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PRINCIPALS’
LEADERSHIP STYLES AND SECONDARY SCHOOL TEACHERS’ JOB PERFORMANCE IN EDUCATION
Abstract
This study
investigated the principals’ leadership styles and secondary school teachers’
job performance in Education District IV of Lagos State. The study was carried
out in ten secondary schools in Education District IV of Lagos State. A total
of 190 individuals have participated in the study. 170 teachers were included
as a sample through simple random sampling technique. Additionally, 20
secondary school principals were included. Questionnaire and interview were the
main instruments of data collection. The instrument for the study was a
five-point Likert type questionnaire. Principals’ leadership styles and
teachers’ performance were identified as the independent variables and as the
dependent variable respectively. The questionnaires on communication,
decision-making and delegation of duties were used to describe the principals’
leadership styles. While lesson plan, assessing students and co-curricular
activities were used to determine the teachers’ performance in the schools. The
analysis of the quantitative data was carried out by using frequency,
percentages, mean, standard deviation, one-way ANOVA, Post Hoc Test and Pearson
correlation. The findings indicates that there is a positive relationship
between leadership styles and teachers’ performance(r=0.890) the relationship
is significant (Sign=0.000 at 0.05 level). From the entire study and findings,
the results revealed that the principals adopted three leadership styles in
their administration namely; autocratic, laissez faire and democratic, it is
clearly evident that there is no leadership style that is superior to one
another. The findings revealed that the independent variable (democratic) was
the most practiced leadership style in secondary schools in Education District
IV of Lagos State. In general the findings was supposed to conclude, that
principals leadership style in secondary schools in Education District IV of
Lagos Statehad significant effect on decision-making, communication and
delegation to improve the level of teachers performance and teachers have not
been performing to the expectation. Based on the findings, it is recommended
that the principals in secondary schools in Education District IV of Lagos
State should neat a mixture of autocratic and democratic styles of leadership.
While teachers ideas and taught should be considered in decision-making about
the training criteria in their administration in order to enhance better
performance amongst teachers.
Key words:
Leadership Styles, Job Performance, Teachers, Secondary Schools, Principals.
CHAPTER ONE
INTRODUCTION
Background
to the Study
The success
of any organization is highly rated upon the head, boss or the manager of such
an enterprise, like business, school or any organization. The leadership impact
is desirable in an organization to aid easy and maximum success. Leadership is
an instruction used in an organization for behavior modification. It determines
the goals of an organization and means of accomplishing them. Therefore,
leadership in an organization has been seen as motivator whereby one person who
is the head motivates others towards the achievement of specific goals of the
organizations.
However,
fellowship is the essence of leadership, in other words it is the willingness
of the people to follow that makes a person a leader. Moreover, people follow
those perceived to be providing means of achieving their own desires, wants and
needs. In this case, we can see that leadership and motivation are closely
interconnected. Motivation enables us appreciate better what people want and
why they act as they do. In secondary school administration, the success of any
school to achieve its stated goals or objectives depends on the ability of the
chief administrator otherwise known as the principal and his leadership style.
Effective
leadership role provided by the principal will lead to the achievement of the
schools goals and objectives. Education among other concern is an instrument
for effecting national development with the formulation of national policy on
education. To achieve the stated aims and objectives of the national policy,
all stakeholders in the educational sector have different roles to play. At the
grass root level, the management of available resources rest solely upon the
schools principals inclusive in principals’ roles is the provision of effective
administrative skills which cannot be separated from their leadership styles.
The principals’ leadership style in secondary schools is a pointer of the level
of productivity of teachers or their job performance. With the close review of
the setbacks being experienced in some secondary schools, pressure groups are
agitating for effective leadership styles. It is glaring that some principals
in Yaba Local Government area of Lagos have not considered their styles of
leadership as the determinants of teachers’ job performance level. Hence, some
principals seem to find it difficult to effectively administer their schools
(Gronn, 2000, Adeyemi 2004). Every school principal is in a unique position as
the manager or administrator of the resources in their schools.
The school
administrator is a leader of the staff and the students of the school. He is
expected to be knowledgeable in the area of administration. He should be able
to address difficult issues or problems at different point in time. The
leadership style of the principal is demonstrated in his abilities which make
him to be recognized as leader of a group. Many people strongly believe even
when there is an educational plan, good school programme, adequate staff and
facilities, what is more important is good administrative leadership style to
coordinate all these for the progress and success of the school. In case, where
the leadership style of the principal is ineffective, even the best school
programme, the most adequate resources and the most motivational staff and
students will be rendered futile. Therefore, the importance of good leadership
style in an organization cannot be overemphasized. The key for an effective
leader is the ability to lead effectively, coordinate a complex situation and
show concern through prudent management of human and material resources
available. According to Koontz (2008) “If all school principals can’t rely upon
all the subordinates to contribute towards group goal accomplishment with zeal
and confidence, there would be no need to develop the act of leadership”. There
is always the need to boost the moral of teachers, which will even make them to
serve to their maximum capability. Therefore, among the administrative
functions of the principal is to persuade teachers and use his leadership style
to coordinate all activities to ensure they contribute willingly to
organizational goals. It’s worth knowing that the improvement of any
educational institution depends on quality of its teachers. The main objectives
of any educational system are to promote teaching and learning process.
Teachers are therefore expected to be committed to facilitate the teaching
process.
To ensure
the possibility, principals too must provide conducive atmosphere for their
teachers. The type of leadership style being operated in the school will make
staff in schools to be inspired, zealous and co-operate to work harmoniously
with the principal. Educational objectives can only be achieved with the full
co-operation of the school community. Effective administrative leadership
involves the understanding of the behavior of members to be led in any
organization or institution of learning. The issues of teachers’ performance in
the classroom, based on principals leadership style is a concern of this
project. In addition to being influenced by motivation, productivity is
affected by workers ability and a number of situational and environmental
factors. The objectives of the school will not be achieved if there is no harmony
in the school between teachers’ performance and principal’s leadership style.
Several researchers have defined leadership style in different contexts, in
view of the foregoing, (Chandan, 2007) defines leadership style as the
ingredient of personality embodied in leaders that causes subordinates to
follow them. Okumbe, (2008) on the other hand defines leadership styles as
particular behaviours applied by a leader to motivate subordinates to achieve
the objectives of the organization. It refers to the underlying needs of the
leader that motivate his behavior (Siskin, 2004; Okeniyi, 2005).
It is the
manifestation of the dominant pattern of behaviour of a leader (Olaniyan, 2009;
Okurumeh, 2012). It is also a process through which principal influences a
teacher or a group of others in the attainment of educational goals (Akinwumiju
and Olaniyan, 2006; Adeyemi, 2006). Therefore, the Leadership style of a
principal depends on the leaders behaviors. This behavior is the main
foundation for choosing efficient leadership style (Douglas, 2006). Scholar has
proposed path goal theory to explain leadership. According to (House, 2008) in
the path goal theory, a leader does the following: clarifies and sets goals
together with the subordinates and properly communicates to them. Besides,
delegates duties to subordinates according to their abilities, skills,
knowledge and experience. The leader further helps the subordinates to find the
best path for achieving the desired goals. Defines positions and task roles by
removing barriers to performance and promotes group cohesiveness and team
effort.
The leader
finally increases personal opportunities for improved work performance by
reducing stress, making external controls and people’s expectations clearer
(House, 2008). In supporting this theory, (Ajayi and Ayodele, 2011) the
behaviour of the leader is acceptable to the subordinates only if they continue
to see the leader as a source of personal opportunities to improve performance
and satisfaction. But, some leaders seem to find it difficult to effectively
administer their schools (Gronn, 2012). Therefore, it is imperative that they
learn and understand the importance of the styles that enhance positive
performance in the schools. As such, leadership style occupies an important position
in school administration as the principal who controls schools’ resources
resulted in positive achievement of educational goals (Adeyemi, 2004).
Basically, such achievements in secondary schools are dependent on three
identifiable leadership styles namely; autocratic, democratic and laissez-faire
(Lunenberg &Ornstein, 2009).It is no doubt that there is mounting pressure
by styles of leadership among principals of secondary schools in Education
District IV of Lagos State. It seems however that many principals have not
considered their styles of leadership as determinants of teachers’ performance
in their schools. Teachers’ performance could be described in various ways.
(Robert and Tim, 2009) as the act of accomplishing or executing a given tasks.
On the other hand (Obilade, 2009) defined teachers performance as the duties
performed by a teacher at a particular period in the school system in achieving
educational goals whereas, (Akinyemi 2003; Okeniyi, 2005) defined it as the
ability of teachers to combine relevant inputs for the enhancement of teaching
and learning processes. However, (Meindl, 2008) argued that teachers’
performance is determined by the workers level of participation in the day to
day running of the organization. Supporting this argument, (Adepoju, 2007)
asserted that variables of teachers’ performance such as effective teaching,
lesson note preparation, effective use of scheme of work, effective
supervision, monitoring of students’ work and disciplinary ability are virtues
which teachers should uphold effectively in the school system.
In this
regard, the teachers’ performance could be measured through annual report of
his/ her activities in terms of performance in teaching, lesson preparation,
and lesson presentation, mastery of subject matter, competence, teachers’
commitment to job and extra-curricular activities. Other areas of assessment
include effective leadership, supervision of students’ work, motivation, class
control and discipline of the students are the virtues that teachers should
uphold effectively in secondary schools. As such, (Ibukun, 2007) argued that
the main task of the principal is to create a conducive atmosphere for the
teachers to be able to achieve desired changes in students. He noted that
teachers’ perform effectively under different leadership styles. Due to this,
the principal was expected to encourage effective performance of their teachers
by identifying their needs and trying to satisfy or meet them. Supporting this
argument (Ijaiya, 2010) remarked that teachers in Nigeria express a desire for
more participation in decision-making.
As indicated
by UNESCO report (2006), there is implicit recognition of the important role
which school management plays in achievement of school goals. Therefore,
principals’ need to display leadership styles that can enhance teachers’
performance thus improve students achievements.
Leadership
styles that were considered in this study were democratic, autocratic and
laissez-faire (Okumbe, 2008). The democratic leadership style decentralizes
power, authority and decisions are made through consultation. The use of the
style makes the teacher feel as part of the organization and will therefore
improve the teachers job performance.
Autocratic
leadership style centralizes power, authority and decision making. In this
case, the teacher has a feeling that he/she is not appreciated thus affects
his/her job performance. Leaders who opt for laissez-faire tend to avoid power
and authority. This leadership style may lead to poor performance and high
cases of absenteeism. Therefore, the concern of this study was to describe the
principals’ leadership styles in terms of involvement in decision making,
communication and delegation of duties to teachers in secondary schools of
Education District IV of Lagos State.
Statement of
the Problem
The
relationship between principals’ leadership style and teachers’ job performance
has been a subject of controversy by many researchers. The controversy was
centered on whether or not the style of leadership of principals influences the
level of job performance among teachers. Common observation in the school
system shows that the style of leadership of a principal could perhaps have
serious impact on teachers’ job performance.
Therefore,
Principals as educational leaders play a pivotal role in the success of the
school. In building a strong culture of collaboration and creative problem
solving, set appropriate curriculum implementation mechanism, and possess an
instructional leadership quality that takes responsibility for students’
achievement, develop and Communicate plans for effective teaching, among all
staff members and monitor students learning progress and closely work with
parents. Hence, the collision of principals’ leadership style and teachers’ performance
has been a subject of disagreement by researchers (Nwadian, 2008; Adeyemi,
2006).
The argument
was centred on whether or not the principals’ leadership style influences the
level of performance among teachers. Therefore, it was necessary to determine
the extent to which principals’ leadership styles influence teachers’ level of
job performance since principals need to strive to satisfy the teachers so that
they exhibit maximum production which can be measured through good academic
achievement of the learners in learning institutions. The problem of this study
therefore was to investigate the effects of principals’ leadership styles on
teachers’ job performance in secondary schools in Education District IV of
Lagos State.
Purpose of
the Study
The purpose
of this study was to investigate the influence of the principals’ leadership
styles on secondary school teachers’ job performance in Education District IV
of Lagos State.
Objectives
of the study.
Specifically,
the study sought to:
1. Find out
the most commonly used leadership style among principals in secondary schools
in Education District IV of Lagos State.
2. Examine
if there is any significant relationship between principals leadership style
and job performance.
3.
Investigate how principals involve teachers in decision making and the effect
it has on their performance in Education District IV of Lagos State.
4.
Investigate how principals communicate with their teaching staff and the effect
it has on teachers’ performance in secondary schools
5. Determine
the leadership style used by principals that enhances teachers’ performance.
Research
Questions
The
following research questions guided the study:
1. To what
extent does teachers lesson preparation, assessing of students and involving
students in co-curricular activities affects teachers’ performance?
2. To what
extent does school principals’ leadership styles in terms of decision-making,
communications and delegation of duties influence the level of teachers’
performance in secondary schools in Education District IV of Lagos State?
3. Which
type of leadership style of school principals’ enhances teachers’ job
performance?
4. Which
leadership style is most commonly used by principals in secondary schools in
Yaba Local Government Area?
Research
Hypotheses
Hypothesis1
Ho1: There
is no significant relationship between principals’ leadership styles secondary
school teachers’ job performance in Education District IV of Lagos State.
Hypothesis 2
Ho2: There
is no significant difference between principals’ democratic leadership style
and secondary school teachers’ job performance in Education District IV of
Lagos State.
Scope of the
Study
The scope of
the study covers ten public secondary schools in Education District IV of Lagos
State. The total numbers of teachers in the sample secondary schools were
(341). The teachers and principals, were included in the study. Thus, out of
(341) secondary school teachers’ 180 were taken as a sample in the study and 22
principals were also taken as a sample in the study. It also covers the extent
to which the various leadership styles by secondary school principals has
influenced the teaching and learning situation.
Significance
of the Study
The findings
of this research have deep significance for the enhancement of secondary school
teachers’ performance by prioritizing performance in the study area. In
addition, principals of schools are always regarded by their teachers as
leaders in the administration and in school board of education, parents and
teachers and other various public people usually hold principals responsible
for success and failure of school organization. Specifically the result of
this
research has the following importance for the school principals, teachers,
students and others.
First, it
may help the school leaders to be aware of the styles against the level of
teacher performance and the practitioners’ principals to exercise efficient
leadership styles so as to improve teachers’ performance.
Second, it
may help the school principals to revisit and be enriched with new knowledge,
theories, methodologies and practical behaviors leaders need in secondary
schools and other institutions of learning in general for their motivating
approach to make the teachers more effective.
Third, it
may give the clear picture of principals’ leadership style on teachers’ level
of performance for decision-makers, such as practicing educational
administrator/principal, educational administrators in training, local state
board and ministry of education officials.
Fourth the
school principal who is in mount exposure to different pressures both internal
and external has to constantly review his own leadership style as effective
guide in performing his/ her task.
Fifth, this
study may be useful to the principals to be equipped with knowledge on how they
can boost job satisfaction of teachers which may contribute to good academic
performance as well as organizational success and the findings may also serve
as a guide to educational practice in determining areas of dissatisfaction
among teachers which need to be addressed to retain teachers.
Lastly it
may serve as the reference and may call for further in-depth of researchers on
the topic, particularly principals’ leadership style and teachers’ performance
in secondary schools in Lagos State.
Limitations
of the Study
Even though
the research has attained its objectives, there were some unpreventable
limitations. First, due to the limit of time, finance and material resources;
this research was not incorporating all models to see teachers’ performance.
The investigation is run by focusing on the three leadership styles and
teachers performance. Styles, which are prepared based on House (2008) path
goal theory of leadership. In addition because of financial and time
constraints, it would have been possible to extend the study to cover both primary
and secondary schools but for the limiting factor of time and finance this
research was conducted on secondary school teachers in Education District IV of
Lagos State. The study would have involved more participants from both school
levels all over Lagos state and not Yaba alone. Therefore, the findings will be
generalized to include all primary and secondary school teachers.
Operational
Definition of Important Terms
Leadership
styles: This is the patterns of behaviours, which a leader adopts to influence
the behaviours of his/her followers.
Principals’
leadership Styles: Refers to the pattern or way of doing things by the
principal in pursuit of his or her duties. In this study, leadership styles are
looked at in terms of the way principals involve teachers in decision-making;
the way they communicate and the way they delegate duties to teachers. The way
the principals behave in line of decision-making, communication and delegation
is hypothesized to determine teachers’ performance in secondary schools in
Education District IV of Lagos State.
Teachers’
performance: Refers to identification with, and involvement in the teaching
occupation. In this study, the teachers’ performance considered as the act of
scheming, lesson planning, and assessment of students through giving tests,
exercises and participation in co-curricular activities of the schools.
Autocratic
style: Is a style that leaders communicate irregularly to teaching staff with
limited involvement in decision-making and less delegation.
Democratic
style: Is a style that leaders regularly communicate with teaching staff and to
participate them in decision-making for more delegation of duties.
Laissez–Faire
style: Is a style that leaders advocates minimal supervision and moderate
involvement in the instructional process.
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