ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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.
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment