CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

Secondary School is an important level of education in Nigeria. Secondary

school is an institution where children between the ages of eleven to sixteen are

educated. It is the institution where they received a form of education

automatically after they have received primary school education and before the

tertiary stage. It serves as a bridge between primary and higher levels of education

in Nigeria. Secondary school education is quite significant and is an instrument par

excellence for effecting national development as exemplified in the National

Policy on Education (NPE, 2004).

Leadership has been observed as fundamental to the success of any group or

organization. Therefore, leadership style in the classroom cannot be

overemphasized in teaching and learning. It goes a long way in determining

performance of both the teachers and the students or learners. It is the classroom

teacher who is the boss, director, manager, administrator and organizer who

enjoys relatively higher degree of privacy and autonomy (Armstrong, 2004).

Reasonable part of a teacher’s life is spent in building peoples’ knowledge,

influencing the feelings and behaviours of pupils/students toward goal

achievement.

The teacher’s choice of career, professional training affects his/her skills,

abilities and attitudes. The interaction between teachers and the students is one of

the most important aspects of educational process, but the most neglected.

Educational research reveals it through direct observation of teacher and students

inside the classroom. Privacy and autonomy enable each teacher to manage and

organize his own classroom the way he prefers to handle it.

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 Nigeria, education is a mechanism for implementation of 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. 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 these

roles include providing effective leadership in secondary schools, thereby

enhancing better job performance among teachers. How effective the principals are

performing these roles has been a matter of concern to many educationists

(Olembo, Wanga and Karagu, 2011). It is, therefore, not surprising that there is

pressure mounted on effective leadership among principals of secondary schools in

Nigeria (McColl- Kenedy et al., 2002).

It seems however that principals have not considered their styles and types

of leadership as determinants of teachers’ performance in their schools (Ozuruoke

et al., 2011). Hence, they further pointed out that some of principals seem to find it

difficult to effectively administer their schools. As such leadership styles and types

occupy an important position in school management in Nigeria which was

supported by Bandura (1986) who found that the higher the situational control, the

more effective a principal. The administrators provided the formal leadership and

their behaviour, determined the extent to which both teachers’ arid students’ view

the school as a desirable place for teaching and learning. Ngugi (2005) had

observed that secondary schools have derailed in the provision of qualitative

education expected of them by achieving higher students’ academic achievement.

Ngugi (2005) further explained that, a lot of problems seem to bedevil the system,

thereby making it ineffective through experiencing low students’ academic

achievement; hence School need to be provided with good leadership styles and

2
types in order to meet the yearnings and aspirations of the people by achieving

higher students’ academic achievement.

Education plays a vital role in the development of the country, because it is

the source of growth of any country (UNESCO, 2004). Thus, maybe it is one of the

reasons why UNESCO in 2004 declared education as a vehicle for/and an indicator

of development and that’s why even parents are more concerned with the students’

academic achievement.

The primary responsibility of the principal is to facilitate effective teaching and

learning with the overall mission of enhancing students’ academic achievement.

All students deserve motivation intellectual development, and skills that equip

them for successful work and lifelong learning by achieving higher students’

academic achievement.

The principals’ leadership styles and types in secondary schools involve the

application of management principles (leadership styles and types) towards

achieving educational goals. Today, the demand for higher students’ academic

achievement in schools is rapidly taking centre stage more than ever the world over

(Okumber, 2009). It is in the school that educational objectives will be achieved

(Orora, 2007). To achieve these objectives, school principals should apply

appropriate managerial skills (leadership styles and types). Nigerian employees are

said to have a poor attitude to work, resulting in low level productivity (in the case

of school system, lower students’ academic achievement), and the Nigerian

educational sector appears to be one of the hardest hit in this poor attitude to work

(Umeh. 2007).

That is why in recent years, secondary education has come under mounting

criticisms from parents, opinion leaders, politicians, academia and other well-

meaning people (Hallinger, et al., 2012).

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 According to Mugenda and Mugenda (2013), the general assumption is the

absence or presence of the effective principals’ leaderships’ styles and types, both

positive school climates, and attitudes of teachers can, directly or indirectly,

influence school performance and students’ academic achievement. Many

researchers have viewed principals as a key component to wing good results in

terms of students’ academic achievement. Bidwell (2001) noted that primary role

of the school principal is to maintain high expectations to coordinate the school’s

curriculum and monitor student progress which lead to achieving high students

academic achievement. In essence, effective instructional leadership of the

principal is a crucial part for continued school improvement that enhances

students’ academic achievement.

It must be stressed that education cannot be an instrument for achieving

national development where the secondary education is not effectively managed to

accomplish its aims and objectives. In the administration of secondary schools, the

principal is the main player. According to Njeru and Orodho (2009) the jobs of the

school principal in Nigeria have progressively become more complex and highly

intolerable. There are many failures in Nigerian schools today due to poor

management (poor leadership styles and types).

Leadership is crucially important in educational administration because of its

far-fetching effects on the accomplishment of school programmes, objectives and

attainment of educational goals. The proper functioning of any organization

depends, to a very large extent, on the ability of whoever is the head to

effectively utilize both the material and human resources to achieve the goals of

such an organization.

Leadership involves.

Leadership involves or connotes providing guidance or direction to people

for achieving some specific goals. It is the process in which a leader attempts to

4
influence his or her followers to establish and accomplish a goal. Leadership also

implies forward movement towards the actualization of goals of an organization

being led.

The success of the school organization depends greatly on leadership. It is

the competence of leadership that enables the school leaders to mobilize and utilize

human and material resources and create the needed school climate for

productivity. The school principalship has emerged as one of the most important

educational leadership position. The principal is the administrative and managing

director of the secondary school. He provides the formal leadership and whose

behavior determines the extent to which teachers see the school as a desirable place

in which to work.

The most important human resources in the secondary school that enables it

to achieve its core mission are the teachers. Teachers are members of the role set in

the school system. Teachers are the immediate lieutenants to the school

administrators. The intimate goal of schooling is learning on the part of the pupils.

What they learn however depends on the teachers’ performance.

Leadership style occupies an important position in school management. The

way the principal relates with his/her staff could contribute immensely to their

effectiveness or otherwise. Leadership style is the pattern of behavior which

leaders adopt in the process of guiding the efforts of their subordinates towards the

attainment of organizational goals. It is also a process through which principal

influences a teacher or group of others in the attainment of educational goals.

The school principal plays an important role in developing teachers’

identification with the school and its goals. Successful school principals have been

thought to be, due to the different styles that are used in their administration

process. The level of teacher’s job performance depends largely on the leadership

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style of the principal. The principal’s leadership style influences the efficiency and

also the effectiveness of the teacher’s performance in schools.

Thus, the style of leadership the principal uses affects teacher’s commitment

and sense of delivery. It is against this background that this study is set out to

examine the influence of principal’s leadership styles on teachers’ job performance

in Government Secondary Schools, Gwagwalada, FCT-Abuja.

1.2 Statement of the Problem

The school system is increasingly challenged with many complex problems.

Principal’s competences and authorities as the administrative and pedagogical head

of the secondary school has become a matter of concern in recent years. Most

secondary school administrators/principals are deficient in a range of leadership

competences resulting in ineffective leadership, indiscipline among staff and

students, low quality of instruction and poor job performance. Some school leaders

are not result-oriented. They lack requisite skills to succeed in school leadership.

Teachers who are de-motivated often display apathy and indifference to their work,

high absenteeism, poor time keeping, lack of cooperation in handling problems and

an exaggeration of the effects of difficulties encountered when facing problems.

There will also be a fall in the standard of education if the principal cannot to a

given level.

It is therefore not surprising that there is pressure mounted on effective

leadership among principals of secondary schools. It seems however that many

principals have not considered their styles of leadership as determinants of

teachers’ job performance in their schools. Hence, some of them seem to find it

difficult to effectively administer their schools.

The notion of principals’ leadership effectiveness has come to prominence in

the educational literature. Hence, the collision of principal’s leadership style and

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teachers’ job performance has been a subject of controversy by researchers. The

argument was centered on whether or not the principals’ leadership style influence

the level of performance among teachers. However, 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 is to investigate the influence of

principals’ leadership styles on teachers’ job performance in Government

Secondary Schools, Gwagwalada, FCT-Abuja.

1.3 Purpose of the Study

The major purpose of this research work is to investigate the influence of

principal leadership styles on teachers’ job performance in Government Secondary

Schools, Gwagwalada, FCT- Abuja. Specifically, the research study is designed to:

i. Identify the leadership styles most commonly used by principals in

Government Secondary schools in Gwagwalada;

ii. Find out the types of leadership styles adopted by principals’ that enhance

teachers’ job performance in Government Secondary Schools in

Gwagwalada;

iii. Determine the extent that teachers perceive the leadership competence of

principals in Government Secondary Schools in Gwagwalada;

iv. Determine the extent that principals of government secondary schools in

Gwagwalada involve their teachers in decision making concerning school

matters;

v. Identify the potential challenges to principal leadership in Government

Secondary Schools in Gwagwalada.

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1.4 Research Questions

To achieve the objectives of the study, the following research questions are

put forward as the basic frame- work for the study and the study is expected to

provide adequate answers to them:

i. Which leadership style is most commonly used by principals in Government

Secondary School in Gwagwalada?

ii. Which type of leadership style of principals’ enhances teachers’ job

performance in Government Secondary School, Gwagwalada?

iii. What is teacher’s perception on the leadership competence of principals in

Government Secondary Schools in Gwagwalada?

iv. To what extent do principals of Government Secondary School,

Gwagwalada involve their teachers in decision- making concerning school

matters?

v. What are the potential challenges to principal leadership in Government

Secondary School in Gwagwalada?

1.5 Significance of the Study

This research study will be of immense benefit to the following:

i. Secondary School principals;

ii. Teachers in the secondary school system;

iii. Students;

iv. FCT Secondary Education Board.

The study will help the school leaders (principals) to be aware of the styles

against the level of teacher’s performance and the practitioners’ principals to

exercise efficient leadership styles so as to improve teacher’s performance.

Another importance of the study is to help the school principals to revisit

and enrich with new knowledge, theories, methodologies and practical behaviours

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leaders need in secondary schools in particular and other institutions of learning in

general for their motivating approach to make the teachers more effective.

The study will go a long way to make the teachers live up to the

expectations of achieving the goals of education in the secondary school system by

discharging their duties effectively as required. This will enable the students

(learners) to acquire adequate knowledge and skills that will ensure the production

of quality school outputs.

The study will also portray potential challenges to secondary school

leadership. These challenges would provide useful information to the FCT

secondary education board on the areas of need to be addressed to ensure effective

management of secondary schools. This will ensure improved principals’

effectiveness capacity.

1.6 Scope of the Study

This research study investigates the influence of principal’s leadership styles

on teacher’s job performance. The investigation is to be conducted in Gwagwalada

Area Council, FCT-Abuja and specifically targeted at Government Secondary

School, Gwagwalada.

Issues to be covered in the study include leadership styles commonly used

by principals, the type of leadership styles of principals which enhances teacher’s

job performance; teachers perceive leadership competence of principals and the

potential challenges to principal’s leadership in secondary school.

1.8 Operational Definition of Terms

Leadership Style: Behaviours applied by a leader to motivate subordinates to

achieve the objective of the organization

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Teacher’s Job Performance: Duties performed by a teacher at a particular period

in the school system in achieving educational goals.

1.9 Abbreviations

NPE: National Policy on Education

FRN: Federal Republic of Nigeria

FCT: Federal Capital Territory

FGN: Federal Government of Nigeria

GSS: Government Secondary School

SEB: Secondary Education Board

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter attempts to examine the views of various educationist and

authors/writers as advanced or put forward in several published journals,

textbooks, national dailies (newspapers) and periodicals under the following sub-

headings:

i. Theoretical Framework

ii. Secondary School as formal educational institutions;

iii. Concept of Leadership;

iv. Leadership Styles of School Administrators

v. Principal’s as the Educational/Administrator (leader) in Secondary

Schools

vi. Leadership Styles and Teachers’ Job Performance.

2.2 Theoretical Framework

Certain theories of leadership have been identified by researchers. There

have been three (3) broad approaches that characterized the study of leadership

during the last fifty (50) years. They are trait theories, personal-behaviour theories,

and situational or contingency theories.

i. Trait Theories

Trait approach represented the first “scientific” effort to study and

understand leadership. The trait theories, developed in the traditions of classical

management, viewed leadership as growing out of a mixture of personal traits,

attributes or qualities. The assumptions was that individuals possessing

appropriate traits such as intelligence, energy, resource fullness, integrity,

friendliness, ambition, enthusiasm, self-confidence, interpersonal skills,

11
administrative ability, and so on, will necessarily become leaders in whatever

group situation they find themselves.

In other words, trait theorists believe that leaders are born and not made, i.e,

the Great Man Theory. They asserted that “from the hour of birth, some are

marked out for subjection, others for rule”. Those who were born to be leaders

were believed to possess certain that made them effective leaders.

ii. The Personal Behavior Theories or Leadership Behavior Approach

The general dissatisfaction of researchers with the approach to the study of

leadership motivated management scholars to shift their emphasis to the analysis of

the actual behaviours of leaders. Developed in the traditions of the Human

Relations School, advocates of behavioral approach saw leadership as an aspect of

behavior at work. Unlike the trait theory which attempt to describe leadership on

the basis what leaders are, leadership behavioural approach seeks to explain

leadership in terms of what they do and it is interested in exploring the

relationships which exist between behavioural and work group performance.

In attempting to identify personal behavior associated with effective

leadership, behavioural theorists assume that individuals who display appropriate

behaviours will emerge as leaders. The behavioural theory could either be job-

centred or employee-centred. The job-centred leaders practiced close supervision

while employee-centred leaders practiced general supervision.

iii. Situational/Contingency Leadership Theories

Most scholars in the area of leadership now agree that neither the personality

trait approach nor the search for the “best” leadership style of behavior was

adequate to cope with the complexities of the underlying process. In fact, evidence

exists even in the literature on personality traits-behavioural approaches to

leadership to support the view that effective leadership depends upon the leader’s

actions or attributes as well as situational or organizational behaviours.

Consequently, virtually all theories introduced in the last two (2) decades have

12
been contingencies which suggest that leadership effectiveness depends upon the

fit between personality, task, powers, attitudes and perceptions.

Other scholars have proposed path goal theory to explain leadership.

According to Adeyemi, (2010) 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 leaders as a source of motivation.

In the path goal theory, a leader clarifies and sets goals together with the

subordinates and properly communicates to them. Besides, delegates duties to

subordinates according to their abilities, skills, knowledge and experience. The

leaders further help the subordinates to find the best path for achieving the desired

goals. Defines positions and task roles by removing barriers to performance and

promotes group cohesiveness and team effort. The leader finally increases personal

opportunities for satisfaction and improved work performance by reducing stress,

making external controls and people’s expectations clearer. In supporting this

theory Ajayi and Ayodele (2011) affirms that the behavior of the leader is

acceptable to the subordinates only if they continue to see the leader as a source of

personal opportunities to improve performance and satisfaction.

2.3 Secondary School as Formal Educational Institution

Formal education is acquired in educational institutions which are organized

into primary, secondary and tertiary. Secondary school is an important level of

education in Nigeria. It is the connecting link between primary and higher

education. Indeed, secondary school is the backbone and crucial stage of

education.

According to Federal Republic of Nigeria (2004), in its National Policy on

Education Section 4(18) describes secondary school as the institution where

children between the ages of eleven and sixteen years of age are trained. It is the

13
place where children receive a form of education after primary education and

before the tertiary stage.

Secondary school is the institution where children receive a form of

education automatically after they have received primary education. It is a situation

where there is a hundred percent transition from primary to secondary school.

Secondary school is a formal organization established to accomplish specific

educational goals. It serves as a bridge between primary and higher levels of

education in Nigeria. Being a level that bridges students education endeavour from

elementary to tertiary stages of schooling, secondary school remains the most vital

aspect of Nigeria system of education. Besides, it is a stage which, in all countries

marks the completion of education for the vast majority.

Secondary school education is quite significant and is an instrument par

excellence for effecting National Policy on Education. In preparing the National

Policy on Education (1977), and (1981, revised) considerable time was devoted to

the issue of secondary school education. This is because it was thought that the

education children receive immediately after primary school should be very

purposeful in order to sustain them throughout the years ahead of life. Thus, the

secondary school level of education is very important as it determines, to a large

extent, what a person can become in life.

On secondary education rests a great responsibility since it deals with the

development of personality of adolescents, who a few years later, would form the

entire backbone of the nation. So, it deals with the most impressive and formative

period of the lives of the students.

Secondary school education is the pivot of educational development,

because, it determines the quality and quantity of the input into the tertiary levels

where high manpower is produced for the society. It is the products of secondary

education that are admitted into our higher institutions of learning across the

14
country. The quality of secondary school graduates determines the quality of

students admitted into tertiary institutions.

2.4 The Concept of Leadership

Leadership has been variously defined. There are as many definitions of

leadership as there are approaches and theories to its study. Many scholars have

defined it in different ways according to their personal understanding and

prepositions.

According to Umar (2012), leadership derives from the verb “to lead”. To

lead means to “guide” or cause to follow one” or to direct, as by persuasion or

influence to a course of action or thought. It also means to show the way to, to

direct the course of, to conduct a certain direction, or to be a head. Thus, leadership

involves or connotes with providing guidance and/or direction to people for

achieving some specific goals.

As a concept, leadership is termed as that behavior which initiates new

structure in an interaction within a social system and an activity at influencing

people to strive willingly for a leader attempts to influence his or her followers to

establish and accomplish a goal. The term leadership also implies forward

movement toward the actualization of goals of an organization being led.

Leadership is the process of influencing the activities of a group of people

by a leader in efforts towards goal achievement. It involves a force that initiates

actions in people and the leader. It could be described as the ability to get things

done with the assistance and co-operation of other people within the school system

(Adeyemi, 2010).

Leadership is a process of social influence where leaders induce followers to

apply their energies and resources towards a collective goal. A leader then, is a

person with power over other who exercises this power for the purpose of

15
influencing their behaviours. Once a goal is set, the leader assumes the role of

ensuring successful accomplishment of the goal. Thus, leadership is related to both

the process of influencing other people behaviours, goal development and

attainment.

The success of the school organization depends greatly on leadership. It is

the competence of leadership that enables the school leader to mobilize and utilize

human and material resources and create the needed school climate for

productivity.

It involves a force that initiates actions in people and the leader. It could also

be described as the ability to get things done with the assistance and cooperation of

other people within the school system (Nworgu, 2001). Mbiti (2007) posits that

leadership has to do with the execution of policies and decisions which help to

direct the activities of an organization towards the achievement of its specified

aims. Leadership is also seen as the process whereby one person influences others

to do something of their own volition, neither because it is required nor because of

the fear of consequences of non compliance (Okumbe, 1998). At the core of most

definitions of leadership are two functions: providing direction and exercising

influence. Each of these functions can be carried out in different ways and such

differences distinguish many models of leadership from one another.

According to Yul, 2004 leadership influences the interpretation of events for

followers, the choice of objectives for the group or organization, the organization

of work activities to accomplish objectives, the motivation of followers to achieve

the objectives, the maintenance of cooperative relationships and teamwork and the

enlistment of support and cooperation from people outside the group or

organization.

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2.5 Leadership Styles

Leadership style refers to the underlying needs of the leader that motivate

his behavior (Siskin, 1994). It is the manifestation of the dominant pattern of

behavior of a leader (Olaniyan, 2009). It also refers to a particular behavior applied

by a leader to motivate his or her subordinates to achieve the objectives of the

organization (Okumbe, 2008). All the classic leadership theories nave direct

implications for what style the leader uses in human resource management.

In school leadership, the principals behavior and how he creates a conducive

atmosphere for learning and teaching determines achievement. The way the

principal relates with his or her staff contributes immensely to their effectiveness

or otherwise. In many organizations the autocratic, democratic, laissez faire and

situational leadership behaviors are used as identified by researchers.

The style theories of leadership which assert that what makes a leader

effective is his/her behaviour or style of leadership in the workplace began to

emerge to supplant the Trait Theories which emphasized the qualities or traits

required for effective leadership around 1950. There was thus a shift in emphasis

from the kind of leader to the style of behavior of the leader. Over time, style

theories of leadership led to the identification of a number of leadership styles,

defined as the various patterns of behavior which leaders adopt in the process of

guiding the efforts of their subordinates towards the attainment of organizational

goals.

Jay (2014) defines leadership style as the ingredient of personality embodied

in leaders that causes subordinates to follow them. Leadership style can therefore

be viewed as particular behaviours applied by a leader to motivate subordinates to

achieve the objectives of the organization. It is also a process through which

principal influence a teacher or group of others in the attainment of educational

goals.

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 As such, leadership style occupies an important position in school

administration as the principal who controls schools’ resources used them resulted

in positive achievements of educational goals. The principal’s leadership style

influences the efficiency and also the effectiveness of the teachers’ performance in

schools.

Basically, such achievements in secondary schools are dependent on three

(3) identifiable leadership styles namely: autocratic, democratic and laissez-faire.

2.5.1 Autocratic Leadership Style

The autocratic leadership style is also known as the authoritarian style of

leadership. This leadership style emphasizes the achievement of tasks at the

expense of human considerations. It is this type of leadership style that involves

the usage of force, threats, fear, power and authority, intimidation and personal

influence to secure obedience and compliance from followers (Enoc and Bamanja,

2013).

The autocratic leader directs group members on the way things should be

done. The leader does not maintain clear channel of communication between

him/her and the subordinates. He or she does not delegate authority nor permit

subordinates to participate in policy making. There are always strict rules and

regulations in autocratic leadership style. Individuals who do not abide by these

usually face severe punishment. These leaders are always task oriented, directive,

and distinct in their relations with subordinates. They show a high degree of

impersonal orientation.

The autocratic leadership style is the direct opposite of the democratic

leadership style. As such, it is predicated on Douglas McGregor’s Theory X which

holds that people are naturally lazy, they regard work only as necessary for earning

a living and therefore, will avoid it as far as possible. For these reasons, they

18
require to be coerced and strictly controlled in order to get them to give of their

best in the workplace. Thus, the autocratic leadership style connotes the behavior

of a leader who tells subordinates what to do and who demands and expects to be

obeyed without question.

2.5.2 Democratic Leadership Style

Democratic leadership style represents the direct contrast to autocratic

leadership. It is that style of leadership in which there is a high consideration of the

human factor in an organization as being important in the achievement of goals

(Adeyemi, 2010).

The main features of democratic style of leadership are that power is always

derived from the governed; the leader encourages group participation in decision-

making. The leader always takes the views and feelings of his followers into

considerations. There is also much delegation of authority.

The democratic leader maintains healthy relations with his staff, as he is

always interested in their well-being. It allows self expression, creativity and group

interaction. Hence it is person and task oriented, participatory and non-directive.

The democratic leadership style rooted in Douglas MaGregor’s Theory “Y”

which posits that people in the work place are capable of being responsible and

mature; they consequently require no coercion or excessive control by their

leaders. In essence, the democratic leadership style connotes the behavior of a

leader who strives to do what inspires and motivates the majority of his

subordinates or followers.

2.5.3 Laissez – Faire Leadership Style

According to Olagboye (2014) the laissez-faire style of leadership is one in

which the leader’s pattern of behavior are distinctly marked by “indecision,

19
vacillation and indifference” toward his/her group members and their activities as

well as to the goal setting and goal achievement of the group or organization.

The laissez-faire leader seldom has a clear vision of organizational goals and

develops no policies. He gives freedom to his subordinates to do as they want.

Common features of laissez-faire type of leadership style are that the leader has no

vision or mission and clear cut objectives. Moreover, there are very few rules

governing group conduct, and at last followers are more or less left to behave as

they like.

The laissez-faire leaders are not pre-occupied with either trying to achieve

organizational goals or consider the welfare of individuals who work in such

organizations. It represents the worst form of leadership style and in most cases

fails to achieve the expected goals of the organization. With this kind of a

leadership style, there is little supervision or even for rules and regulations. Almost

every individual does what he or she wishes at his own convenience. The end

result is usually inability to solve problems and failure in every endeavour.

2.6 Principal as the Educational Administrator (Leader) in Secondary

School

Secondary school administration is the pivot on which secondary education

rotates with the principal being the chief executive. The Nigerian National Policy

on Education, the Federal Republic of Nigeria (FRN, 2004), provides for the

secondary level of education and provides for administrators in these institutions

known as one of the most important educational leadership position. The principal

is the administrative head of secondary school in Nigeria.

The principal who is the administrative and managing director of the

secondary school has a great role to play to enhance the smooth running of the

institution. Undoubtedly, the principal is a leader that is endowed with authority to

20
influence the actions, behaviours, beliefs and feelings of his staff and students to

expect their willing co-operation.

The principal is saddled with the responsibility of managing the human and

material resources in the school. Secondary school principals according to Okoro

(2009), are core determinant’s of progress or otherwise in any school. The school

principal controls among other things, they serve as Chief implementer of

government, education policies, controls school funds and are chief image maker

of their respective schools.

The school principal is in a unique position as the manager or administrator

who controls schools’ resources for the purpose of attaining organizational goals.

Traditionally, principals were expected to set clear goals, allocate resources to

instruction, manage the curriculum, monitor lesson plans and evaluate teachers.

Principals’ responsibility is also to create conditions in the school in which the

learners can receive quality instruction.

The principal is also considered the academic of the school. The main

challenges for the principals are also to create and promote the conducive

atmosphere for the teachers to be able to achieve desired changes in students

learning. The principal plays an important role in developing teacher’s

identification with the school and its goals. His level of leadership competence will

enable him/her to induce the teachers and other members of staff not only to

participate in the school activities but also to commit themselves to the life of the

school. The greater inducement pattern created by the principal, the more

committed teachers and other staff members will be to the school.

The principal commands and influences workers’ with his/her God given

talents and skills for services to mankind in a manner that supports and enhances

teaching and learning activities.

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 For the school to survive and find relevance in the eyes of the society that

established it, it must acquire and effective principal to man its affairs. Therefore,

principal as an educational leader plays a pivotal role in the success of the school.

The principal as the chief executive is the overall in charge of the school and is

responsible for the quality of the school. He supervises the whole school programs

and bears the ultimate responsibility for the overall school performance,

proficiency and effectiveness including the competency of all school programs

(Wandiba, 2006). The head is the secretary to the BOG, and encourage of the day-

to-day activities in the school. Lie should understand the departmental programs

and work closely with all the teachers through consultation on issues of mutual

interest the school like games and sports, other co-curricular activities and

examinations. The school head should be well informed and experienced on the

school system and should have an orientation to the whole school program.

The school principals are charged with five major roles. Globally and in

Kenya particularly, the duties of a school principal include administering the

approved school curriculum, school finance and business, staff and students in the

school, school plant and equipment and school community relations (Wango,

2006).

2.7 Principal Leadership Styles and Teachers’ Job Performance

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 (NPE,

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. in supporting this issue
22
(Adeyemi, 2010) stated that the principal needed to provide highly valued insights

into their daily styles that foster an environment which is supportive of high

teacher’s performance.

Teachers’ job performance could be described as the duties performed by a

teacher at a particular period in the school system in achieving organizational goals

(Aluyor and Oshio, 2011). It could be also be described as the ability of teacher to

combine relevant inputs for the enhancement of teaching and learning process.

However, Jay (2014) argued that job performance is determined by the workers’

level of participation in the day to day running of the organization.

Teachers’ job performance as noted by Ekpoh and Eze (2015) the activities

carried out by the teacher to achieve the desired effects on students. It involves the

extent to which the teacher participates in the overall running of the school in order

to achieve the expected objectives and goal of the school. In other words,

performance is the accomplishment of school goals.

The variables of teachers’ performance includes among others effective

teaching, lesson note preparation, effective use of scheme of work, effective

supervision, monitoring of student’s work and disciplinary ability are virtues which

teachers should uphold effectively in the school system. In this regard, the

teachers’ performance could be measured through annual report of his/her

activities in terms of performance of teaching, lesson preparation, lesson

presentation, mastery of subject matter, competence, teachers’ comments to job

and extra-curricular activities.

The issue of leadership styles is a major and basic concern for all

organizations and institutions. The relationship between principals’ leadership style

and teachers’ ob performance has been a subject of controversy by researchers

(Adeyemi, 2010). The controversy was centered on whether or not the style of
23
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.

According to Adejumobi (2015) the quality of school in terms of the

learning facilities available, class size, their sense of commitment and motivation;

as well as the management style of the leadership of the schools among others are

generally considered to be major incentives for teachers to teach and impart quality

knowledge, thereby facilitating the achievement of the set organizational goals and

objectives of the school.

Successful school principal have been taught to be, due to the different styles

that are used in their administration process. The principal’s leadership style

influences the efficiency and also the effectiveness of the teachers’ performance in

schools. Olagboye (2014) argued that the main task of the principal is to create

conducive atmosphere for the teachers to be able to achieve desired changes in

students. He noted that teacher’ perform effectively under different leadership

styles. Due to this, the principal was expected to encourage effective performance

of their teachers by identifying their needs and trying to satisfying or meeting

them. Thus, in order to run the organization successfully, the principal (the leader)

could adopt a particular leadership style that can help him/her in achieving the

aims and objectives of the organization.

24
 CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction

This chapter attempts to present the procedures employed to carry out the

study. The methods employed are presented under the following sub-headings:

i. Research Design;

ii. Population of the study;

iii. Sample size and sampling techniques

iv. Instrumentation;

v. Validity and reliability of research instruments;

vi. Procedure for data collection;

vii. Method of Data Analysis.

3.2 Research Design

The research design adopted for this study is a descriptive survey research

design. Eniayeju (2013) defined descriptive survey as the method of investigation

which attempt to describe and interpret what exists at present in the form of

conditions, practices, processes, trends, effects, attributes, beliefs, etc. it is

concerned with the phenomenal that are typical of the normal conditions. It seeks

to answer the questions “what are the real facts with regard to existing conditions.”

The method is considered suitable because of its outstanding usefulness,

pertinence, merits and appropriateness to study involving a remarkably large

population. This will provide the appropriate methodological design for

investigating the influence of principals’ leadership styles on teacher’s job

performance in secondary schools so that the findings will effectively explicate the

whole society.

25
3.3 Population of the Study

The population of the study comprised of all the twelve (12) public senior

secondary schools in Gwagwalada Area Council, FCT-Abuja. It also consists of

the entire one thousand and twenty-eight (1,028) teachers in these senior secondary

schools (FCT Secondary Education Board News Bulletin, 2018). These teachers

constitute the target population/subjects of the study.

3.4 Sample Size and Sampling Techniques

Out of the above population, a sample size that consisted of six (6)

secondary schools was selected by simple random sampling techniques. The public

senior secondary schools selected for the study are:

i. Government Science Secondary Schools, Tungan-Maje;

ii. Government Day Secondary School, Gwagwalada;

iii. Government Girls’ Secondary School, Dukpa;

iv. Government Secondary School, Dagiri, Gwagwalada;

v. Government Secondary School, Dobi;

vi. Government Secondary School, Giri.

Each of the above six (6) schools had their teachers randomly selected by

balloting system such that twenty (20) teachers were enlisted for the study. Hence,

the total sample size for the study one hundred and twenty (120) respondents.

3.5 Instrumentation

Questionnaires shall be use as the research instrument to collect relevant

data or gather information from the respondents (teachers). the researcher devise

the use of questionnaires because the entire respondents are literate enough to

express themselves on paper besides its capability of yielding more candid and

objective answers because of its impartiality. The questionnaire is structured on a

26
four (4) point modified Likert scale ratings of Strongly Agree (SA), Agree (A),

Disagree (D) and Strongly Disagreed (SD) will be used for the items.

The instrument is divided into six (6) sections, A-F. Section “A” deals with

such demographic variables like name of department, sex/gender, marital status,

class(s) and subject taught, highest educational qualifications and years of teaching

experience. Section “B” contains items that enquire about the leadership style most

commonly used by principals in Government Secondary Schools (GSS)

Gwagwalada. Section “C” asks questions about type of leadership styles of

principals that enhances teacher’s job performance. Sections “D” finds out the

teachers perceive leadership competence of principals. Section “E” enquire about

the extent that principals of Government Secondary Schools (GSS) Gwagwalada

involve their teachers in decision making concerning school matters and section

“F” asks questions about the potential challenges to principal leadership styles.

3.6 Validity of the Instrument

After the construction of questionnaires, copies will be given to the project

supervisor. The supervisor is to check for clarity, choice of words and sentence

structures, ambiguity and appropriateness of the items, language use, clarity of

purpose and relevance to the issue under investigation. The face and content

validity of the instrument shall be validated by the project supervisor to ascertain

whether the instrument is in consonants with the contents and objectives they are

supposed to measure. The instrument will be modified according to the comments

and suggestions made by the supervisor to ensure that the items used measured

what they purport to measure.

3.7 Procedure for Data Collection

When the questionnaire is ready to use, the researcher shall personally visit

Government Secondary School, Gwagwalada and obtain the formal

27
consent/permission of the principal. The instruments will be administered to the

respondents (teachers) in their various departments.

Before the respondents started responding to the items on the questionnaires,

the researcher shall explain the purpose of the study and assure them of strict

confidentiality of their responses. Respondents will be requested to respond to the

items based on their personal choice of answers without the influence of friends or

colleagues.

The researcher’s presence and explanations during the data collection stage

shall help increase the efficiency of the process and recovery rate. Copies of the

completed instruments will be collected on the spot by the researcher.

3.8 Method of Data Analysis

Descriptive statistics of frequencies and percentage counts shall be use to

analyze the demographic data of the respondents. Since the study adopted the use

of four (4) point scoring scale for the items used in questionnaires, data collected

will be converted to mean scores and use to derive answers to the research

questions and thus determine the significance of the results.

For a four (4) Likert scale, an item with a mean score of 2.50 and above is

accepted, while an item with a means core of less than 2.50 is not accepted.

28
 CHAPTER FOUR

4.0 DATA ANALYSIS RESULTS AND DISCUSSION

4.1 Introduction

In this chapter, data pertaining to the influence of principals’ leadership

styles on teacher’s job performance in senior secondary schools in Gwagwalada

Area Council was analyzed and interpreted using tables. The main instrument used

to seek information on these questions was a self-administered questionnaire. A

total of one hundred and twenty (12) respondents were sampled. All the sampled

respondents responded by completing and returning the questionnaire within the

stipulated time making a one hundred (100) percent response.

4.2 Socio-Demographic Patters of the Respondents

This section presented the gender, age groups, marital status and educational

qualifications of the respondents.

Table 1: Gender Distribution of the Respondents

Variables Frequency Percentage

Male 54 45%
Female 66 55%
Total 120 100%
Source: Field Survey, 2019.

Table 1 showed the gender distribution of the respondents where 54(45%) of

the respondents were males while 66(55%) were females. This shows that the

population was not fairly distributed.

Table: 2: Age Distribution of the Respondents

Age Classes Frequency Percentage

18-30 years 30 25%
31-40 years 48 40%
41-50 Years 30 25%
51 Years and above 12 10%

29
Total 120 100%
Source: Field Survey, 2019.

Table 2 showed that 30(25%) of the respondents are of the age class of 18-30

years; 48(40%) of the respondents were of the age class of 31-40 years; 30(25%)

of the respondents were of the age class of 41-50 years and 12(10%) of the

respondents were of the age class of 51 years and above.

30
Table 3: Distribution of Respondents by Educational Qualifications

Qualifications Frequency Percentage

NCE/OND 36 30%

B.Sc/B.A/HND 60 50%

PGDE/M.Sc./Ph.D 24 20%

Total 120 100%

Source: Field Survey, 2019.

Table 3 showed that 36(30%) of the respondents were having NCE or OND, and

60(50%) are having either B.Sc., B.A or HND and 24(20%) of the respondents

were having either PGDE, M.Sc. or Ph.D

31
 4.3 Responses to Research Questions

Research Question One: Which leadership style is most commonly used by

principals in secondary schools in Gwagwalada Area Council?

Table 4: Leadership Styles commonly used by principals in Senior Secondary

Schools in Gwagwalada Area Council.

S/N Leadership Styles SA A D SD MEAN DECISION

1 Autocratic leadership style is 10 20 47 43 1.0 Disagree

commonly used by principals
in senior secondary schools in
Gwagwalada Area Council
2 Democratic leadership style is 48 36 20 16 2.70 Agree
commonly used by principals
in senior secondary schools in
Gwagwalada
3 Laissez-faire leadership style is 25 15 60 20 1.35 Disagree
commonly used by principals
in senior secondary schools in
Gwagwalada Area Council
4 Transactional leadership style 12 18 52 38 1.0 Disagree
is commonly used by
principals in senior secondary
schools in Gwagwalada Area
Council
5 Transformational leadership 28 22 40 30 1.70 Disagree
style is commonly used by
principals in senior secondary
schools in Gwagwalada Area
Council
Overall Mean 123 111 219 147 1.55 Disagree

Source: Field Survey, 2019.

Table 4 showed the leadership style commonly used by principals in

secondary schools in Gwagwalada Area Council, FCT-Abuja. The respondents

agreed that the democratic leadership style is commonly used by the principals in

secondary schools in Gwagwalada.

Research Question Two: Which type of leadership style of principal enhances

teachers’ job performance in secondary schools in Gwagwalada Area Council?

32
 Table 5: Leadership Styles of principals that enhance teacher’s job performance in

Gwagwalada Area Council

N = 120
S/N Items SA A D SD Mean Decision
Autocratic Leadership Style
1 The principal does not maintain 16 14 57 33 1.0 Disagree
clear channel of communication
between himself/herself and the
subordinates
2 My principal does not delegate 10 10 80 20 0.70 Disagree
authority nor permit subordinates
to participate in policy making to
influence the cause of events
3 The principal imposed tasks and 25 15 65 15 1.35 Disagree
methods on the subordinates
Overall Mean 52 39 202 68 1.02 Disagree
Source: Field Survey, 2019

33
 Democratic Leadership Style
4 The principal listen to the teachers 26 84 5 5 3.70 Agree
and offers them emotional and
moral support
5 Our principal delegates authority 47 53 10 10 3.35 Agree
to distribute leadership among the
staff
6 The principal involve teachers’ 60 28 12 20 2.95 Agree
constructively in decision making
7 The principal recognizes and 55 25 14 26 2.66 Agree
gives consideration to both the
needs of the school as an
organization and the members of
staff as group
8 My principal allows for the 24 60 16 20 2.80 Agree
practices of good human
relationship
9 The principal maintains a kind of 49 31 19 21 2.66 Agree
balance with the task and human
dimension to achieve school goals
10 The principal has a clear and 53 43 20 14 3.20 Agree
enthusiastic communication of an
inspiring vision of what the
school could become
Overall Mean 314 324 96 116 3.05 Agree
Source: Field Survey, 2019

34
 Laissez-Faire Leadership Style
11 Principal gives freedom to his/her 60 39 12 9 0.70 Disagree
subordinates to do as they want/what
they like
12 The principals are not pre-occupied 44 26 30 20 2.70 Agree
with either trying to achieve the goals
of the school or consider the welfare
of members of staff
13 Our principal has no vision or 18 12 56 24 1.0 Disagree
mission and develops no policies to
achieve the school organizational
goals
14 Our principal develops plans and 77 23 8 12 3.35 Agree
strategies for radical transformation
of the secondary school
Overall Mean 199 100 106 65 1.95 Agree
Source: Field Survey, 2019

Table 5 showed the effect of leadership styles of principals on teacher’s job

performance in secondary schools in Gwagwalada Area Council. The respondents

agreed to the entire item statements. They agreed that the leadership style of

principals affect teachers job performance in secondary schools in Gwagwalada.

Research Question Three: How do Teachers perceive Leadership Competence of

Principals in Secondary Schools in Gwagwalada?

Table 6: Teacher’s Perception of Leadership Competence of Principals

N = 120
S/N Items SA A D SD Mean Decision

1 The principals have high level of 49 51 15 5 3.35 Agree

leadership effectiveness in pedagogical
and administrative skills
2 The principals administrative skills 63 17 11 29 2.66 Agree
ensure better personal management,
employee effectiveness and efficiency
3 Principals are competent in identifying 40 48 12 20 2.95 Agree
the mission and objectives of the school
and the means for achieving them.
4 The administrators/principals create 25 59 20 16 2.80 Agree

35
 conducive atmosphere for the teachers
to be able to achieve desired changes in
students
5 Principals are highly competent in 50 38 12 20 2.95 Agree
communication, instructional
supervision and in facilitating
instructional activities for student’s
academic achievement
6 Administrators/principals are competent 70 14 15 21 2.80 Agree
in promoting innovations, technology
and information system to improve
curriculum and instruction
7 The principals are both task-oriented 44 56 15 5 3.35 Agree
and person-oriented
8 The secondary school 53 31 16 20 2.80 Agree
administrator/principals are highly
competent in motivating staff and
students
9 The principals are perceived in their 88 12 10 10 3.35 Agree
community relation skill effectively
10 The principals are perceived by their 15 15 24 66 1.0 Disagree
teachers as being more dictatorial,
emphasizing compliances to established
rules and highly productivity
11 Principals are deficient in a range of 5 5 78 32 0.35 Disagree
leadership competencies resulting in
ineffective leadership, indiscipline
among staff and students, low quality of
instruction and poor job performance
Overall Mean 502 346 22 244 2.60 Agree
8
Source: Field Survey, 2019.

Table 6 showed teachers perception of leadership competence of principals in

Gwagwalada Area Council. The respondents agreed that the principals exhibited

the desired leadership competency that enable them excelled in achieving the goals

of the secondary schools system in Gwagwalada.

Research Question Four: To what extent do principals of secondary schools in

Gwagwalada involve their teachers in decision-making concerning school matters?

Table 7: Teachers Involvement in Decision-making

S/N Items VHE HE LE VLE Mean Decision

1 The principal consults with 58 30 20 12 2.95 HE

teachers and considers their ideas
and opinions when making

36
 decisions
2 The principal normally holds 16 68 18 18 2.80 HE
meetings with all his/her
members of staff and takes their
views and feeling into
considerations
3 Decisions about the school are 56 40 14 10 3.20 HE
arrived at after consultations and
communicating with various
teachers in the school system
4 Our principal allowed teachers to 84 16 12 8 3.35 HE
get involved in school decision
making and welcome their
suggestions
5 Teachers involvement in 66 14 13 27 2.66 HE
decision-making yield more
positive work
outcomes/productive work
6 Teachers were grossly deprived 10 20 58 32 1.0 VLE
from participation in decisions in
the school system
7 The school principals still 20 16 73 11 1.20 VLE
monopolize decision making in
secondary schools
Overall Mean 310 20 208 108 2.55 HE
4
Source: Field Survey, 2019.

Table 7 showed the extent of teachers involvement in decision making in

secondary schools in Gwagwalada Area council. The respondents agreed that

teachers in the secondary school system were allowed active involvement in

participatory decision making concerning school matters which thus

motivates/enhanced their productivity in secondary schools in Gwagwalada Area

Council.

37
4.4 Discussion of Findings

The study investigated the influence of principal’s leadership style on teacher’s job

performance is secondary schools in Gwagwalada Area Council, FCT-Abuja.

Findings on the leadership styles commonly used by principals in secondary

schools in Gwagwalada Area Council revealed that the democratic leadership style

is commonly used by principal in secondary schools in Gwagwalada Area Council.

This is in line with the works of Okeke (2011) who affirms that nowadays, most

principals adopt the use of democratic style of leadership.

Findings on the extent the leadership style of principals enhance teachers job

performance in secondary schools in Gwagwalada Area Council revealed that the

leadership style principals adopt affect teachers’ job performance in secondary

schools in Gwagwalada Area Council. According to Ayodeji (1998) and Adeyemi

(2004), the school principal is a unique position as the manager or administrator

who controls schools’ resources for the purpose of achievements of educational

goals and can accelerate the process of school development or can demolish the

progress of education. As such, a leadership style occupies an important position in

school management.

Findings on teachers’ perception of leadership competence of principals in

secondary schools in Gwagwalada Area Council revealed that school principals are

highly competent in identifying the mission and objectives of the school and the

means of achieving them. This is in consonants with the study of Adejumobi

(2014) who opined that most principals set up mission and vision in their schools

and prioritize the means of achieving them.

Findings also revealed that majority of the principals in secondary schools in

Gwagwalada Area Council practiced participatory decision making strategy which

38
gave room for the teachers active involvement in decision making concerning

school matters which thus motivates them to work tremendously towards attaining

the success of the school decisions. This is in agreement with Alutor and Oshio

(2011) who stated that teachers involvement in decision making body of the school

system influence their commitment to work and productivity.

39
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter present summary of the research work, conclusion notes to the

study and series of recommendations proffered.

5.2 Summary

This research study investigated the influence of principal’s leadership styles

on teachers’ job performance in secondary schools in Gwagwalada. The

project work is divided into five (5) chapters.

Chapter one deal with the background of the study, statement of the

problem, purpose and significance of the study, research questions, scope of

the study, operational definition of terms and abbreviations.

Chapter two entails review of related literature. It examines the views of

various educationists and authors/writers about theoretical framework,

secondary schools as formal educational institution, concept of leadership,

leadership styles of schools administrators, principals as educational

administrators (leaders) in secondary school, leadership styles and teachers

job performance as advanced in several published journals, textbooks,

national dailies (news papers) and periodicals.

Chapter three present the procedures employed to carried out the study.

Descriptive survey research design was adopted. Population of the study of

the entire twelve (12) public senior secondary schools and one thousand and

twenty-eight (1,028) teachers in Gwagwalada, out of which a sample size

that consisted of six (6) schools and one hundred and twenty (120) teachers

40
 were selected by simple random sampling techniques. A modified four (4)

Point Likert scale ratings questionnaires were used for data collection and

the data collected were analyzed using mean scores.

Chapter four dealt with data presentation, analysis and interpretations. It also

encompasses demographic data, data analysis and results, and discussion of

findings.

Chapter five which is the last entails summary of the research works,

conclusion notes to the study and series of recommendations proffered.

5.3 Conclusion

The leadership style in mobilizing human resources in education is a very

important factor. The achievement of the goals and objectives of secondary schools

depends largely on the leadership style adopted by the managers in co-ordinating

human resources. A leader who is able to hammers and provides all necessary

impetus for personnel within an organization is likely to achieve positive result.

Principals should be aware of the fact that for the school goals and objectives to be

achieved and for the staff to be dedicated and committed to their job, the leadership

style utilized by him/her is of tremendous importance for better job performance.

All principals in secondary schools must strive hard to create the right environment

for learning. This is highly necessary because effective teaching and learning can

only take place in an environment where good leadership style exists. The style of

leadership the principal uses affects teacher’s commitment and sense of delivery. A

situation where teachers are not encouraged and motivated can result to poor

performance of teachers which can affect the attainment of the objectives and goals

41
of education. Principals of secondary schools must therefore try as much as they

can to ensure the creation of the right teaching/learning atmosphere..++99

The principals of a secondary schools as the chief executive must do everything

possible to seek and maintain the cooperation of his/her staff. He/she should make

himself/herself a good example to be followed by his/her staff. Any leadership

style that carried him/her away from this important quality and responsibility

should be considered inadequate and inappropriate.

5.4 Recommendations

Based on the result of findings of this study, the following recommendations

are advanced:

1. School principals should imbibe a mixture of autocratic and democratic

styles of leadership in their school administration in order to enhance better

job performance among teachers.

2. The use of the laissez-faire leadership style should be discouraged among

school principals as it could not bring a better job performance among

teachers.

3. Leadership training programmes should be organized regularly for school

administrators/principals. This will expose them to the skills, knowledge and

qualities of leadership which they are expected to exhibit in school

administration.

4. Training in change management should be incorporated in such

programmes. IGT training should be made compulsory for all and

prospective school administrators/principals. Acquisition of IGT skills

42
 would enable them to carry out their leadership and administrative functions

effectively.

5. School principals should be trained and retrained from time to time through

workshops/seminars. Institutes of education of the various Universities in

the country should organize seminars and workshops for secondary schools

heads on special courses in school administration.

6. The principals should establish good human relationship between him/her

and the teacher. The principal as an educational leaders should motivate

teachers for the purpose of achieving educational objectives and goals.

7. Principals of secondary schools should have a forum to meet from time to

time to discuss other things their administrative problems with the view of

finding solutions to them.

8. Appointment of principals in school should not be based on seniority or

experience on the job alone but also on capability as a change agent to

influence others.

9. Principals need increased capacities with the introduction of novel

innovations into the school system in this 21 st Century. There must be

capacity building programmes for school heads.

5.5 Suggestions for further Studies

This research study is comprehensive and exhaustive enough because it surveyed

and obtained reliable information from teachers of the six (6) selected public senior

secondary schools in Gwagwalada Area Council, FCT-Abuja. However, it is the

researchers wish to suggest that a further study should be carried out on:

i. The challenges and constraints to leadership effectiveness among secondary

school principals.

43
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45
 Department of Educational
Administration and Planning,
Institute of Education.
University of Abuja.

Dear Respondents,

QUESTIONNAIRE FOR TEACHERS IN GOVERNMENT SECONDARY

SCHOOL, GWAGWALADA AREA COUNCIL, FCT-ABUJA

I am a student of the above addressed institution embarking on a research study.

The topic of my investigation is “The Influence of Principal’s Leadership Styles
on Teachers’ Job Performance in Government Secondary School,
Gwagwalada, FCT-Abuja.

Your department is selected to be administered questionnaires. You are required to

express your views on each of the items by a tick () or write answers on the
spaces provided. Your co-operation is regarded valuable in achieving the desired
success of the study. Please be as accurate and honest as possible in responding to
the items on the questionnaire. Assuredly, all the information supplied by you will
be treated with utmost confidentiality.

Thanks for your anticipated co-operation.

Yours Faithfully,

Researcher, Daniel Elizabeth

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 QUESTIONNAIRE
Section A: Personal Data
1. Sex/Gender: Male [ ] Female [ ]
2. Marital Status:
i. Married

ii. Single

iii. Divorced/Divorcee

iv. Widow/Widower

3. School:

[a] Government Secondary School, Tungan-Maje

[b] Government Secondary School , Dagiri-Gwagwalada

[c] Government Girls’ Secondary School, Dukpa

[d] Government Secondary School, Dobi

4. Educational Qualification

i. Higher National Diploma

ii. B.A. (Ed, B.Ed., B.Sc. (Ed)

iii. PGDE

iv. M.A (Ed), M.Ed., M.Sc. (Ed)

. Years of teaching experience

i. 1-5 years

ii. 6-10 years

iii. 11-15 years

iv. 16-20 years

v. 21 years and above

Section B: Leadership Styles Commonly Used by Principals

Research Question One (1): Which leadership style is most commonly used by

Principals in Government Secondary School, Gwagwalada?

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S/N Items SA A D SD

1 Autocratic/authoritarian leadership style

2 Democratic leadership style

3 Laissez-faire leadership style

4 Transactional leadership style

5 Transformational leadership style

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Section C: Principal’s Leadership Style that enhance teacher’s job

performance

Research Question Two (2): Which type of leadership style of Principal enhances

teacher’s job performance in Government Secondary School, Gwagwalada?

S/N Items SA A D SD

Autocratic Leadership Style

1 The principal does not maintain clear channel of
communication between himself/herself and the
subordinates
2 My principal does not delegate authority nor
permit subordinates to participate in policy making
to influence the cause of events
3 The principal imposed tasks and methods on the
subordinates
Democratic Leadership Style
4 The principal listen to the teachers and offers them
emotional and moral support
5 Our principal delegates authority to distribute
leadership among the staff
6 The principal involve teachers’ constructively in
decision making
7 The principal recognizes and gives consideration to
both the needs of the school as an organization and
the members of staff as group
8 My principal allows for the practices of good
human relationship
9 The principal maintains a kind of balance with the
task and human dimension to achieve school goals
10 The principal has a clear and enthusiastic
communication of an inspiring vision of what the
school could become
11 The principal listen to the teachers and offers them
emotional and moral support
Laissez-faire leadership style
12 Principal gives freedom to his/her subordinates to
do as they want/what they like
13 The principals are not pre-occupied with either
trying to achieve the goals of the school or

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 consider the welfare of members of staff
14 Our principal has no vision or mission and
develops no policies to achieve the school
organizational goals
15 Our principal develops plans and strategies for
radical transformation of the secondary school

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Section D: Teachers perception of principal’s leadership competence
Research Question Three (3): How do teachers perceive leadership competence of
principals in Government Secondary School, Gwagwalada?
S/N Items SA A D SD

1 The principals have high level of leadership

effectiveness in pedagogical and administrative
skills
2 The principals administrative skills ensures better
personnel management, employee effectiveness
and efficiency
3 Principals are competent in identifying the mission
and objectives of the school and the means for
achieving them.
4 The administrators/principals create conducive
atmosphere for the teachers to be able to achieve
desired changes in students
5 Principals are highly competent in communication,
instructional supervision and in facilitating
instructional activities for student’s academic
achievement
6 Administrators/principals are competent in
promoting innovations, technology and information
system to improve curriculum and instruction
7 The principals are both task-oriented and person-
oriented
8 The secondary school administrator/principals are
highly competent in motivating staff and students
9 The principals are perceived in their community
relation skill effectively
10 The principals are perceived by their teachers as
being more dictatorial, emphasizing compliances to
established rules and highly productivity
11 Principals are deficient in a range of leadership
competencies resulting in ineffective leadership,
indiscipline among staff and students, low quality

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 of instruction and poor job performance

Section E: Teacher’s involvement in School Decision-making

Research Question four (4): To what extent do principals of Government

Secondary School Gwagwalada involve their teachers in decision making

concerning school matters?

S/N Items VHE HE LE VLE

1 The principal consults with teachers and

considers their ideas and opinions when making
decisions
2 The principal normally holds meetings with all
his/her members of staff and takes their views
and feeling into considerations
3 Decisions about the school are arrived at after
consultations and communicating with various
teachers in the school system
4 Our principal allowed teachers to get involved in
school decision making and welcome their
suggestions
5 Teachers involvement in decision-making yield
more positive work outcomes/productive work
6 Teachers were grossly deprived from
participation in decisions in the school system
7 The school principals still monopolize decision
making in secondary schools
Very High Extent (VHE)

High Extent (HE)

Low Extent (LE)

Very Low Extent (VLE)

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Table 3.1 Sample Population

S/N Names of Schools Number of teachers in

the schools
1 Government Secondary School, Zuba 96

2 Government Science Secondary School, Tungan- 116

Maje
3 Government Secondary School, Giri 48

4 Government Secondary School, Hajj Camp 95

5 Government Secondary School, Kutunku 76

6 Government Secondary School, Phase III 93

7 Government Secondary School, Dagiri- 126

Gwagwalada
8 Government Day Secondary School, Ibwa 82

9 Government Girls’ Secondary School, Dukpa 84

10 Government Secondary School, Dobi 87

11 Government Secondary School, Paiko-Kore 64

12 Government Day Senior Secondary School, 51

Gwagwalada
Total 1,028

Source: FCT Secondary Education Board News Bulletin, 2018

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