A STUDY OF THE EFFECT OF PRINCIPAL LEADERSHIP STYLES ON THE WORK PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN ONITSHA NORTH LGA, ANAMBRA STATE
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A STUDY OF THE EFFECT OF PRINCIPAL LEADERSHIP STYLES ON THE WORK PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN ONITSHA NORTH LGA, ANAMBRA STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Leadership is a critical factor in determining organizational effectiveness across sectors, including education. In the context of secondary schools, the principal’s leadership approach significantly affects the motivation, commitment, and performance of teachers (Bush, 2020; Northouse, 2021). Principals are responsible not only for administrative duties but also for providing instructional guidance, fostering professional development, and creating an environment conducive to teaching and learning (Leithwood et al., 2020).
Leadership approaches refer to the methods and strategies adopted by school principals to guide, influence, and manage teachers. Common approaches include autocratic, democratic, transformational, transactional, and laissez-faire leadership (Bass & Riggio, 2006; Lussier & Achua, 2019). Each approach influences teachers differently: while democratic and transformational leadership generally improve teacher morale and performance, autocratic and laissez-faire approaches can lead to dissatisfaction, low motivation, and reduced productivity (Adeyemi, 2010; Ofojebe & Ezugoh, 2010).
Teacher performance encompasses the effectiveness and efficiency with which teachers carry out their professional responsibilities, including lesson preparation, instructional delivery, classroom management, assessment, and professional conduct (Armstrong, 2020). Effective teacher performance is directly linked to student learning outcomes, school effectiveness, and the overall quality of education (Leithwood et al., 2020).
In Onitsha North LGA of Anambra State, secondary schools play a pivotal role in shaping the human capital of the region. However, reports indicate that variations in teacher performance often coincide with differences in leadership practices of school principals. Some principals actively engage teachers through participatory decision-making and professional development initiatives, while others adopt more authoritarian approaches that limit teacher input (Adeyemi, 2010; Bush, 2020). Understanding how principal leadership approaches relate to teacher performance is therefore crucial for policy formulation, school management, and educational improvement in the region.
1.2 Statement of the Problem
Despite the acknowledged importance of leadership in school effectiveness, many secondary schools in Onitsha North LGA have reported challenges related to teacher motivation, instructional quality, and overall performance. Some principals adopt rigid or autocratic leadership approaches, limiting teachers’ autonomy and engagement, which negatively affects morale and teaching quality (Akanji & Adeyemi, 2017). Conversely, schools with more democratic or transformational principals report higher teacher satisfaction and performance (Ofojebe & Ezugoh, 2010).
Although studies have explored leadership styles and teacher performance in Nigeria, few have specifically focused on Onitsha North LGA. The lack of localized research creates a gap in understanding the relationship between principal leadership approaches and teacher performance in this area. This study aims to fill this gap by providing empirical evidence on how leadership approaches affect teacher outcomes in secondary schools within the LGA.
1.3 Aim and Objectives of the Study
Aim:
The main aim of this study is to assess the relationship between principal leadership approaches and teacher performance in secondary schools of Onitsha North LGA, Anambra State.
Objectives:
The specific objectives are to:
Identify the principal leadership approaches commonly used in secondary schools of Onitsha North LGA.
Examine the level of teacher performance in these schools.
Determine the relationship between principal leadership approaches and teacher performance.
Identify challenges that principals face in implementing effective leadership approaches.
Suggest strategies for improving principal leadership to enhance teacher performance.
1.4 Research Questions
What principal leadership approaches are commonly practiced in secondary schools of Onitsha North LGA?
What is the current level of teacher performance in these schools?
Is there a relationship between principal leadership approaches and teacher performance?
What challenges do principals encounter in applying effective leadership approaches?
What strategies can improve principal leadership to enhance teacher performance?
1.5 Significance of the Study
This study is significant to:
School Administrators and Principals: by providing insights on leadership approaches that enhance teacher performance (Northouse, 2021).
Teachers: by highlighting leadership practices that promote motivation and job satisfaction (Leithwood et al., 2020).
Policy Makers and Education Authorities: by informing policies on principal selection, training, and school management (Bush, 2020).
Researchers and Academics: by contributing to the literature on educational leadership and teacher performance in Anambra State.
1.6 Scope of the Study
The study focuses on public and private secondary schools in Onitsha North LGA of Anambra State. It examines the leadership approaches of principals and their influence on teacher performance, covering instructional quality, classroom management, and professional responsibilities.
1.7 Operational Definition of Key Terms
Principal Leadership Approaches: Methods or strategies adopted by school principals to guide, influence, and manage teachers.
Teacher Performance: The effectiveness with which teachers carry out their duties, including teaching, classroom management, and assessment.
Democratic Leadership: A leadership approach emphasizing participation, collaboration, and shared decision-making.
Transformational Leadership: Leadership that inspires and motivates teachers through vision, encouragement, and professional development.
Autocratic Leadership: A leadership style characterized by centralized decision-making and limited teacher participation.
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