Annals of Modern Education, 8(1), 27-36, 2016
Relationship Between Secondary School Principals’
Leadership Style and Teachers’ Job Performance in
Selected Rural Communities of Ondo State, Nigeria
Olufemi Onweazu Okoji
Department of Educational Management, Faculty of Education, Lead City
University, Ibadan, Nigeria
Leadership style in an organization is one of the factors that play significant role in enhancing or retarding the interest and commitment of the individuals in the organization. A good leader not only inspires subordinates potentials to enhance efficiency but also meets their requirements in the process of achieving organizational or academic goals. The population of the study comprised of 300 respondents who were selected through simple random sampling technique from Okitipupa Local Government, this comprised of 250 teachers and 50 school principals. Principals’ Leadership Assessment Inventory was administered to the principals with the reliability (PLAI, r= 0.72) and Teachers’ Job Performance Assessment Scale was administered to the teachers with reliability (TJPAS r = 0.86) . Two hypotheses were tested at 0.05 level of significance. Data collected were analyzed with correlation statistical analysis. The result shows that there was significant relationship between democratic leadership style and teachers’ job performance (r =.118,N= 300, p<.05 . Significant relationship also existed between autocratic leadership style and teachers’ job performance (r =-314,N = 300, P<.01). Considering the findings of this study, it was recommended that school principals should imbibe a mixture of autocratic and democratic styles of leadership in their school administration in order to enhance better job performance among teachers. As such, principals could use the democratic style of leadership in some occasions. They should be autocratic in certain situations in order to increase productivity among teachers.
Key words: Academic Performance, Job Performance, Leadership and Principals.
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