CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is the most valuable resource a society can bestow on a youngster. The achievement of a kid in education has a substantial impact on the success the youngster may attain in life. Education contributes to poverty eradication by improving health, nutrition, and labor utilization (Institute of Policy Analysis and Research (IPAR), 2008). This demonstrates the critical role of education in a country's growth. Fisher (2005) says that if the principal's leadership style is favorable, all schools should be able to flourish. Typically, a principal's leadership style is evident in his or her demeanor and interactions with teachers, students, parents, and other school personnel. With an effective leadership style, the principal may foster a favorable atmosphere in the school. Teachers, students, faculty, and parents will develop a greater sense of security and satisfaction with their children's educational experience. However, if the principal is ineffectual, the converse is also true.

School leadership is the act of mobilizing and directing the skills and efforts of teachers, students, and parents in order to accomplish common educational goals. The phrase "school leadership" became popular in the twentieth century for a variety of reasons (Aacha, 2010). Demands for increased child success were placed on schools, and schools were expected to develop and change. These expectations were backed by requests for school-level accountability. Maintaining the current quo was deemed unacceptable. Administration and management are phrases that refer to the process of establishing and maintaining stability via the exercise of control and oversight. Hoadley (2007) adds that while the principle or school head is frequently considered the school leader, school leadership may also include other individuals such as members of a formal leadership team and those who contribute to the school's objectives.

Teachers' work performance refers to the tasks that a teacher does within a specific period of time in the educational system in order to accomplish organizational goals (Obilade, 1999). Thus, principals may promote their teachers' effectiveness by understanding their requirements and attempting to satisfy or meet them. Numerous educators have expressed worry about the principal's effectiveness in fulfilling these tasks (Aghenta, 2000; Ige, 2001). Numerous studies have revealed that many administrators do not view their leadership styles as critical to teachers' job effectiveness. As a result, several of them appear to struggle with properly administering their schools (Adeyemi, 2004). Effective leadership, it is thought, has a beneficial effect on teachers' performance (Charlton, 2000).

However, some administrators' leadership approaches are ineffective because they do not include teachers in critical decision-making. In high-performing schools that have reversed the downward trend in student achievement and performance, the head teacher sets the tone by guiding and inspiring students and staff to achieve their full potential (Bush & Oduro, 2006).

1.2 STATEMENT OF THE PROBLEM

Despite the government's efforts to improve teacher performance, teacher performance in Nigeria is low, particularly in rural regions. Students continue to do poorly on the SSCE, and administrators have reported a slew of disciplinary cases involving instructor ineptitude. Numerous scholars have debated the link between a principal's "leadership style and teacher effectiveness (Adeyemi,2006). The purpose of this study was to determine if a principal's leadership style had an effect on teachers' job performance utilizing the Directive Leadership, Participative Leadership, Supportive Leadership, and Achievement Oriented Leadership styles. Additionally, the study sought to ascertain the prevalent leadership styles adopted by principals in Nigeria's public secondary schools. Bell & Bush (2003) underline the importance of head teachers being personally involved in influencing the school's actions toward goal formulation and achievement. The researcher aimed to conduct a study on the effect of principals' leadership styles on teachers' job performance in public secondary schools against this backdrop.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to examine the effect of principals’leadership styles on secondary school teachers performance. Specifically, other objectives of this study are:

i.          To find out whether principals leadership styles affects teachers job performance.

ii.        To examine the different types of leadership style practised by principals.

iii.      To find out whether the leadership styles of male and female principals differ.

iv.      To find out whether leadership styles of principals in rural and urban areas differ.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          Does principals leadership styles affect teachers job performance?

ii.        What are the different types of leadership style practised by principals?

iii.      Does leadership styles of male and female principals differ?

iv.      Does leadership styles of principals in rural and urban areas differ?

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