Influence of Principals’ Leadership Styles on Job Performance of Teachers in Senior Secondary Schools in Edo State, Nigeria | Chapter 1 | Research Highlights in Science and Technology Vol. 9

The study determined the influence of principals’ leadership styles on task performance of teachers in senior subordinate schools in senior secondary schools in Edo State, Nigeria. The goals of the study are: the extent principals the one adopt autocratic departmental style of leadership influence educators’ job performance; the range principals who select democratic policy-making style of leadership influence teachers’ task performance; and the range principals who select laissez-faire administrative style of guidance influence teachers’ task performance. Three research questions directed the study, and a survey research design was adopted for the study. The population amounted to 400 teachers. 240 educators were used as sample describing 60% of the population A proportionate savoring technique was selected Two experts validated the Instrument. Cronbach beginning statistical finish was used for the dependability of the instrument and this yielded 0 70. Descriptive enumerations of Mean and Standard Deviation were employed to answer all the research questions. Two valueless hypotheses were proven using t test statistics at 0 05 level of meaning. A questionnaire named Principals’ Leadership Style Questionnaire (PLSQ) was administered on the accused by the researchers and two research helpers. The results showed that the accused agreed that autocratic and abstention from interference principals’ leadership style affected teachers task performance to a low magnitude, while democratic standard leadership style affected teachers job conduct to a high range. Based on the findings and end it was recommended that efforts concede possibility be made by administration to organise workshops and symposia on a balanced basis to guarantee that principals understand the individual behaviours of their supervisors to ensure good job efficiency.

Author(s) Details:

Robinson Osarumwense Owenvbiugie,
Department of Vocational and Technical Education, Faculty of Education, University of Benin, Benin City, Nigeria.

Vincent Okotako Ibadin,
Department of Vocational and Technical Education, Faculty of Education, University of Benin, Benin City, Nigeria.

Please see the link here: https://stm.bookpi.org/RHST-V9/article/view/11631