PRINCIPAL LEADERSHIP STYLES AND SECONDARY SCHOOL TEACHERS JOB PERFORMANCE IN EDO SOUTH SENATORIAL ZONE, EDO STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the relationship between principal leadership styles and secondary school teachers’ job performance in the Edo South Senatorial Zone of Edo State, Nigeria. The role of principals in shaping the educational environment and influencing teachers’ performance cannot be overstated. Understanding the impact of leadership styles on teacher job performance is crucial for fostering a positive teaching and learning environment.
The study adopts a mixed-methods research design, incorporating both quantitative and qualitative approaches. The quantitative phase involves the distribution of questionnaires to a sample of secondary school teachers in the Edo South Senatorial Zone. The questionnaires assess teachers’ perceptions of principal leadership styles and their own job performance. The qualitative phase consists of in-depth interviews with selected principals to gain insights into their leadership styles and strategies.
The study hypothesizes that different principal leadership styles, such as transformational, transactional, and laissez-faire, have varying effects on teacher job performance. Furthermore, it explores the potential moderating role of contextual factors, such as school climate and teacher experience, in the relationship between leadership styles and job performance.
The findings of this study will contribute to the existing body of knowledge on educational leadership and provide practical insights for principals, teachers, and policymakers. Understanding which leadership styles are most effective in improving teacher job performance can guide the selection and development of principals and inform leadership training programs. Additionally, the study’s outcomes can facilitate the creation of supportive school climates that enhance teacher motivation, job satisfaction, and overall performance.
Keywords: principal leadership styles, secondary school teachers, job performance, Edo South Senatorial Zone, Edo State, Nigeria, transformational leadership, transactional leadership, laissez-faire leadership, school climate.
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