The Relationship Between Principals Leadership Style And Job Satisfaction Of Teachers In Secondary Schools In Benin Metropolis

The Relationship Between Principals Leadership Style And Job Satisfaction Of Teachers In Secondary Schools In Benin Metropolis

Abstract

The purpose of this study was to probe the relationship between leadership style of headliners and job satisfaction of preceptors in secondary seminaries in Benin megalopolis. The idea was to identify leadership styles of headliners and the effect of those styles on the job satisfaction position of secondary academy preceptors. The explanation for the study was simply an observation that some secondary academy headliners feel better in their leadership styles, while others are not. This sounded to have a great impact on schoolteacher’s job satisfaction position. Data was collected using a questionnaire that was aimlessly distributed to public seminaries drawn from Oredo, Egor, Ikpoba- okha Original government areas of Edo state. The major findings of this disquisition were that, there’s no significant relationship between the headliners leadership style and job satisfaction of preceptors in secondary seminaries. The study was concluded with findings, recommendations and suggestions for farther studies.

TABLE OF CONTENTS

Title Runner i

Instrument ii

Fidelity iii

Acknowledgement iv

Abstract vi

Table of Contents vii

List of Tables x

List of numbers xi

CHAPTER ONE preface

Background to the Study 1

Statement of the Problem 8

Exploration Questions 12

suppositions 12

Purpose of Study 13

Significance of Study 14

compass and Delimitation of Study 15

description of Terms 16

Chapter Two Review Of Related Literature

Concept of Definition of Leadership 18

significance of Leadership 22

Leadership Versus Management 25

Leadership Process 33

Types of Leadership 36

An Overview of the literal Antecedence of Leadership propositions 39

Leadership Approaches and Models 43

Scientific Management Approach 44

Leadership propositions 46

Leadership Styles 68

Other seminaries of Thought on Leadership Styles 85

Relationship Between Leadership Styles and Job satisfaction 92

Leadership and the Educational System 102

Concept and Definition of Job Satisfaction 103

propositions of Job Satisfaction 110

Leadership Style and Job Satisfaction 118

CHAPTER THREE exploration METHODOLOGY

preface 124

Population of Study 124

Sample and Testing fashion 124

Instrumentation 125

Validity of Instrument 125

system of Data Collection 125

Administration of Questionnaire Design 126

system of Analysis 126

CHAPTER FOUR DATA ANALYSIS, INTERPRETATION AND DISCUSSION

Response Rate 127

Data Analyses 128

Testing of suppositions 129

Discussion of Findings 135

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary 141

Conclusion and Recommendations 143

References 145

excursus 156

LIST OF TABLES

Table 1 Response Rate 127

Table 2 Distribution of Repliers by Gender 128

Table 3 Distribution of seminaries by LGAs 128

Table 4 Relationship between star’s Transformational leadership

geste and job satisfaction of preceptors 129

Table 5 Relationship between star’s laissez- faire leadership

Style and job satisfaction of preceptors 130

Table 6 Relationship between star’s autocratic leadership

Style and job satisfaction of preceptors 131

Table 7 Relationship between star’s popular leadership

Style and job satisfaction of preceptors 132

Table 8 Relationship between star’s idiographic leadership

Style and job satisfaction of preceptors 133

Table 9 Relationship between star’s Nomothetic leadership

Style and job satisfaction of preceptors 134

LIST OF FIGURES

Figure 1 directors Versus Leaders 26

Figure 2 The differences between Leadership and Management 27

Figure 3 Ryan’s Model on Leadership versus Management 29

Figure 4 The leadership process( grounded onR.B. Dunhem andJ.L. Purce) 34

Figure 5Dr. RogerK. Allen’s Table on Types of Leaders 39

Figure 6 Transformational Leadership Style Model 78

Figure 7 Model of Job Satisfaction 109

Figure 8 Determinants of Satisfaction and souring

Rice & Byaest, 2003) 110

Figure 9 Maslow’s scale of requirements Model 112

Figure 10 Herzberg Two- factor proposition 115

Chapter One

Preface

Background to Study

The quality of Educational outgrowth is the product of effective and effective application of mortal, material, fiscal and time coffers. Of these, the donation of the mortal coffers particularly the headliners and preceptors can not be overemphasized. The Headliners and preceptors are the active agents of product who use the other coffers and chops in a manner that can produce the asked results. The station of Headliners towards their tutoring staff was well articulated by the Federal Government in the National Policy of Education( 2004) which states that ‘ The success of any system of education is depended on proper planning, effective administration. Administration is a function of association and structure, procurement and control, examination and supervision. ’ For preceptors the policy also states that ‘ preceptors are the main determinants of the quality of education. ’ likewise, UNESCO( 2000) was categorical in stating that, perfecting the quality of education depends first, on perfecting the quality of educational directors and, also perfecting the status and work conditions of preceptors.

Nigeria’s educational system is presently witnessing colorful reforms. Among the reforms is the preface of Universal Basic Education which shall be of nine- time duration comprising six times of primary education and three times of inferior secondary education. It also includes adult andnon-formal education programmes at primary and inferior secondary situations for the grown-ups and out of academy youths( FGN 2004). The reform aims at furnishing free and mandatory education for all Nigerian children. This reform action no doubt requires significant capacity development on the part of all education stakeholders. It requires high situations of provocation and commitment on the corridor of individual to working the frequently complex problem associated with the perpetration. In Education, any discussion on reforms of tutoring and literacy focuses attention on academy headliners who as leaders of seminaries are responsible for icing effective literacy culture in the seminaries.

The significance of the part of headliners on the academy association can not

thus be over looked. Headliners are veritably unique is academy associations. This was verified by Amoloye( 2004). He called them academy directors. The job of managing according to him, involves amongst other effects, the provision of leadership for men and women, coordinating both mortal and material coffers to insure the achievement of organizational pretensions. In the academy system, the star as an director influences his preceptors to achieve the pretensions and objects of the academy and also to give job satisfaction. The abecedarian thing of the academy is to enhance the tutoring and literacy process. Hence, the academy star should endeavor to impact the geste of the

preceptors in order to achieve the pretensions of the academy.

Transformational approaches to leadership have been supported for effective operation of the academy system. A transformational leader is the leader who inspires people to exceed and articulates meaningful vision for the association. A leader acts in both formal and informal ways to motivate and make hand commitment in the association. Olaleye( 2001), Leithwood, Tantzi and Steinbach( 1999) have cited empirical attestations suggesting that transformational leadership contributes to a range of organizational issues including provocation, commitment and capacity for preceptors to develop new approaches to education and most importantly, job satisfaction. School headliners are anticipated to parade this leadership rates to enhance tutoring and literacy in the academy. The success of a leader depends on the readiness, the amenability, commitment and the capability of the followers to follow as well as the capability, the style, chops and geste of the leaders.

Accordingly the success of educational directors depends on their effectiveness as well as their effectiveness and the capability to bring about job satisfaction of preceptors. This will in turn speed up the fruition of the pretensions and objects of the academy. The academy as an institution is a routinized pattern of social positions established by the society to negotiate certain imperative functions in order to insure its survival. The academy has come an institution devoted to educating youthful minds through a well structured, methodical pattern of training. Education business is one of the largest enterprises of the society. The significance attached to education is rested on its part in the conformation of mortal capital in effecting public development. The failure or success of education is affected largely by its directorial effectiveness and effectiveness. Educational systems are social systems. Peretomode( 1991) emphasized that, the mortal element of the social system is veritably vital to the attainment of its pretensions and objects. He also refocused out that, the geste of individualities is shaped by two important factors viz the oneness of the individual and the sociological attributes of the terrain( association or setting). The part of the star is an important unit, the logicalsub-unit of an educational institution. A part is the dynamic aspects of positions, services within the institution. In short, it’s a position within an institution associated with a set of rights and scores. places may vary in compass ranging from functionally verbose to functionally specific( Coladarci and Getzels, 1995). In a academy setting, lesser cognizance is given to the part of the star which stands out as top rated in the academy’s organogram. thus, there are certain anticipated behavioural patterns for persons enwrapping these places. prospects are prepossessions people have about how anyone in particular position, within the academy system, should bear.

Traditionally, the star is the middle director suggested in William Whyte’s 1950’s classic The Organization Man – an overseer of motorcars, boilers and books. moment, in a fleetly changing period of norms- grounded reform and responsibility, a different generality has surfaced – one near to the model suggested by Jim Collins ’ 2001 Good to Great, which draws assignments

from contemporary commercial life to suggest leadership that focuses with great clarity on what’s essential, what needs to be done and how to get it done.

This shift brings with it dramatic changes in what public education needs from headliners. They can no longer serve simply as structure directors, assigned with clinging to quarter rules, carrying out regulations and avoiding miscalculations. They’ve to be( or come) leaders of literacy who can develop a platoon delivering effective instruction.

Wallace’s work since 2000 suggests that this entails five crucial liabilities of a top

Shaping a vision of academic success for all scholars, one grounded on high norms.

Creating a climate sociable to education in order that safety, collaborative spirit and other foundations of fruitful commerce prevail.

Cultivating leadership in others so that preceptors and other grown-ups assume their part in realizing the academy vision.

Improving instruction to enable preceptors to educate at their stylish and scholars to learn at their utmost.

Managing people, data and processes to foster academy enhancement.

The star remains central source of leadership influence

The study of job satisfaction is veritably pivotal to the enhancement of productivity and weal of workers in secondary seminaries, in developing metropolises effectively, the star must be committed to the satisfaction of the requirements and prospects of these individualities. Job satisfaction which is applicable to this study is the collection of feeling and beliefs that people have about their current job. schoolteacher’s situations of degrees of job satisfaction can range from extreme satisfaction to extreme dissatisfaction. In addition to having stations about their jobs as a whole, preceptors also can have stations about colorful aspects of their jobs similar as the kind of work they do, their associates, administrators or inferiors and also their payment( George etal., 2008). Job satisfaction is a complex and multifaceted conception which can mean different effects to different people. Job satisfaction is generally linked with provocation, but the nature of this relationship isn’t clear. Satisfaction isn’t the same as provocation. Job satisfaction is further of an station, an internal state. It could, for illustration, be associated with a particular feeling of achievement, either quantitative or qualitative( Mullins, 2005). Job satisfaction represents a feeling that appears as a result of the perception that the job enables, the material and cerebral requirements. Job satisfaction can be considered as one of the main factors when it comes to efficacity and effectiveness of the academy system. Effective leadership and hand job satisfaction are two factors that have been regarded as abecedarian for the academy’s growth. In analogous tone, preceptors with high job satisfaction are likely to ply further trouble in their assigned tasks and pursue the academy’s pretensions and objects. A academy that fosters high hand job satisfaction is also further able of retaining and attracting workers with the chops that it needs.

The conception of Headliners ’ leadership in general and his style in particular is intertwined in the below assertions as he acts as a major catalysts in the attainment of the pretensions and ideal of the academy. It’s also assumed that the Headliners overall effectiveness and effectiveness sets the tone for the position of satisfaction or dissatisfaction of the labor force within the academy system. This supposition is going to be placed under empirical testing. Hence, this exploration seeks to find out the relationship between star’s leadership geste and preceptors job satisfaction in secondary seminaries within Benin megalopolis.

Statement of Problem

Education in Nigeria is an instrument for effecting public development. The country’s educational pretensions have been set out in the National Policy on Education in terms of their applicability to the requirements of the individual and the society( FGN, 2004). Towards this end, the National Policy on Education set up certain points and objects, which were to grease educational development in the country. In fostering these points and objects, the academy star has important places to play. Amongst this places include furnishing effective leadership in secondary seminaries, thereby enhancing better job performance among preceptors. How effective the star is in performing these places has been a matter of concern to numerous educationists( Aghenta, 2000; Ige, 2001). It’s thus not surprising that there’s mounting pressure on effective leadership among Headliners of secondary seminaries in Benin megalopolis. It seems still that numerous Headliners haven’t considered their styles of leadership as determinants of preceptors ’ job performance in their seminaries. Hence, some of them feel it delicate to effectively administer their seminaries.

Also, former examinations on preceptors ’ job satisfaction revealed that lack of effective leadership chops negatively affected preceptors ’ job satisfaction. Some secondary academy preceptors had expressed dissatisfaction with their work due to unconducive terrain created by executive excrescencies. It also has been revealed that preceptors feel displeased in academy surroundings that don’t give openings for schoolteacher development. For several decades, secondary seminaries in Edo state were agonized with a series of strike conduct carried out by preceptors. When compared with their associates in other professions, preceptors weren’t getting the kind of satisfaction they ought from tutoring. It was apparent that some preceptors abandoned classrooms for other jobs because of a lack of interest and satisfaction.

In his reflection on “ getting a schoolteacher and the challenges of schoolteacher education ” Afe( 2003) revealed that62.94 of 570 preceptors tried in Edo state engaged in slavish jobs to support their payment,78.82 rued being preceptors, while82.35 said they weren’t satisfied with the tutoring profession. In the words of Anyaegbu etal.( 2004), preceptors had frequently lost stopgap and interest in their job. The British Columbia preceptors ’ confederation – BCTF( 2000) revealed that in the time 2000, an estimated 500,000 preceptors went on strike in Nigeria, for lack of pay increase and poor working condition. The Nigeria Union of preceptors( 2001) proffered that the strike action in 2001 was due to grievances against the Federal and State governments, criminating them of being asleep to the requirements of preceptors. In 2002 and 2003, preceptors embarked on strike action, joining the Nigerian labor congress for a hike in petrol and poor conditions in their work place( Nigeria Union of preceptors, 2003). Not only were Nigerian preceptors not satisfied but parents and stakeholders were also frustrated by this lack of preceptors ’ interest in their job( Asagwara, 1997).

The relationship between headliners ’ leadership style and schoolteacher’s job performance has been a subject of contestation by experimenters( Nwadiani, 1998; Adeyemi, 2006). The contestation was centered on whether or not the style of leadership of headliners influences the position of job performance among preceptors. Common observation in the academy system shows that the style of leadership of a star could have serious impact on preceptors ’ job performance. The problem of this study thus is to determine what relationship exists between Headliners ’ leadership styles and preceptors ’ job satisfaction in elderly secondary academy in Benin megalopolis.

Educationists have also observed that getting a schoolteacher in Nigeria is fraught with dilemmas and problems. For illustration, Ozigi( 1992) set up in his study that preceptors are unhappy, frustrated, uninspired and displeased. This is majorly attributed to the leadership style of the star. In addition, Ogonor( 1997) described the job design of the academy schoolteacher as similar that it tends to induce humdrum and tedium. It’s pivotal to note that the star’s leadership style is veritably consummate to the intellectual, cerebral and social state of the tutoring staff, which in the long run determines the success of the tutoring- literacy process and the attainment of the academy’s pretensions and objects.

Unfortunately, exploration findings indicate an increased pattern in the negative geste of Headliners towards their staff which has led to a high position of dissatisfaction and frustration amongst preceptors in their jobs.

It’s in view of the need to requital thisre-occurring mishap that this study seeks to probe the relationship between Headliners leadership style and preceptors job satisfaction in Secondary seminaries in Benin Metropolis.

To guide this study, the following exploration questions were asked

exploration Questions

Is there any significant relationship between Headliners transformational leadership style and job satisfaction of preceptors?

Is there any significant relationship between Headliners Laissez – faire leadership style and job satisfaction of preceptors?

Is there any significant relationship between Headliners Autocratic leadership style and job satisfaction of preceptors?

Is there any significant relationship between Headliners Popular leadership style and job satisfaction of preceptors?

Is there any significant relationship between Headliners Idiographic leadership style and job satisfaction of preceptors?

Is there any significant relationship between Headliners Nomothetic leadership style and job satisfaction of preceptors.

suppositions

The following suppositions were formulated to guide the study

There’s no significant relationship between Headliners transformational leadership style and job satisfaction of preceptors.

There’s no significant relationship between star’s Laissez- faire leadership style and job satisfaction of preceptors

There’s no significant relationship between Headliners Autocratic Leadership style and job satisfaction of preceptors

There’s no significant relationship between Headliners Popular Leadership style and job satisfaction of preceptors

There’s no significant relationship between Headliners Idiographic Leadership style and job satisfaction of preceptors

There’s no significant relationship between Headliners Nomethetic leadership style and job satisfaction of preceptors.

Purpose of Study

The study concentrated on the relationship between star’s leadership style and schoolteacher’s job satisfaction. There have been strong passions about the types of leadership styles and the need to review them. Onwana( 1998) asserts that some external factors, similar as bad roads( leading to the seminaries), lack of finances, lack of good staff, poor architectures and educational accoutrements discourage the sweats of preceptors and headliners. Aka( 2001) blames it on dubious patrimonies of military rule and the neglect of education in the alternate democracy. Olumfemi( 1976) focuses attention on poor payment of staff and lack of educational accoutrements as responsible for low job satisfaction of preceptors, while Fafunwa( 1974) refocused criminating fritters at lack of fiscal backing.

The purpose of this study thus was to determine whether there’s a relationship between Headliners ’ leadership styles and preceptors ’ job satisfaction in the secondary seminaries within Benin megalopolis.

Significance of Study

Though some studies have been done on the relationship between headliners ’ leadership chops and preceptors ’ job satisfaction( Bolger, 2001 Verdugo, Greenberg, Henderson, Uribe,Jr., & Schneider, 1997), numerous of the academy preceptors were still not satisfied with executive governance of some academy headliners and their displeased state( Bogler, 2002).

This situation still calls for further studies in this area. This study will contribute to the body of knowledge and information in the area of effective Principalship for Secondary academy preceptors in Benin City in particular and in Edo state in general. It’s also anticipated that this study will help preceptors see the need for adaptations and inflexibility in academy administration.

also, the study will be of great significance to officers of Ministry of Education and School Boards in Benin City, in feting the determinants of job satisfaction amongst their staff. It’s intended that this study will give some perceptivity for experimenters in the field of educational leadership in advancement of knowledge and in their hunt for results to some of the executive problems besieging the secondary seminaries in Benin megalopolis.

In addition and most importantly, the study will be of great backing to academy directors in relating and espousing the different ways of good leadership and in also relating the different forms of impulses that should be handed for the staff in order make them more fulfilled and satisfied on their jobs.

Eventually, the instrument used in this study can be developed further with the end of attaining a positive star- schoolteacher relationship in Secondary seminaries.

compass and Delimitation of Study

This study concentrated on the descriptive analysis of the relationship between star’s leadership styles and schoolteacher’s job satisfaction in Secondary seminaries in Benin megalopolis.

thus, the compass covered secondary seminaries in the colorful Original government areas within the megacity which are Oredo, Egor, Ikpoba- okha Original government areas.

description of Terms

Leadership Style ChermersM.( 1997) describes leadership style as a leader’s style of furnishing direction, enforcing plans, and motivating people. Grounded on the below description, leadership style may be described as the way a leader influences his followers either by commanding or motivating them to achieve set pretensions.

star In the academy system, a star is the principal superintendent of the academy and occupies the apex position in the association. He’s the line officer responsible for the major opinions and conditioning necessary for the achievement of pretensions of the academy.

Job Satisfaction This can be seen as an emotional state that results from colorful independent aspects of the work terrain videlicet; work itself, supervision, and characteristics ofco-workers, occasion for elevations and pay.