Relationship between Principals’ Leadership Styles and Teachers’ Job Performance in Public Senior Secondary Schools in Maiduguri, Borno State, Nigeria

Mohammed Goni Tela, Asheik Ali Kime

Abstract


This study was carried out with the aimed of determining principals’ leadership style and teachers’ job performance in public senior secondary schools in Maiduguri. Two research questions were answered and one hypothesis was tested at 0.05 level of significance. The study used a correlational research design. The population of the study comprised of one thousand, two hundred and thirty-six (1236) teachers and sixteen (16) principals of public senior secondary schools in the study area. A total of three hundred and seventy-one teachers (206 male and 142 female) which represent 30% of the population were selected using simple random sampling technique, and all the sixteen schools principals were used in this study. Sixty (60) items questionnaires were used for data collection. Cronbachs’ Alpha was used to test the reliability of the instrument and the reliability coefficients of 0.87was obtained. Descriptive statistics (mean and standard deviation) and PPMC were used for data analysis. The study revealed that majority of the principals practice transformational leadership style, there is a strong positive relationship between principals’ leadership style and teachers’ job performance. The study concludes that Leadership styles were the determinant factor of teachers’ job performance. The study, therefore, recommended that public senior secondary school principals should embrace the transformational leadership style as it enhances teachers’ job performance.


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References


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