1.1       Background to the Study

The success of any enterprise, such as a business, a school, or an organization, is highly valued by the enterprise’s leader, boss, or management. A leader’s influence is intended to promote smooth and optimal performance in an organization (Ezeuwa, 2005). Leadership is a business behavior modification technique. It establishes an organization’s goals as well as the means to achieve them. As a result, organizational leadership has been viewed as a motivator in which the head motivates others to achieve specific organizational goals (Ezenne, 2010). In contrast, fellowship is at the heart of leadership. In other words, a leader is defined by the willingness of others to follow (Ezenne, 2010). Additionally, people will

Follow those who appear to provide a means of achieving their own goals, desires, and needs. In secondary school administration, the ability and leadership style of the main administrator, also known as the principal, are critical to a school’s success in meeting its stated goals or objectives (Huber and West 1990). As stated in the adage “Get the right man in charge, and your problem will be solved,” the principal’s effective leadership role will lead to the achievement of the school’s goals and objectives.

Education, among other things, is a tool for achieving national development. To achieve the national goals and objectives, all stakeholders in the educational sector must play different roles. policy. The administration of available resources is primarily the responsibility of grassroots school principals, who must provide strong administrative skills that are closely related to their leadership styles (Mbiti, 2007). Following a thorough examination of the difficulties encountered in some secondary schools, pressure groups are advocating for successful leadership styles. Some administrators have obviously failed to investigate their leadership styles as predictors of students’ academic success levels. As a result, some principals appear to struggle to manage their schools successfully (Adeyemi 2004). Each school principle is in a unique situation as the manager or administrator of the resources in their schools. The principal is the school’s leader, both for the staff and the students. He is expected to learn about administration and natural environment (Adeyemi 2004). He must be able to deal with difficult concerns or problems at various stages of his life. Leadership is concerned with human experience and energy in a structured organization, and the concept is equally important in management (Asunda, R. 1983). The principal’s abilities demonstrate his leadership style, establishing him as a group leader. Many people believe that even if there is an educational plan, solid school programming, appropriate staff, and facilities, good administrative leadership is required to coordinate all of this for the school’s advancement and success. Even the best educational programs, the most abundant resources, and the most enthusiastic staff and students will be rendered ineffective if the principal’s leadership style fails. As

As a result, the importance of a strong leadership style in the classroom cannot be overstated.

Students are not immune from blame, as the vast majority of them are unwilling to confront their academics as required. The level of productivity among students in school influences how the principal’s administrative role and leadership style are evaluated (Nwadian 1998). An effective leader must be able to manage effectively, coordinate a complex issue, and show concern for students’ performance. As a result, one of the principal’s administrative functions is to encourage students and manage all activities in such a way that they contribute willingly to students’ performance (Nwadian 1998). It is critical to recognize that the effectiveness of a secondary school principal’s leadership style is critical.

has an effect on how well students perform. They must also be committed to making the teaching process easier. The school’s leadership style will motivate students to achieve their goals. People believe that the efficiency with which any educational organization can be run is heavily reliant on an effective leadership style, both personally and collectively, according to Hallinger (2005). As a result, the main focus of this research is on students’ performance as a result of the principal’s leadership style.

Furthermore, it would be incorrect to conclude that all school principals in Nigeria have failed to recognize the importance of good human relations. It is clear that the leadership style differs from one principal to the next as a result of the

“What can be said to be true about one situational environment may not be true about another. What is prudent in one situation may be imprudent in another. Understanding the existence of a wide range of patterns, conditions, and responses is the first step toward approaching the problem of leadership style with wisdom.

1.2 Problem Description

Many researchers disagree about the relationship between a principal’s leadership style and student performance. The debate centered on whether or not principals’ leadership styles influence students’ levels of performance. Common observation in the school system indicates that a principal’s leadership style may have a significant impact. on the performance of students (Huber and West 1990). Less attention has been paid to the relationship between principal leadership style and student academic performance. As a result, there is a need to investigate principals’ perceptions of their own leadership styles in relation to their impact on students’ academic performance. Furthermore, teachers’ perceptions of their principals’ leadership styles, as well as their impact on student performance, must be investigated (Hallinger, P. 2005). The quantitative design study interviews principals and students in Government secondary schools to investigate and describe the leadership styles and types of principals. Against this backdrop, the researcher intends to investigate the various leadership styles and types exhibited by principals, as well as their effects on students’ academic performance, with the goal of

propose a model that will at the very least maintain or improve students’ academic performance in Rivers State.

1.3 The Study’s Objectives

This study’s objectives include the following:

1. Determine the most common leadership style used by principals in Port Harcourt, Rivers State.

2. Determine whether the principal’s leadership style influences students’ academic performance.

3. To make recommendations on the best leadership style Principals should use to improve student performance.

1.4 Research Issues

1. What is the most common leadership style used by principals in Port Harcourt, Rivers State?

2. Does the principal’s leadership style influence students’ academic performance?

3. What is the best leadership style for principals to use in order to improve student performance?

1.5 Importance of the Study

This study is significant because the primary function that contributes to students’ academic performance could be better appreciated. It may also assist the Ministry of Education in determining the extent to which school principals are appropriate. It could go a long way toward assisting the ministry of education and other stakeholders in making timely decisions about schools and principals. This research will be extremely useful in a variety of ways. This study on principals’ leadership styles as they relate to students’ academic performance will provide society with an understanding of a unique model of leadership, which will boost students’ academic performance. The model proposed in the research will, hopefully, facilitate and simplify the practitioner’s leadership implementation process.

Not only in schools, but also in the workplace. The research findings will also help to enlighten and provide insights into the various types of quality leadership styles. As a result, both researchers and practitioners are expected to benefit from it.

Furthermore, this study will be of great importance to the research community and will assist some principals who have not been effective in carrying out their responsibilities for one reason or another, and work with more effectiveness and efficiency using appropriate leadership style to improve student performances, which will lead to academic achievement of the students.

1.6 The Study’s Scope

The purpose of this study is to investigate the impact of principals’ leadership styles on students’ academic performance, with the most commonly used leadership style being

Principals in Port Harcourt, Rivers State, will be chosen. The relationship between the principal’s leadership style and students’ academic performance will be investigated, as will the differences in student performance under autocratic and democratic principals. As a result, the scope of this study will be limited to government secondary schools in Port Harcourt, Rivers State.

1.7 Study Restrictions

During this research exercise, the researcher encountered several constraints, including the following:

a) Inadequate Research Material Availability: The researcher’s research material was insufficient, limiting the study.

b) Time: The study’s time frame did not allow for broader coverage because the researcher had to balance other academic activities and examinations with the study.


Finance: Due to limited resources and the researchers’ other academic obligations, the funding available for the research work did not allow for broader coverage.

1.8 Terminology Definition

The principal is the chief, head, or director of the school. In the school setting, he is the overall person in charge (boss).

Leadership Style: A leader’s leadership style is the way he or she provides direction, implements plans, and motivates others. Secondary school principals use these methods to manage subordinates in order to achieve their goals or targets, and they can be seen/observed in action.

A learner or someone who attends an educational institution is referred to as a student.

Academic performance is defined as the extent to which

A student, teacher, or institution has completed their short-term or long-term educational objectives. Cumulative GPA and completion of educational degrees.

Secondary school is the next level of education after primary school.

The strong effect or influence that something has on a situation or person is referred to as its impact.


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