STAKEHOLDERS’ VIEWS ON THE PRINCIPALS’ USE OF PARTICIPATIVE AND COERCIVE LEADERSHIP STYLES IN SECONDARY SCHOOLS IN KAFANCHAN EDUCATION ZONE, KADUNA STATE.

Yakubu Iliya

Abstract


The study examines the perceptions of teachers, principals, ministry officials, and PTA officials (stakeholders) on participative and coercive principals’ leadership styles in Secondary Schools in Kafanchan Education Zone, Kaduna State, Nigeria. The study has two research objectives which are to find out the prevalence of participative leadership styles and coercive leadership style in Secondary Schools in Kafanchan Education Zone, Kaduna State, Nigeria. Also, two research questions were asked based on the objectives and two hypotheses were formulated for the study. Literatures were reviewed based on the issues raised in the objectives. The population of the study comprised 68 principals, 233 teachers, 15 ministry officials and 35Parent Teachers’ Association (PTA) officials. Survey design was adopted for the study and data were collected using a researchers’ designed questionnaire. The data gathered were analyzed using Analysis of Variance (ANOVA) and hypotheses tested at 0.05 significant level. The findings revealed among others that principals in Kafanchan Education Zone consult with their subordinates in taking decisions which is why the null hypotheses one was rejected, and that principals don’t impose their ideas on their subordinates. In clear terms, there is prevalence of participative leadership style and non-prevalence of coercive style of leadership in the education zone.  The researchers however recommend that the situation the leader finds himself should determine his choice of leadership styles. By extension a leader is expected to have understanding of all the styles of leadership and should know when, how, and where to use them. The researcher further recommend that the appointment of principals should not be strictly based on seniority or years of experience in job, but the criteria should include the capacity as a change agent to influence others through divergent use of leadership styles that guarantee collaborative problem solving with students, teachers, ministry officials, and other stakeholders.


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