Click here to Get this Complete Project Chapter 1-5




1.1 Introduction

The study is about an assessment to different leadership style exhibited by head teachers on teachers’ job performance. The study shows the effects of head teachers’ leadership styles to the level of teachers’ job performance mainly in primary school. It comprise five chapters. This chapter categorized into different levels as shown bellow.

Educational institutions are critical places where the next generation is educated and school leaders bear a heavy burden of responsibility for their institutions. Leaders in educational institutions are the same as leaders in other organization and inevitably face the challenges of maintaining the goals of the institutions (Northouse, 2007). In addition to school, leadership style and teachers’ job performance are another critical factor affecting school effectiveness. The kind of leadership style that goes with teachers’ job performance in educational setting has remained a problem in many countries over the world including Africa and Nigeria Secondary Schools in particular.

According to House (1968), in the path goal theory, a leader does the following: clarifies and sets goals together with the subordinates and properly communicates to them. Besides, delegates duties to subordinates according to their abilities, skills, knowledge and experience. The leader further helps the subordinates to find the best path for achieving the desired goals. Defines positions and task roles by removing barriers to performance and promotes group cohesiveness and team effort. The leader finally increases personal opportunities for performance as well as improving working performance by reducing stress, making external controls and people’s expectations clearer.

Globally, educating a nation remains the most vital strategy for the development of the society throughout the developing world. The effect of leadership style on academic performance has been widely debated in recent scholarly work. Only a small fraction of available studies on school leadership deal with its effects on teachers’ job performance (Namusonge, 2015).

Teachers in developing countries work under conditions that are different from those in developed countries. Osei (2006) notes that, broadly, teachers in many African countries work in overcrowded classrooms (40-80 students in a class), mainly due to a considerable increase in student enrolment in primary and secondary schools. Poor school facilities (lack of basic teaching materials, and absence of sufficient equipment for laboratories) and inadequate infrastructure also seem to add to the despair of the unmotivated teachers (Raina and Dhand, 2000).

According to Namusonge (2015) state that, principals’ are the academic and administrative heads of the school, responsible for the academic and disciplinary performance of the school, and ensure that moral values are taught and upheld in the school. The principals must manage tasks professionally which include setting for education, seizing new opportunities and coping with change, maintaining a committed staff, managing effective teams, developing an effective communication system, allocating and managing resources effectively, participating effectively, staff management, managing time effectively and evaluating the school curriculum. In this regard, the teachers’ job performance could be measured through annual report of his/ her activities in terms of teaching, lesson preparation, and lesson presentation, mastery of subject matter, competence, teachers’ commitment to job and extra-curricular activities. All of these were depend on the way principals lead them.

Mwalala (2008) found that, the lack of leadership skills by principals is a major factor contributing to poor performance in national examination. The school principal will have to engage the teaching staff in their teaching through use of appropriate leadership styles in order to succeed in redirecting staff effort and in creating a conducive climate for students to improve performance in academics. The researcher was therefore interested on assessing the leadership styles used by principals in school setting. It was doing so because the study area was not yet empirically established more in the Nigerian context.

1.3 Statement of the Problem

In some schools, students and teachers have protested and removed school heads from their offices. It was observed that, differences in leadership styles used by head

teachers resulted to variation in teachers’ job performance in schools. Frequently, conflicts  between  teachers  and  head  teachers,  poor  attendance  of  teachers  and teachers’ truancy during the working hours are said to be related to principals’

leadership style. Nguni et al (2006) argue that, one of the major problems leading to this  was   lack  of   effective  leadership.   Despite  the   increase   in   administrative

responsibilities, principals still view themselves as responsible for supervising teaching and learning activities in the school, including teacher professional development. According to URT (2008), In Strength, Weakness, Opportunities and Threat (SWOT) analysis of Education Sector Development Programme (ESDP), argue that the weakness of management and governance of primary education are Lack of Instructional leadership, Low teacher supervision, Ineffective whole school development plan and lack of clear and effective management appraisal system at school. Thus, the above situation prompts a researcher to conduct this study aiming at assessing the principals’ leadership styles as it can influence the teachers’ job performance. Therefore a researcher would try to answer three basic questions as mentioned bellow.

1.4 Objectives of the Study

The main objective of the study was to assessing the effects of principals’ leadership styles on teachers’ job performance in selected Secondary Schools in Sapele, Delta State.

The following are the specific objectives of the study

  1. To examine the effects of leadership behaviors on teachers’ job
  2. To identify the most dominant leadership style exhibited among principals.
  3. To identify the leadership style used by principals that enhances teachers’ job performance.

1.5   Research Questions

The following were the research questions for the study

  1. What are the effects of leadership behavior on teachers’ job performance?
  2. Which is the most dominant leadership style exhibited among principals?
  3. What are the leadership styles used by principals that enhances teachers’ job performance?

1.6   Significance of the Study

A number of benefits are expected from this study. First, the findings of this study would help to improve principals and teachers working relationships as well as improving the teaching performance. Second, the study would provide information and insights useful not only to policy makers and practicing educational administrators, but also to teachers and other stakeholders in the Nigerian educational settings. Third, the study would contribute to new knowledge and the availability of literature on educational management, leadership and administration. Fourth, the study findings would also contribute to the pool of knowledge on  teachers’ job performance. Also it is vital for the present and future scholars in regard  to  an   assessment  of principals’ leadership styles on teachers’ job performance.


1.8 Scope of the Study

The study was conducted in Sapele Local Government Area region. It could have been a good idea to conduct the study to cover all regions in Nigeria. However, due to lack of funds, the study focused only Sapele Local Government Area region at six selected Secondary Schools in Sapele Local Government Area.

1.9 Definitions of the Key Terms and Concepts




In this study a researcher define a term assessment as the systematic basis for making inferences about the leadership style and teachers’ job performance. It involves the use of empirical data on teachers’ job performance to refine the leadership style and hence improve teachers’ job performance.




This study defined leadership as the ability to influence the behavior of others to acts in a group with common interests to acquire the effective teachers’ job performance.


Leadership Style

The study define Leadership style as the behavior orientation of principals in which principals influence teachers on their working performance.


Teachers’ Job Performance

From this study, teachers’ job performance of teachers basing performance refers to the assessment of the on his/ her instructional competence, quality,

Get the Complete Project

This is a premium project material and the complete research project plus questionnaires and references can be gotten at an affordable rate of N3,000 for Nigerian clients and $8 for International clients.

Click here to Get this Complete Project Chapter 1-5