The simple random sampling procedure was used to
select a total number of one hundred teachers.
A
twenty-item questionnaire was designed by the researcher. The instrument was
personally administered; t-test and the Pearson product moment correlation were
used in testing the four hypotheses formulated.
At the end of the study, useful recommendations were made on how to
motivate teachers to improve on their job performance.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The wealth
of a given country is principally determined by the human resources, available
natural resources and the state of her economic development. Of all these, it
is the human resources that exploit the natural resources, accumulates physical
capital and build the socio-political structure needed for national growth and
development.
Human resources can only be developed
through proper education that is geared towards the needs of the individual and
the society. This is why every government is concerned with providing education
for the citizenry. The need for education draws from the idea that the children
of today are the leaders of tomorrow, hence both local, state and federal
government are keenly involved in providing educational services to her
citizens.
Nigerian educational system is to some
extent decentralized and democratic in nature. Bothe in policy and practice,
education in Nigeria is in the con-current list for both federal and states.
The Federal Republic of Nigeria (FRN) in the National Policy on Education
(1981:P) states in section 96 as follows:
1. The Federal Government shall prescribe
minimum standards of education at all levels.
2. University, technical, pre-primary and
post-primary education shall be the responsibility of both the federal and
state governments.
3. Education Boards or Authorities will be
responsible for management of schools and the appointment, posting and
discipline of teachers.
The various
state governments and the Federal Ministry of Education have responsibility for
establishing and managing secondary and other institutions, provided they meet
the minimum standards prescribed by the federal government. This is democratic
in nature and does not end with state ministries of education but supposed to
be passed on to the individual institutions through their respective heads. The
appointment of principals and teachers in the state schools are made either by
the state schools boards or the state post-primary education and the decisions
or reports are communicated to the state Ministries of Education for approval.
This
therefore necessitates a deliberate systematic and planned educational system
aimed at instilling in the child approved societal behaviours, skills,
knowledge, habits and values.
The
successful implementation of the above depends on the types of schools
provided, how they are organized, the caliber of teachers and administrative
heads as well as the attitude of parents towards their children’s and wards
education.
The government
having established schools, recruits teachers, post them to various schools,
pay them monthly salaries depending on their qualifications, occasionally
inspecting them to determine the extent to which pre-determined objectives are
met. Parents on their parts provide the necessary materials as needed by their
wards and children before sending them to school. What happens thereafter
between the hours of 8:00am to 2:00pm is under the control of the school head
and the teachers.
The success
or otherwise of a secondary school, lies largely on the leadership style
practiced by the principal. The secondary school as an organization cannot
exist without the principal and teachers who perform all the expected school
duties. The principal is the head of the school administrative unit. The
teacher on his part is regarded as a social worker, a modernizer, a pace-setter
who structures environment for effective teaching and learning. As a result of
his professional expectation in acting in-loco-parentis and also providing
quality instructions, it becomes necessary that a rich and stimulating working
environment and managed by a good and an understanding leader be provided for
them for the smooth operationalization of educational objectives. This is to
ensure that educational goals are realized which manifest in the overall
performance of the students in the school certificate examination.
Most often,
particularly in the past fifteen years, the final examinations, West African
Schools Certificate and now Senior School Certificate results have shown a poor
picture. The public leveled criticism against teachers on what they perceived
as low standards of education, moral laxity among students, mass cheating aided
and abetted by teachers and government lack of interest and commitment to
education.
Teachers on
their part complain about poor conditions of teaching in public schools.
Teachers have always described lack of adequate instructional facilities,
salaries inadequacies, interpersonal inadequacies, and above all, principals
corrupt nature, indifference and insensitivity. These are factors which are
seriously demonstrating even to a workaholic.
Principals
on their part leveled the student’s academic poor performance on teachers’
attitude to work, laziness and their failure to make the best of inadequate
situations. The problem of moral laxity, indiscipline in schools, mass cheating
were blamed on teachers, whose instructional methods and materials have been
considered insufficient, unstimulating and inappropriate to the child’s
learning experiences, interests and propensities. Principals see teachers as
lazy, non-compromising even in the face of no salaries. Their notion is that
teachers must work at all times whether they are sick, hungry or not, as an
excuse from a teacher to be away from school is considered as sabotage.
In the light
of the aforementioned, it is alarming that principals in Sapele Local
Government Area have a lot to grapple with in ensuring successful
principalship. It is the duty of the school principal to indentify and sustain
the teachers’ interest through the initiation of appropriate leadership style.
Since the
teachers work under the leadership of the principal, the principals have to
provide those motivational devices that will influence the teachers’ attitude
to work. There is therefore the need for a type of school administrator
(principal) which requires among other things effective staff motivation,
harmonious staff interaction between staff and staff and between staff and
principal.
As the
teacher acts in-loco-parentis, the principal should see himself as a
teacher-trainer, he should instructs without ordering, correct without nagging
and above all, persuades without insisting (Obe, 1984). Among others, he should
maintain fair play, reasonableness, justice and also establish open-door policy
and good communication network. When these are done, the principal would have
been able to win the support of hid teaching staff.
In a school
system where there is no bitterness and rancor between the principal and the
teachers, there will be proper integration of personal and corporate
objectives. This encourages a harmonious working environment, subsequently
leading to improved teaching-learning output. Consequently, the students
performance will improve and the required manpower would have been created through
good leadership.
1.2 Statement of the Problem
The maintenance of an effective
leadership style and teacher’s job performances in school administration has
been held by many educationists to be the foundation of progress. The
principals’ leadership style can affect the teachers’ other aspect of human
relations, such as those which exist between the staff and the community on the
other.
Educational administration must
concern with the satisfaction which the principals and teachers derive from
their work. The satisfaction, it appears can only be found in an administrative
climate where there is a cordial relationship between the principals and the
teachers.
Sometimes,
the students, the teachers and members of the community make highly critical
comments about the administrative styles of some secondary school principals.
Many of the comments are concerned with understanding between the staff and
principals, the maltreatment of the young members of staff by the principal and
even non-involvement of staff in formulation of school policies and in
performance of assigned task by the teachers. All those comments may reflect
the leadership style projected by the principal. Sometimes in many secondary
school, the end of the academic year often result in the mass transfer of
teachers, even students to other schools, because of misunderstanding between
principal, the teachers and the students. This atmosphere of constant
misunderstanding will definitely hamper the job performance of the teachers.
The teachers are supposed to be dedicated to their duty; they know the rules
and regulations of the organization. They are supposed to come to school early,
teach their subjects and even be involved in other extra-curricular activities
if the atmosphere is conducive. But the opposite is the case with a principal
who is not friendly. The teachers are forced to show nonchalant attitude to
work. This therefore attracts the attention of the writer to look into how the
leadership styles of principals have helped or discourage teachers from putting
in their best.
1.3 Research Questions
The
following questions were raised to guide this study:
1. Does the leadership style of principal
affect teachers’ job performance?
2. What leadership style is most suitable to
encourage teachers?
3. Is there any difference in the leadership
styles of principals in the rural and urban areas?
4. Is there any difference in the leadership
styles of professionally trained and non-professionally trained principal?
5. Is there any difference between the
leadership styles of female and male principals?
1.4 Hypotheses
The following hypotheses were
formulated to guide the study:
1. There is no significant relationship
between principals’ leadership styles and teachers’ job performance.
2. There is no significant difference between
the leadership of male and female principals.
3. There is no significant relationship
between the leadership styles of principals in the rural and urban areas.
4. There is a significant relationship
between the leadership style of professionally trained and non-professionally
trained principals.
1.5 Purpose of Study
Ø To identify the most suitable leadership
style this will make teachers work better.
Ø To find out whether teachers’ job
performance has any relationship with principals’ leadership style.
Ø To suggest and recommend factors which will
improve the leadership style of principals so as to ensure a state of mutual
co-existence between the principal and his teachers.
1.6 Significance of the Study
It has been
argued by some educationist that the principal is the leading school
administrator who is continuously indentified with the secondary school
education.
He is in fact the institution and as a
result, the success or failure of a school is easily ascribed to his ability to
promote interpersonal relationship with teachers and students within the
school. In effects, it is generally assumed that the success of a school
depends to a considerable extent, on the leadership style projected by its
principal who has much effect on the teachers in the dissemination of knowledge
to students; that, a school will succeed and make progress under the good
leadership of the principal. On the other hand, that it will fail and
degenerate under poor leadership.
Majority of these principals/administrators
will adopt several leadership styles and bring their own individual charisma
into their new roles which their situation has imposed on them. Some try to
copy the administrative style of their favourite former teachers or other
professionals. But it must be recognized that administration is a skill, which
must be learned. This is why it has become a necessity for every potential
school principal administrator to acquire some administrative training and not
learn on the job as it is presently done.
Job performance or the success and
failure of a school can also be ascribed not only to the principals alone but
to the teachers as well. The teachers will like to contribute their quota to
the school goals, according to them; they will perform their job well if the
atmosphere is conducive and friendly. So the successful attainment of an
organizational goals or high job performance is to a large extent determined by
the degree of cohesiveness maintained by a group of individual involved in
managing the organization. Group cohesiveness can best to achieve in
educational organization if schools principals and teachers become cognizant of
the pattern of one another.
This symbolic relationship would foster
a cordial and conducive atmosphere and the job performance will be high. The
teachers said job performance was highly related to principal’s leadership
style, teacher’s promotion and school facilities available.
The study had the primary objective of
identifying the types of leadership styles of principals in some secondary
schools in Delta State and lastly to evaluate the influence of different
leadership styles on teachers’ job performance.
The findings would to help prospective
administrators in the administration of their schools. For example, they may be
able to discover how to create an ideal principal staff relationship which can
positively influence the performance of the teachers’ task in the schools.
This is particularly important because
a cordial principal-staff relationship is most likely to make for:
Ø A reduction of the need for constant teacher
supervision.
Ø A high level of performance of teachers in
the schools.
Ø The physical, moral and intellectual
development of teachers towards job performance.
Ø The internalization of discipline.
Ø The professional growth of teachers and
understanding of their jobs in the schools.
It is hoped
that the study would contribute to the advancement of knowledge in at least
three different ways:
Firstly, it would suggest the leadership
style that produces a healthy operational climate in which teachers are happy
and co-operate with their principals.
Secondly, the finding would suggest how
principals can help create cordial relationship with their staff and improve
performance.
Thirdly, the findings of the study
would suggest the nature and type of performance content for the training of
prospective principals and for the in-service training of the incumbent
principals.
1.7 Assumptions
This research is predicated on the
following premises:
a. Teachers will perform better if there is
a friendly and co-operative leader.
b. The leadership style of principals has a
direct effect on teachers’ job performance.
c. Teachers can be motivated through an
ideal leadership even when there are no salaries.
1.8 Scope/Delimitation
This project was carried out
in Sapele Local Government of Delta State to find out the influence of
principal leadership styles on teachers’ job performance.
However, not all the secondary schools
in the local government area were used, as only ten (10) schools out of 18
public secondary schools were used.
1.9 Definition of Terms
1. Leadership styles: These are specific
patterns of behaviour emphasized and exhibited by the leader of a group to
influence the members of a group towards the accomplishment of the organizational
goals.
2. In-Loco-Parentis: This is the duty of the
teachers in the acting place of parents; taking care of the students under his
care pastorally.
3. Professionally-Trained Principals: Defined
in this context as those principals who have received training as TC II, NCE,
B.ED/ or M.ED; Implying that these principals underwent all training in the act
of teaching.
4. Non-Professionally-Trained Principals:
Those principals who had their degree in other areas but later went to do a post-graduate
diploma in education (PGDE) so as to remain principals.
5. Teachers’ Job Performance: This refers to
the general or specific duties and functions assigned to the position of the
school teachers.
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