THE EFFECT OF LEADERSHIP STYLE OF THE PRINCIPAL ON THE PERFORMANCE OF SECONDARY SCHOOL TEACHER

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Education in Nigeria is an instrument for effecting national development. The country’s educational goals have been set out in the National Policy on Education in terms of their relevance to the needs of the individual and the society (FGN, 2004). Towards this end, the National Policy on Education set up certain aims and objectives which were to facilitate educational development in the country. In fostering these aims and objectives, the school principal has important roles to play. Among this roles include providing effective leadership in secondary schools, thereby enhancing better job performance among teachers. How effective the principal is in performing these roles has been a matter of concern to many educationists (Aghenta, 2008; Ige, 2001). It needs to be mentioned that senior secondary education in Nigerian schools is for a period of 3 years and it is for students who had successfully completed the junior secondary education program. It is therefore not surprising that there is pressure mounted on effective leadership among principals of secondary schools in Ondo State, Nigeria.

It seems however that many principals have not considered their styles of leadership as determinants of teachers’ job performance in their schools. Leadership is possibly the most important determinant of an effective learning-teaching environment (Kelley, 2005). That is the leadership styles practiced by leaders of an organization whether it is profit making, nonprofit making, or service providing like secondary schools, influences the job performance of teachers. Leadership style practiced by principals is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students (Kenneth et al., 2004) The Education and Training Policy set aims and objectives, which produce skilled man power with the necessary quality and quantity to meet the required national socio-economic development, to bring up citizens who understand, uphold the constitution, and citizen who respects democratic values and human rights with good work culture and ethics (MOE, 2010).

This is why currently; Ethiopian government made the education sector its agenda and going to ensure education quality at any level. Thus, to foster these aims and objectives, the school principal has important roles to play. In supporting this issue ( Crum & Sherman, 2008) stated that principals needed to provide highly valued insights into their daily leadership styles that foster an Environment which is supportive for teachers’ performance. ghenta, 2008). Certain theories of leadership have been identified by researchers (Akintayo and Adeola, 2006; Ogunsanwo, 2010). These include the Trait Theory, Situational Theory, Contingency Theory, Behavioral Theory and path Goal Theory. The traits theory tends to emphasize the personality traits of the leader such as appearance, height, initiative, aggressiveness, enthusiasm, self-confidence, drive, persistence, interpersonal skills and administrative ability. The situational theory stipulates that leaders are the product of given situations. Thus, leadership is strongly affected by the situation from which the leader emerges and in which he operates. The contingency theory is a combination of the Trait Theory and Situational Theory. The theory implies that leadership is a process in which the ability of a leader to exercise influence depends upon the group task situation and the degree to which the leader’s personality fit the group (Sybil, 2000).

The behavioral theory could either be job-centered or employee-centered. The job-centered leaders practiced close supervision while employee-centered leaders practiced general supervision. The path goal theory is based on the theory of motivation. In this theory the behavior of the leader is acceptable to the subordinates only if they continue to see the leader as a source of satisfaction (Ajayi and Ayodele, 2010). The principle factor for onset, smooth running and achievement in any organization is effective and realistic administration. Administration according to Hornby (2002) is perceived as activity done in order to plan, organize and successfully run a business, school or other institution, a process or act of organizing the way that something is done. Administration according to Edem (2006) involves planning activities which aim at the fulfillment of the goals of a particular organization. It calls for the ability of the administrator to make the right decisions to fulfill the required goals. In educational setting therefore, administration has been extended as a service activity or tool through which the fundamental objectives of the educational process may be more fully and efficiently realized. Its essence is the enhancement of teaching and learning processes.

Leadership is the key to the progress and survival of any organization whether it is an enterprise or institution. It is of inestimable importance in educational administration because of its far reaching effects on the accomplishment of school programs, objectives and attainment of educational goals. A major concern of all modern organizations is goal attainment. There is therefore informed growing interest to determine which of these styles is capable of ensuring organizational goal‟s attainment and personnel job satisfaction. In Nigeria, particularly Nsukka education zone, teachers appear to be less satisfied with their jobs as is evidenced by occasional truancy, indiscipline, examination malpractice and driing away from teaching profession (Onwurah, 2019). It has become necessary that relationship between leadership styles applied by principals on one hand and job satisfaction of secondary school teachers on the other hand be investigated.

1.2 STATEMENT OF THE PROBLEM

The relationship between principals’ leadership style and teachers’ job performance has been a subject of controversy by researchers, Adeyemi, (2006). The controversy was centered on whether or not the style of leadership of principals influences the level of job performance among teachers. Common observation in the school system shows that the style of leadership of a principal could perhaps have serious impact on teachers’ job performance. The problem of this study therefore was to determine what relationship exists between principals’ leadership styles and teachers’ job performance in senior secondary schools’ in Ondo State, Nigeria.