Relationship between Principal Leadership Styles and Staff Job Performance in Secondary Schools in Adamawa State
Ochoyi, Esther Eleojo
Department of Curriculum & Instruction
Federal College of Education, Yola
ABSTRACT
This paper investigated relationship between principals’ leadership styles and teachers’ job performance in senior secondary schools in Adamawa State, Nigeria. The study population comprised all the 154 senior secondary schools in the State. Out of this population, a sample of 30 senior secondary schools was purposive randomly selected at rate 6 schools per educational zone. Therefore, all the 429 teaching staff as well as 30 principals from the sampled schools served as respondents for this study. Two instruments were used to collect data for the study. These were the principals’ leadership style questionnaire and the teachers’ job performance questionnaire. The data collected were analyzed using frequency counts, percentages, chi-square and t-test. It was found that the democratic leadership style was the most commonly used leadership style among principals of senior secondary schools in the State. Teachers’ job performance was also found to be at a moderate level in the schools. Teachers’ job performance was found better in schools having principals using autocratic leadership style, followed by those schools with democratic principles, while the teacher’s performance under Laissez-faire principals is below average. It was recommended that school principals should mix autocratic and democratic styles of leadership in the school administration in order to enhance better job performance among teachers. It was suggested that the use of the Laissez-faire leadership style should be discouraged.
Keywords: Principals, leadership, styles, teachers, job, performance
