EVALUATION OF THE IMPACT OF HEAD TEACHERS’ LEADERSHIP STYLES ON TEACHERS’ JOB PERFORMANCE IN SELECTED PRIMARY SCHOOLS

EVALUATION OF THE IMPACT OF HEAD TEACHERS’ LEADERSHIP STYLES ON TEACHERS’ JOB PERFORMANCE IN SELECTED PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

One of the most important aspects of any organization’s success is its leadership. As a result, it is critical for a leader to understand what constitutes successful leadership. According to Sergon (2005), leadership style is defined as “the method and attitude with which one gives direction, implements goals, and motivates others.” It encompasses their leader’s entire pattern of explicit and implicit behaviors as perceived by the workforce. Mirkamal identified three types of leadership: autocratic, democratic, and laissez-faire (2005). According to Fan (2009), four distinct leadership styles determine school success: authoritarian, democratic, transformational, and laissez-faire. The autocratic leadership style appears to be self-centered and allows for little involvement of subordinates in decision-making, whereas the democratic leadership style is more people-oriented and relies on consensus. subordinate involvement (Mgbodile, 2004). Mexico and Taiwan have implemented autocratic leadership styles, whereas South Korea and the United States have implemented democratic leadership styles. According to Mitchelson (2003), only democratic leadership style has a direct and significant relationship with performance in the United States. According to Fan (2009), transformational leadership focuses on the needs of subordinates for growth and achievement, making leaders who use this style proactive. Laissez-faire leadership is a leadership style that allows for the free expression of ideas and opinions without interference from the leader. Secondary schools are critical institutions in the implementation of state educational policies all over the world, including Nigeria. It has a bureaucratic administrative framework with set rules and regulations as a formal leadership. with the goal of providing the necessary opportunities for education and development of the school’s learners and employees, and is generally led by the principle. According to Danladi (2009), education is a critical instrument in the development of learners through the transfer of valuable qualities such as skills, information, and planned activities that may help learners realize their full potential for the benefit of society. As a result, education promotes citizen development through the implementation of state-mandated school curriculum and education policies. Nigeria’s education strategy is based on five cardinal goals: a free and democratic society; a just and egalitarian society; a united, robust, and self-sufficient nation; a vast and dynamic economy; and a place full of shining stars. Opportunities are available to all residents. FGN, FGN, FGN, FGN (2004). Furthermore, Olatunji (2015, p. 396) asserted that Nigeria’s educational philosophy is complex, necessitating proper administrative procedures to ensure its implementation in the country. To achieve both the Nigerian education policy and the philosophy of education, effective leadership in all educational institutions in Nigeria, particularly secondary schools, is required. Secondary schools serve as institutional resources for secondary education and necessitate competent principal leadership to ensure that performance objectives are met. According to Adwella (2014), leadership is an operational technique for persuading individuals to work voluntarily and enthusiastically toward the accomplishment of organizational goals, which include secondary schools. According to Aghenta (2001), leadership is the process by which a leader influences the activities of a group of people in order to achieve a goal. to achieve an organizational goal. It is the act of completing tasks with the assistance and collaboration of others. As a result, leadership is an important tool in the development and implementation of organizational policies, including educational policies and philosophy in secondary schools across the state, and the leader’s leadership style and traits influence the job performance of the organization’s employees (Yahaya, 2014). Different leadership styles have an impact on job satisfaction. Fan (2009), for example, investigated principals’ leadership styles and teacher job satisfaction in South Carolina and discovered that teachers preferred transformational leadership, which involves them in decision-making, rather than being forced into conformity by their administrators. Teachers, on the other hand, appeared to be conflicted when they

praised leaders who were described as having democratic leadership styles as well as those who were described as having forceful leadership styles. Iqbal (2010) discovered that democratic leadership style outperformed authoritarian leadership style in the Pakistani province of Punjab (Dickson, 2013). Authoritarian leadership styles are used by only 18% of school principals, while democratic leadership styles are used by 82%. (Osman, 2010). According to the study, teachers who worked under democratic leadership were more satisfied than those who worked under authoritarian leadership.

1.2 THE PROBLEM’S STATEMENT

Some principals appear to lead in an authoritarian manner (Adeyemi, 2010). Some individuals are more democratic than others (Akerele, 2007). Others, on the other hand, appear to lead with a laissez-faire attitude (Ige, 2001). These leadership styles are characterized by

The administration of the school may have a positive or negative impact. Other studies, such as Iqbal’s, have examined the leadership styles of head teachers in relation to KCSE test performance (2010). Muchina (2009) investigated the impact of head teachers’ leadership styles on the motivation of secondary school teachers in Nigeria. According to common observations in the school system, elementary school teachers have been transferring away from teaching and into other professions, while some have retired early (Fan, 2009). This evolution could have occurred due to a variety of factors. One of these factors could be the perception that teachers’ well-being is poor, as well as their working conditions, which appear to be worse than those of their civil service counterparts.

1.3 THE STUDY’S OBJECTIVES

This study’s overarching goal is

to look into the impact of head teachers’ leadership styles on teacher job performance in selected primary schools in the Akko LGA. The following are some of the study’s specific objectives:

i. Determine the leadership style used by Akko LGA elementary schools.

ii. To investigate how democratic leadership styles of head teachers affect the job satisfaction of primary school teachers in Akko LGA.

iii. To assess the impact of head teachers’ autocratic leadership style on primary school teachers’ job satisfaction in Akko LGA.

iv. To investigate the impact of head teachers’ laissez-faire leadership style on primary school teachers’ job satisfaction in Akko LGA.

v. To assess the impact of transformative leadership on the job satisfaction of Akko primary school teachers.

vi. To assess the impact of a head teacher’s leadership style on the rate of teacher turnover in primary schools in Akko LGA.

1.4 QUESTIONS FOR RESEARCH

i. What leadership styles are used in Akko LGA elementary schools?

ii. How do democratic leadership styles of head teachers affect the job satisfaction of primary school teachers in Akko LGA?

iii. What effects do autocratic leadership styles of head teachers have on the job satisfaction of primary school teachers in Akko LGA?

iv. How does the laissez-faire leadership style of head teachers affect the job satisfaction of primary school teachers in Akko LGA?

v. How does transformative leadership affect the job satisfaction of primary school teachers in Akko LGA?

vi. What exactly is the

What effect does a principal’s leadership style have on the rate of teacher turnover in Akko LGA’s primary schools?

1.5 THE IMPORTANCE OF THE STUDY

This study will help us understand the impact of a principal’s leadership style on teacher job performance, as well as how different styles improve and enhance teacher performance. This work will also be useful to other researchers who want to continue or start similar research.

1.6 THE STUDY’S OBJECTIVE

The impact of teachers’ leadership styles on job performance will be thoroughly investigated in this research project. This research is restricted to the Akko Local Government Area of Gombe State, Nigeria.

1.7 THE DEFINITION OF TERMS

The term “impact” refers to a strong effect or influence.

Leadership Styles: A leader’s leadership style is defined by how he or she gives orders, executes plans, and motivates others. According to several authors, leaders in politics, business, and other sectors exhibit a variety of leadership styles.

The activity or process of completing a task or function is referred to as performance.