PRINCIPALS’ LEADERSHIP BEHAVIOUR, TEACHING WORKLOAD AND TURNOVER INTENTION AMONG TEACHERS IN PRIVATE SECONDARY SCHOOLS IN OGUN STATE, NIGERIA
Abstract:
This study investigates the relationship between principals’ leadership behavior, teaching workload, and turnover intention among teachers in private secondary schools in Ogun State, Nigeria. The aim is to understand how the leadership style of principals and the workload experienced by teachers influence their intention to leave their current teaching positions.
The study employs a quantitative research design, utilizing survey questionnaires to collect data from a sample of teachers working in private secondary schools in Ogun State. The questionnaires assess principals’ leadership behavior, teaching workload, and turnover intention. Statistical analyses, including correlation and regression analyses, are conducted to examine the relationships among the variables.
Preliminary findings indicate that principals’ leadership behavior significantly influences teachers’ turnover intention. Specifically, principals who demonstrate transformational leadership behaviors, such as providing intellectual stimulation, fostering individualized consideration, and displaying inspirational motivation, are associated with lower turnover intention among teachers. Conversely, principals who exhibit transactional leadership behaviors, emphasizing rewards and punishments, tend to have higher turnover intention among teachers.
Furthermore, the study reveals that teaching workload has a mediating effect on the relationship between principals’ leadership behavior and turnover intention. Teachers who perceive high teaching workload experience higher turnover intention, even when principals display transformational leadership behaviors. This suggests that workload-related factors play a crucial role in teachers’ decision to leave their current positions.
The findings of this study have important implications for educational policymakers, school administrators, and principals in private secondary schools. It underscores the significance of fostering transformational leadership behaviors among principals and addressing excessive teaching workloads to improve teacher retention rates. By creating supportive working environments and reducing work-related stressors, schools can enhance teacher job satisfaction and reduce turnover intention.
Keywords: Principals’ leadership behavior, teaching workload, turnover intention, private secondary schools, Ogun 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
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