Decision Making Styles as Correlates of Principals’ Managerial Effectiveness in Public Secondary Schools in Umuahia Educational Zone, Abia State Nigeria

David Onyemaechi Ekeh, Mercy Ifunanya Ani, Bethel Nnabugwu Uzoma, Chidiebere Cordelia Ojemuyide

Abstract


This study examined the relationship between decision-making styles and the managerial effectiveness of principals in public secondary schools within the Umuahia Educational Zone of Abia State, Nigeria. A correlational research design was employed, guided by two research questions and two null hypotheses tested at a 0.05 significance level. The sample for the study consisted of 269 participants, including 184 teachers and 85 principals from public secondary schools randomly selected across local government areas (LGAs). Data collection was carried out using a self-developed questionnaire created by the researchers. The instrument was validated by three experts, and reliability was ensured through the Cronbach’s Alpha coefficient method. Two self-structured questionnaires, namely the "Consultative Decision-Making Styles Principals Managerial Effectiveness Questionnaire (CDMSPMEQ)" and the "Consensus Decision-Making Styles and Principals’ Managerial Effectiveness Questionnaire (CDMSPMEQ)," were developed, validated, and used for the study. The instruments exhibited strong internal consistency reliability, with Cronbach’s Alpha estimates of 0.75 and 0.70 for CDMSPMEQ and CDMSPMEQ, respectively. Data analysis involved calculating means and standard deviations to address the research questions. Furthermore, Pearson Product Moment correlation was employed to test the null hypotheses at a 0.05 significance level. The findings revealed that both consultative and consensus decision-making styles are associated with positive managerial effectiveness among principals in schools. Consequently, it is crucial that principals execute effective decision-making processes, ensuring their decisions receive support from all school stakeholders, especially teachers. This support plays a vital role in decision implementation. As a recommendation, it is suggested that schools should develop specialized leadership and team-building training programs or workshops for principals and teachers in underperforming schools. 


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