CHAPTER ONE

INTRODUCTION

1.1 Background to the Study 

The success of any organization is heavily weighed on the head, boss, or management of such an operation, such as a business, school, or any other organization. Leadership influence is desired in an organization to facilitate smooth and optimum achievement. Leadership is a method of behavior modification employed in organizations. It establishes an organization's goals and methods for achieving them. As a result, leadership in an organization has been viewed as a motivator in which one person who is the head inspires others to attain certain organizational goals. However, fellowship is the core of leadership; in other words, a leader is defined by the desire of others to follow. Furthermore, individuals tend to follow those who are believed to be giving a method of accomplishing their own ambitions, wants, and requirements. In this situation, we can see that leadership and motivation are inextricably linked. Motivation allows us to better understand what others desire and why they act the way they do. In secondary school administration, the skill of the main administrator, sometimes known as the principle, and his leadership style determine a school's capacity to fulfill its stated goals or objectives.

The principal's effective leadership position will lead to the attainment of the school's goals and objectives. Education, among other things, is a tool for achieving national development through the formation of national educational policies. All stakeholders in the educational system have distinct tasks to play in order to accomplish the stated aims and objectives of the national strategy. At the grass roots level, school principals are exclusively responsible for the administration of available resources. Included in principals' tasks is the supply of excellent administrative abilities, which cannot be isolated from their leadership styles. The leadership style of secondary school principals is an indicator of teachers' productivity or work performance. Following a detailed examination of the setbacks faced in some secondary schools, pressure organizations are advocating for successful leadership styles. It is clear that some administrators have failed to examine their leadership styles as predictors of teachers' job performance levels. As a result, some principals appear to struggle to successfully manage their schools (Adeyemi 2017). As the manager or administrator of the resources in their schools, each school principle is in a unique situation.

The school administrator is a leader of the school's personnel and pupils. He is supposed to be well-versed in administrative matters. He should be able to deal with challenging situations or problems at various points in life. The principal's leadership style is evident in his talents, which allow him to be identified as a group leader. Many people say that even if there is an educational plan, a decent school program, appropriate personnel, and facilities, what is more necessary is a competent administrative leadership style to coordinate all of these for the school's advancement and success. If the principal's leadership style is poor, even the greatest school program, the most ample resources, and the most motivated staff and kids will be made ineffectual. As a result, Ismail (2021) believes that the value of a good leadership style in an organization cannot be overstated. An effective leader must be able to lead effectively, coordinate a difficult issue, and demonstrate concern via smart management of people and material resources. "If all school principals can't rely on all subordinates to contribute to group goal attainment with fervor and confidence, there would be no need to cultivate the act of leadership," writes Koontz (2008). There is always a need to enhance teachers' morale, which will motivate them to serve to the best of their abilities. As a result, one of the principal's administrative tasks is to encourage instructors and utilize his leadership style to organize all activities so that they contribute freely to organizational goals. It is important to understand that the improvement of any educational institution is dependent on the quality of its professors. The primary goals of any educational system are to facilitate the teaching and learning processes. Teachers are thus expected to be dedicated to making the teaching process easier.

Principals must also offer a suitable environment for their instructors in order to enable this possibility. The sort of leadership style used in the school will motivate, enthusiastic, and cooperative school employees to work harmoniously with the principle. Only with the complete cooperation of the school community can educational goals be met. Understanding the behavior of members to be led in any company or educational institution is required for effective administrative leadership. This project is concerned with teacher performance in the classroom as a result of the principal's leadership style. Aside from motivation, production is determined by worker aptitude and a variety of situational and environmental factors.

Importantly, the school's objectives will not be met if there is no harmony in the school between teacher performance and the principal's leadership style.

Several studies have defined leadership style in various situations; in light of the above, (Chandan, 2017) defines leadership style as the personality factor present in leaders that leads subordinates to follow them. Okumbe (2008), on the other hand, describes leadership styles as specific behaviors used by a leader to drive subordinates to fulfill the organization's goals. It refers to the leader's fundamental requirements that drive his actions (Siskin 2015).

It is the embodiment of a leader's prevailing pattern of behavior. It is also a procedure in which a principal affects a teacher or a group of people to achieve educational objectives (Adeyemi, 2016). As a result, a principal's leadership style is determined by the leader's actions. This conduct is the primary foundation for selecting an effective leadership style. According to House (2018) under the route goal theory, a leader defines and sets objectives with subordinates and effectively communicates with them. Furthermore, distribute work to subordinates based on their talents, skills, expertise, and experience. The leader also assists subordinates in determining the best way to achieve the desired results. Defines jobs and task roles by reducing performance obstacles and promoting group cohesion and team effort.

Finally, the leader creates personal possibilities for enhanced work performance by lowering stress, clarifying external controls, and clarifying people's expectations (House, 2008). According to (Ajayi and Ayodele, 2011), the leader's behavior is only acceptable to subordinates if they continue to regard the leader as a source of personal opportunity to increase performance and happiness. However, some leaders appear to struggle with properly managing their institutions (Gronn, 2012). As a result, it is critical that students learn and comprehend the significance of the approaches that promote excellent school achievement. As a result, as the principal who controls the school's resources, leadership style plays a vital role in school administration, resulting in the attainment of educational goals (Adeyemi, 2004). Such successes in secondary schools are mostly based on three distinct leadership styles: authoritarian, democratic, and laissez-faire (Lunenberg &Ornstein, 2009). There is little question that leadership styles are putting pressure on secondary school administrators in Lagos State's Education District IV. However, it appears that many administrators have not evaluated their leadership styles as predictors of teacher effectiveness in their schools. The performance of teachers can be described in a variety of ways. (Robert and Tim, 2009) as the act of completing or carrying out a specific assignment. On the other hand, (Obilade, 2009) defined teacher performance as the duties performed by a teacher at a specific time in the school system in order to achieve educational goals, whereas (Akinyemi 2003; Okeniyi, 2005) defined it as teachers' ability to combine relevant inputs in order to improve teaching and learning processes. However, (Meindl, 2008) suggested that instructors' effectiveness is dictated by their amount of engagement in the organization's day-to-day operations. According to (Adepoju, 2007), aspects of teacher performance such as effective teaching, lesson note preparation, effective use of scheme of work, effective supervision, monitoring of students' work, and disciplinary capacity are virtues that instructors should uphold successfully in the school system.

Teachers' success in this respect might be measured by an annual report of his/her activities in terms of performance in teaching, lesson preparation, and lesson presentation, knowledge of subject matter, competence, teachers' dedication to their jobs, and extra-curricular activities. Other areas of evaluation include effective leadership, monitoring of students' work, motivation, class management, and student discipline, which are values that secondary school instructors should uphold effectively. As a result, (Ibukun, 2007) suggested that the principal's major responsibility is to establish a favorable environment for instructors to achieve desired improvements in pupils. He observed that instructors function well under various leadership approaches. As a result, the administrator was required to foster good teacher performance by understanding their requirements and attempting to satisfy or meet them. In support of this claim, Ijaiya (2010) stated that teachers in Nigeria show a desire for more engagement in decision-making.

This research investigated democratic, autocratic, and laissez-faire leadership styles (Okumbe, 2008). Power and authority are decentralized in democratic leadership, and decisions are decided through dialogue. The usage of the style lets the instructor feel like a part of the organization, which improves work performance. Power, authority, and decision-making are centralized under autocratic leadership. In this situation, the instructor feels unappreciated, which impacts his or her job performance. Laissez-faire leaders prefer to eschew power and authority. This leadership style may result in poor performance and significant absenteeism. As a result, the purpose of this study was to define the leadership styles of secondary school administrators in terms of engagement in decision making, communication, and delegation of tasks to teachers.

1.2 Statement of the Problem

Many scholars have debated the link between administrators' leadership styles and teachers' job performance. The debate concentrated on whether or not principals' leadership styles impact the degree of job performance among instructors. Common observation in the school system indicates that a principal's leadership style may have a significant influence on teachers' work performance. As a result, principals, as educational leaders, play a critical role in the school's success. In developing a strong culture of collaboration and creative problem solving, setting appropriate curriculum implementation mechanisms, and having an instructional leadership quality that takes responsibility for students' achievement, developing and communicating plans for effective teaching among all staff members, monitoring students' learning progress, and working closely with parents. As a result, scholars differ over the collision between administrators' leadership styles and teachers' performance (Nwadian, 2008; Adeyemi, 2006). The debate centered on whether or not the principal's leadership style effects teacher performance. As a result, it was necessary to determine the extent to which principals' leadership styles influence teachers' level of job performance, because principals must strive to satisfy teachers in order for them to exhibit maximum output, which can be measured through good academic achievement of learners in learning institutions.The problem of this study therefore was to investigate impact of principals’ leadership styles on secondary school teachers’ job performance.

1.3 Objectives of the Study

The purpose of this study was to investigate the influence of the principals’ leadership styles on secondary school teachers’ job performance. Specifically, the study sought to:

i.          Find out the most commonly used leadership style among principals in secondary schools?

ii.         Examine whether principals leadership style influences teacher effectiveness

iii.       Investigate whether  principal’s involvement of teachers in decision making influences their work engagement level.

iv.      Investigate whether how principals communicate with their teaching staff affect teachers productivity in secondary schools.

1.4 Research Questions

The following research questions guided the study:

v.        What are the most commonly used leadership style among principals in secondary schools?

vi.      Does  principals leadership style influences teacher effectiveness in secondary school?

vii.     Does principal’s involvement of teachers in decision making influences their work engagement level?

viii.  Does principals communication pattern with teaching staff affect staff productivity in secondary schools

1.5 Significance of the Study

The findings of this research have deep significance for the enhancement of secondary school teachers’ performance by prioritizing performance in the study area. In addition, principals of schools are always regarded by their teachers as leaders in the administration and in school board of education, parents and teachers and other various public people usually hold principals responsible for success and failure of school organization. Specifically the result of this research has the following importance for the school principals, teachers, students and others. First, it may help the school leaders to be aware of the styles against the level of teacher performance and the practitioners’ principals to exercise efficient leadership styles so as to improve teachers’ performance.  Second, it may help the school principals to revisit and be enriched with new knowledge, theories, methodologies and practical behaviors leaders need in secondary schools and other institutions of learning in general for their motivating approach to make the teachers more effective. Third, it may give the clear picture of principals’ leadership style on teachers’ level of performance for decision-makers, such as practicing educational administrator/principal, educational administrators in training, local state board and ministry of education officials. Fourth the school principal who is in mount exposure to different pressures both internal and external has to constantly review his own leadership style as effective guide in performing his/ her task. Fifth, this study may be useful to the principals to be equipped with knowledge on how  they can boost job satisfaction of teachers which may contribute to good academic  performance as well as organizational success and the findings may also serve as a guide to educational practice in determining   areas of dissatisfaction among teachers which need to be addressed to retain teachers. Lastly it may serve as the reference and may call for further in-depth of researchers on the topic, particularly principals’ leadership style and teachers’ performance in secondary schools.

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