INFLUENCE OF PRINCIPALS’ LEADERSHIP STYLES ON THE JOB EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS IN ONITSHA NORTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE.
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PRINCIPALS’ LEADERSHIP APPROACHES AND THE WORK PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is universally acknowledged as a vital instrument for national development, social transformation, and human capital formation. At the secondary school level, education plays a crucial role in preparing learners for higher education, vocational competence, and responsible citizenship. The effectiveness of secondary education largely depends on the quality and commitment of teachers, whose work performance is influenced by several organizational and leadership factors (Akinyemi, 2016).
School leadership, particularly the leadership approaches adopted by principals, is a critical determinant of teachers’ effectiveness and overall school performance. Principals are the chief executives of secondary schools and are responsible for planning, organizing, directing, and supervising teaching and learning activities. Their leadership approaches shape the school climate, influence teachers’ motivation, and determine how well educational goals are achieved (Yukl, 2013).
Leadership approaches refer to the patterns of behavior, strategies, and styles employed by school principals in guiding, influencing, and managing teachers and other school personnel. Common leadership approaches in educational administration include autocratic, democratic, and laissez-faire leadership styles. Each of these approaches has varying implications for teachers’ morale, job satisfaction, commitment, and performance (Adeyemi, 2010).
Teachers’ work performance, on the other hand, encompasses their effectiveness in lesson preparation and delivery, classroom management, assessment of students, participation in school activities, and adherence to professional ethics. High teacher performance is essential for achieving quality education and improving students’ academic outcomes (Ogunu, 2018). However, evidence suggests that teachers’ performance in many Nigerian public secondary schools has been inconsistent, often due to poor leadership, lack of motivation, and unfavorable working conditions (Okorie & Ezeh, 2019).
In Enugu State, and particularly in Enugu NorthLocal Government Area, concerns have been raised by education stakeholders regarding teachers’ punctuality, commitment to instructional duties, and overall productivity. While factors such as inadequate facilities and remuneration have been highlighted, the leadership approaches of school principals remain a crucial but under-examined factor. Understanding how principals’ leadership approaches relate to teachers’ work performance is therefore essential for improving school effectiveness and educational quality in the area.
1.2 Statement of the Problem
Despite government efforts to improve secondary education through policy reforms, teacher recruitment, and infrastructural development, the work performance of many secondary school teachers in Enugu NorthLocal Government Area of Enugu State appears to be below expectations. Reports of absenteeism, poor lesson preparation, ineffective classroom management, and low commitment to school activities have persisted (Enugu State Ministry of Education, 2022).
Observations suggest that some principals adopt leadership approaches that are either excessively authoritarian, overly permissive, or lacking in participatory decision-making. Such leadership practices may negatively affect teachers’ morale, reduce job satisfaction, and ultimately impair their work performance. Conversely, democratic and supportive leadership approaches are believed to foster teamwork, commitment, and improved productivity among teachers (Bass & Riggio, 2014).
Although several studies have examined leadership styles and teacher performance in other parts of Nigeria, there is limited empirical evidence focusing specifically on Enugu NorthLocal Government Area. This gap makes it difficult for policymakers and school administrators to design context-specific leadership development programmes. The problem of this study, therefore, is to examine the extent to which principals’ leadership approaches influence the work performance of secondary school teachers in Enugu NorthLocal Government Area of Enugu State.
1.3 Purpose of the Study
The main purpose of this study is to examine principals’ leadership approaches and the work performance of secondary school teachers in Enugu NorthLocal Government Area of Enugu State.
Specifically, the study seeks to:
identify the leadership approaches commonly adopted by principals in secondary schools in Enugu NorthLGA;
examine the level of work performance of secondary school teachers in the area;
determine the influence of autocratic leadership approach on teachers’ work performance;
assess the influence of democratic leadership approach on teachers’ work performance;
examine the effect of laissez-faire leadership approach on teachers’ work performance.
1.4 Research Questions
The following research questions guided the study:
What leadership approaches are commonly adopted by principals in secondary schools in Enugu NorthLGA?
What is the level of work performance of secondary school teachers in the area?
How does autocratic leadership approach influence teachers’ work performance?
To what extent does democratic leadership approach influence teachers’ work performance?
What influence does laissez-faire leadership approach have on teachers’ work performance?
1.5 Research Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
Autocratic leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
Democratic leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
Laissez-faire leadership approach has no significant influence on teachers’ work performance in secondary schools in Enugu NorthLGA.
1.6 Significance of the Study
The findings of this study will be beneficial to several stakeholders. School principals will gain insights into how their leadership approaches affect teachers’ performance, enabling them to adopt more effective leadership practices. Teachers will benefit from improved leadership that enhances motivation, job satisfaction, and professional commitment.
Education policymakers and administrators in Enugu State Ministry of Education will find the study useful for designing leadership training programmes and policies aimed at improving school management. Researchers and students will also benefit, as the study will contribute to existing literature and serve as a reference for future studies on educational leadership and teacher performance.
1.7 Scope of the Study
The study is delimited to principals’ leadership approaches and the work performance of secondary school teachers in public secondary schools within Enugu NorthLocal Government Area of Enugu State. The leadership approaches considered include autocratic, democratic, and laissez-faire styles, while teachers’ work performance is assessed in terms of instructional delivery, classroom management, punctuality, and participation in school activities.
1.8 Operational Definition of Terms
Leadership Approaches: The methods and styles adopted by school principals in directing and influencing teachers toward achieving school goals.
Principal: The administrative head of a secondary school responsible for leadership and management functions.
Work Performance: The extent to which teachers effectively carry out their instructional and professional responsibilities.
Secondary School Teachers: Trained educators employed to teach students at the secondary school level.
Enugu NorthLocal Government Area: A local government area in Enugu State where the study is conducted.
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