Principal Leadership Style and Student Achievement in Rural Secondary Schools in Lagos, Nigeria

Masterarbeit , 2023 , 67 Seiten

Pädagogik - Der Lehrer / Pädagoge

The Leadership styles adopt by school principal plays an important role in raising the students' academic achievement in Nigeria. This study investigates whether the principal’s leadership styles influence student achievement in rural secondary schools in Nigeria. Firstly, the study determines the overall type of leadership style adopted by upper and lower rural secondary schools in Nigeria. Secondly, it establishes the principal leadership style behavior in both upper and lower secondary schools. Finally, the study intends to investigate the influence of the Nigerian principal leadership style on student achievement in upper and rural secondary schools.

The research design used is a quantitative descriptive sectional survey research design. The theoretical or educational gap, locational gap, and the approach gap were identified. In the research process, the researcher utilized two survey questionnaires, "Leadership Orientation Survey" from Bolman and Terrence E. Deal which has three sections, leadership styles, leaders' behavior, and overall rating respectively. The second survey contains one section “principal leadership survey”. Forty-six teachers in upper and forty in lower rural secondary schools were asked, but only 20 in upper and 20 in lower responded during the research. Frequency, percentage, and mean were used.

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION
1.1. Background
1.2. Statement of the problem
1.3. Purpose of the study
1.4. Objective of the study
1.5. Research questions
1.6. Significance of the study
1.7. Scope of the study
1.8. Limitation of the study

CHAPTER TWO: LITERATURE REVIEW
2.1. Introduction
2.2. Definition of Terms
2.2.1. Leadership
2.2.2. Principal leadership
2.2.3. Student performance
2.3. Conceptual framework
2.4. Leadership style
2.4.1. School Leadership styles
2.4.2. Leadership style and student achievement
2.5. Influence of principal leadership style
2.5.1. Principal leadership practice and behavior
2.5.2. Principal Leadership and student performance
2.6. Principal leadership style in Nigeria
2.7. Research gap

CHAPTER THREE: RESEARCH METHODOLOGY
3.1. Geographical Area
3.2. Research Design
3.3. Data Sources
3.3.1. Instruments
3.3.2. Data Collection
3.3.3. Data analysis
3.4. Limitations

CHAPTER FOUR: RESULTS OF THE STUDY
4.1. Quantitative Findings
4.1.1. Data collection tools and methods:
4.1.2. Variable measurement
4.1.3. Presentation of data
4.2. Demographic Descriptive Statistics
4.3. Research Questions
4.3.1. Leadership styles adopted by rural secondary school principals
4.3.2. Principal leadership behaviour
4.3.3. Principal leadership influence on student performance

CHAPTER FIVE: DISCUSSIONS, FINDINGS AND RECOMMENDATIONS
5.1. Discussion of Findings
5.1.1. Leadership style adopted in URSSN and in LRSSN
5.1.2. Principal leadership behavior
5.1.3. Principal leadership style influencing student achievement
5.2. Implications and relevant recommendation
5.3. Conclusion
5.4. Suggestion for further study

References

APPENDICES

Appendix A

Appendix B

APPENDIX C
I. Leadership Styles
II. Leader Behaviors

Appendix D

Abstract

The Leadership styles adopt by school principal plays an important role in raising the students’ academic achievement in Nigeria. This study investigates whether the principal’s leadership styles influence student achievement in rural secondary schools in Nigeria. Firstly, the study determines the overall type of leadership style adopted by upper and lower rural secondary schools in Nigeria. Secondly, it establishes the principal leadership style behavior in both upper and lower secondary schools. Finally, the study intends to investigate the influence the of Nigerian principal leadership style on student achievement in upper and rural secondary schools The research design used is a quantitative descriptive sectional survey research design. Theoretical or educational gap, locational gap, and the approach gap were identified. In the research process, the researcher utilized two survey questionnaires, “Leadership Orientation Survey” from Bolman and Terrence E. Deal which has three section, leadership styles, leader’s behavior and overall rating respectively. The second survey contain one section “principal leadership survey”. Forty-six teachers in upper and forty in lower rural secondary school were asked but only 20 in upper and 20 in lower responded during the research. Frequency, percentage and mean were used.

Leadership style utilized in Nigeria rural secondary school are Democratic, Autocratic and laissez-faire leadership styles. From our research, the upper rural secondary school adopt democratic (46.7%) than autocratic (21.9%) and laissez-faire (8.01%) leadership style. However, in lower rural secondary school, the study can’t really define the exact leadership styles since lower rural secondary school combine the democratic (29.2%), autocratic (28.4%) and laissez-faire (19.4%) leadership styles. Furthermore, democratic leadership style and autocratic leadership type found mostly practiced in term of maintaining or improving students’ academic achievement. The majority of rural secondary schools do not adopt laissez-faire leadership styles.

The principal behavior in view of the leadership style in this research practiced the overall leadership behavior which are structural, political, human resources, symbolic behavior in upper rural secondary school (34%) than in lower rural secondary school (10.2%). The teachers have different perception about their principal in upper and lower rural secondary school and the leadership style of the school is the basis of formulating the Nigerian principal behavior in the school.

Principal leadership style in upper rural secondary school (47.5%) influences the student achievement but not that much in lower rural secondary school (14.1%), according to teacher satisfaction. The leadership styles influence the raise of academic achievement of students enumerated while the teacher of upper and lower rural secondary school perceive the bounding between principal leadership styles and student performance. A substantial result by Adeyemi, T.O., & Bolarinwa, R. were used to confirm the result about the influence of Principals' Leadership Styles on Student Academic Performance in Secondary Schools in Nigeria. It shows that using democratic and autocratic leadership style influence student achievement instead of laissez-faire leadership styles.

Conclusively, the rural secondary school in Nigeria adopt more democratic and autocratic leadership styles than laissez-faire, while they practice democratic and autocratic leadership style, principals show overall leadership behavior and influence student achievement, while not at all if practicing laissez-faire leadership styles except when combined with democratic and autocratic leadership styles.

Based on the findings, there is a lot of difference between the Upper Rural secondary school in Nigeria (URSSN) and Lower Rural Secondary School in Nigeria (LRSSN), in view of leadership style, principal behavior, and the association with student performance. The recommendation may be concerning the selection of leadership style and training of the principal. Rural secondary schools whether upper or lower in Lagos Nigeria are responsible for appointing all principals to make it a point of duty to train them in specific leadership style, and educational policymakers on their part should make a policy for in-service training of principals in leadership practices, so that those principals who are already making use of particular leadership style in their different schools will be encouraged.

Keywords: Education, Lower Secondary School, Leadership Style, Leadership Behavior, Nigeria, Student Achievement, Upper Secondary School

List of Figures

Figure 1 Conceptual framework

List of Tables

Table 1 The Items (Q), number of teachers in upper and lower secondary school (n) and number of teachers (N) for Democartic, instructional, laissez-faire, teacher perception of overall leadership behavior and student academic orientation

Table 2 Frequency and percentage value of each scale in each variable: democratic, autocratic and laisser-faire leadership style use in URSSN and LRSSN

Table 3 Statistical value of the frequency and percentage in each scale to define the overall l leadership behavior in URSSN and in LRSSN

Table 4 Statistical estimation of the percentage value the student academic orientation influenced by principal leadership style in URSSN and LRSSN

Table 5 Correlation between Principals Laissez-faire/ Democratic/ Autocratic Leadership Style and Students Academic Performance in Secondary Schools in Ekiti State, Nigeria (Adeyemi, T.O., & Bolarinwa, R., 2013)

CHAPTER ONE: INTRODUCTION

1.1. Background

The style of leadership refers to the general personality, attitude and contact habits of a leader in leading others to achieve organizational or personal objectives and is assumed to influence performance (Portin, 2009). Cole and Kelly (1996) notes that even if an organization has all the financial resources to succeed, if leadership does not inspire others to perform their tasks effectively, it will fail dismally (Cole & Kelly, 1996). Looking in a similar direction, other studies have also shown that effective leadership by promoting the enthusiasm, involvement and cooperation of teachers will definitely contribute to school progress (Harris, 2004). Maicibi (2003) states that in colleges, good success cannot be realized without a proper leadership style (Maicibi, 2003). Namirembe (2005) further argues that, not only because of insufficient funds or even poor facilities, but because of poor leadership, many secondary schools still lack the essential performance criteria (Namirembe, 2005). Several studies from the Ministry of Education Science and Technology have shown that the leadership styles of principals have a direct influence on the school's overall effectiveness because both teachers and students perform under the leadership of the principal of the school (Unesco, 2012). For instance, a study by Wan and Jamal (2012) in Malaysia found that the position of principal is important in determining students' high-academic performance in examinations (Masrom, Mahmood, Zainon, Wan, & Jamal, 2012).

In education, the history of leadership started as top-down hierarchical management, as set out in many schools of thought, there are different meanings of leadership; many scholars view leadership style as a pattern of network control arising from the hierarchy of bureaucratic control that utilizes the use of staff to make organizational decisions to solve technical problems (Miller & Rowan, 2006). Bass (1990) suggested that leadership is the commitment of a leader who needs to be able to influence followers without much difficulty in achieving goals and objectives (B. M. Bass, 1990). However according to Pierce & Newstrom (2003), the leader is an act of exacting deliberate authority on one or a group of people, with the goal of pointing out actions towards the achievement of some shared goals that have an immediate impact on the members of the group (Pierce & Newstrom, 2003).

Education plays a vital role in the development of the country, as it is the source of any country's growth (UNESCO, 2001). It could therefore be one of the reasons why : United Nations Educational, Scientific and Cultural Organization (UNESCO) declared education as a vehicle and an indicator of growth in 2001 and that are why parents are even more concerned about student performance. All students deserve motivation, intellectual growth and skills to prepare them for effective work and lifelong learning by achieving higher academic student achievement. Today, the demand for high-performing students in schools for academic achievement is taking center stage more rapidly than ever in the world (J.A. Okumber, 1999). It is in the classroom where educational objectives are met (Orora, 1997). The school principal has important roles to play in the promotion of educational leadership. The primary duty of the principal is to promote successful teaching and learning with the ultimate goal of enhancing the academic performance of students.

Educational managers have been transformed into instructional leaders in the 1980s (Schein, 1992). Why the transformation? Leithwood, Jantzi, and Steinbach (1999) say that all practices have begun to be driven by student achievement (K. Leithwood et al., 1999). Donmoyer and Wagstaff (1990) give a broad view of instructional leadership, recognizing that student performance is influenced by all leadership practices, including routine managerial tasks (Donmoyer & Wagstaff, 1990). It is considered that all activities contribute as much to enhancing learning as to direct instructional behaviors. Instructional leadership was defined by McEwan (2002) as both traditional management and a human component (McEwan, 2002). Traditional management functions include scheduling, time management, philosophy of leadership and organizational growth. The human component consists of the principal's interacting, inspiring and encouraging functions. Leithwood et al. (1999) describes instructional leaders as those who provide the instructional staff with continuous encouragement (K. Leithwood et al., 1999). The curriculum and the academic direction of the programs within a school are concerned by instructional leaders.

Senge (2006) stressed that learning organizations require a new vision of leadership and identified leaders as planners, stewards and teachers responsible for learning (Senge, 2006). Such leaders cannot be trained in a few specialized workshops. The willingness of such people to be natural leaders, as close as I can tell, is a by-product of a lifetime of effort to build intellectual and communication skills, to focus on personal values and to align personal behavior with values, to learn how to listen and to respect others and others' ideas.

An analysis of perceived leadership styles in low socioeconomic elementary schools in South Carolina (Gepford, 1996). The survey was made up of 45 principals and 225 teachers who had been serving for at least 6 years in their current positions. The method administered to educators and principals; the results of Gepford showed that no one clear leadership style of the principal dictated the performance of a school. The study's guidelines recommended that principals use a versatile leadership style appropriate to the culture of the school and school improvement plans.

In 64 secondary schools in Hong Kong, Cheng (1991) also conducted an analysis of leadership styles and school effectiveness (Cheng, 1991). He found that in teacher-principal and teacher-teacher interactions, principals exhibiting high relationships and high initiating structure were the most successful.

In order to have an overall quality program, the leader must be of personal quality. Sergiovanni (1996) added, "It's the extra quality of leadership that makes the difference between ordinary and extraordinary performance, no matter how competently managed a school may be." He also concluded that the empowerment of organizations begins with individual empowerment" (Sergiovanni, 1996).

Bolman and Deal (1984) took the view that a good leader must recognize and incorporate the subcultures of the organization (Bolman & Deal, 1984). Four organizational structures were discussed: structural, human resources, political and symbolic. Many of these frames are used to varying degrees in all organizations. An effective leader must have the intelligence to recognize and effectively use each structure for that specific organization. Visible, competent, and optimistic supporters of programs and faculty are successful principals (Levine & Lezotte, 1990). Successful principals give a consistent and shared vision that puts students first and that this vision is conveyed to all stakeholders clearly and efficiently. Cohesion between employees that fosters a productive environment and cooperation are also important attributes. Al-Forzan (1997) shows that principal who received higher qualification in educational related training are much more likely to achieve a high rate of success in their students’ academic achievement than those with no educational background (Al-Fozan, 1997).

In Nigeria, education is a tool for national growth to be enforced. In the National Policy on Education, the educational priorities of the country have been set in terms of their importance to the needs of individuals and society. The national education policy has set out certain goals and objectives to promote the growth of education in the country. The principal of the school has essential functions to perform in implementing these goals and priorities. These functions include providing efficient leadership in secondary schools, thereby improving teachers' better job performance. Many educators were concerned about the success of the main roles of principals (Ozuruoke, Ordu, & Abdulkarim, 2011) It is therefore not surprising that pressure is being exerted on the effective leadership of Nigerian secondary school principals (Ozuruoke et al., 2011).

Nigerian workers are said to have a poor attitude towards work, resulting in low levels of productivity in the case of the school system and lower student academic results, and one of the hardest hits in this poor attitude towards work seems to be the Nigerian education sector (P. O. C. Umeh, 1997). That is why parents, opinion leaders, lawmakers, scholars, and other well-meaning people have been increasingly criticizing secondary education in recent years (Adu, Titilola, & Eze, 2012). Education leaders are in a strong position to track, monitor, review and disseminate up-to-date information on educational problems and existing teaching strategies to teachers in order to enable them to achieve higher academic achievement. The overall management of school leadership styles and behavior is focused on the principal, working with and through teachers to make the best use of their expertise in the profession and to achieve the required educational goals with a view to the academic success of students. The leadership of the principal in school management affects the school's practices in terms of instruction, how many students learn, and overall success, including student performance.

Many researchers have generally attributed the success of the schools to the principals. Kythreotis, Pashiardis & Kyriakides (2010) concluded that the leadership of the principal influences the academic achievements of the students (Kythreotis & Pashiardis, 2006). Learning is what schools are all about and the school principal must supervise teacher’s growth, which is related to student learning and development. Principals work to incorporate life-long learning into the daily lives of students and teachers, recognizing that it enriches the environment of the school and makes it a place of enthusiasm, motivation and direction (Golde, 1998). In order to direct the teacher, the principal must be informed of how the teacher works in the classroom. Part of the role of the principal is to help people within and outside the schools unlock existing beliefs, perceptions, frameworks and processes so that new ways of thinking about teaching, learning and schooling can be considered (Bredeson, 1999).

The Principal recognizes that effective school reform and school advancement require a focus on teacher career growth (Hart & Bredeson, 1996).Their core principle is that by concentrating first on individuals and their needs, Principals help build environments that encourage staff to thrive so that the school can accomplish its objectives more effectively, creating a common vision of standards and achievement for all students is an integral element of school leadership, contributing to student performance. Principals, no matter what their style, must demonstrate strong leadership. Strong principal leadership is characterized as knowledge of teaching and learning processes and the ability to inspire other organizational members to accomplish and work for the school's common good. Leithwood et al. (1999) see good leaders as having the ability to recognize the behaviors of leadership that meet the needs of stakeholders in the school (K. Leithwood, Jantzi, & Steinbach, 1999). The literature is consistent with the position that the principal needs good leadership in relation to an important aspect of the school, its community (Bolman & Deal, 1984).

It is based on the above-mentioned contradictions in research findings (influence of leadership the styles on the academic achievements of rural secondary school students) and the assumption that the leadership styles of school principals are related to the academic achievements of students (however, no previous study investigated this assumption). From above, it suggests a need for further studies that explore the possible impact of principal leadership style on academic outcome of students that assess its effect on the academic achievement of the student in Nigeria. Effective leadership must prevail if school reform efforts are to be successful. Any organization's performance depends solely on the way and manner in which the leader functions within the organization. The leader will be decided by the styles followed when leading the organization. This study establishes the influence of the principal’s leadership style practice and lead into student achievement in rural secondary school in Nigeria.

1.2. Statement of the problem

The current and potential consequences of the academic performance of secondary school students have been a subject of concern for the public and stakeholders in the education sector. Secondary school education is essential as a preparation for a good life in society and higher education. However, it seems that secondary schools do not live up to standards in achieving these objectives. Secondary school education in Nigeria is brimming with problems of varying dimensions and scale, all of which combine to indicate that it is in a state of despair (Omoregie, 2005). Observations in the secondary school system indicate that the main styles of leadership could have a serious effect on student performance. Student achievement has been related to several factors, and it will be focusing to leadership styles for the purpose of this study.

Although the principals are educational leaders committed to a good school performance measured by the achievement of the students, the effects of leadership styles have not been assessed. To evaluate the effects of principal practice of leadership style, more study is required. Furthermore, the desperate need is to analyze the behavioral views of the principal of their own leadership style against their impact on the performance of the student. In order to assess the effect of principal leadership style on student performance, the overall leadership styles adopt by school in rural secondary school in Nigeria will be investigated, but also the principal behavior practice of the leadership style perceive by teachers must be evaluated. Lastly, the connection between the principal leadership style behavior and the academic success of students will be judged substantially.

1.3. Purpose of the study

Tarus (2009) both accept that the leadership of head teachers by Oyugi and Gogo 23 has an impact on the success of students (Tarus, 2009). The researches, however, did not specify to what degree the leadership style described contributes to academic success. This study undertook to determine the overall leadership styles adopt by principals in rural upper and lower secondary school in Nigeria, accordingly, evaluate the behavior of principal in view of the leadership style used statistically indicate to what extent its affect student achievement in rural secondary school in Nigeria.

There is a need for a deeper understanding of successful leadership in secondary schools based on the rising number of low-performing schools in rural secondary schools and proof of leadership effects on school performance, which is more important than ever, considering the gaps that currently exist in the performance of students in secondary schools. Therefore, considering that many schools in Nigeria continue to demonstrate the confluence between achievement and mass failure, an analysis of the principal leadership behaviors and their relationship to the performance of students was of considerable importance.

This study is making two assumptions: (a) the leadership style adopts in upper and lower in rural secondary school, and (b) the principal leadership style behavior is one of the major contributors to student performance. By implementing a structured assessment process, rural secondary school principals will understand the objectives of their secondary education and make a conscious effort to bring it to fruition, as well as help to understand the leadership style that is most appropriate and influences the majority of rural secondary schools and thus contribute to the student's performance.

1.4. Objective of the study

The general objective of this study is to find out the influence of principal leadership style on student achievement in rural secondary school in Nigeria, taking a case of secondary schools at Igbogbo/Bayieku in Ikorodu local government area Lagos state.

Specific objectives will intend to:

- Establish the leadership styles adopted by the principal in rural secondary school in Nigeria.
- Investigate the principal’s leadership style behavior in rural secondary school in Nigeria.
- Determine the influence of principal leadership style on student achievement.

1.5. Research questions

- The following research questions are suggested on the basis of the aforementioned research problem:
- What are the leadership styles adopted by the principal in rural secondary school in Nigeria?
- How is the behavior of principal in view of the leadership style in rural secondary school in Nigeria?
- Does principal leadership style influence student achievement?

1.6. Significance of the study

Nigeria is blessed with huge resources that would support its people if properly utilized (Asiodu, 2012). Education is the key to unlocking the huge potential of the world, as has been seen by all nations that have achieved rapid economic growth and development. It is the motivator of growth. An effective education sector depends on the positions and decisions of the leaders. The analysis of successful leadership style in secondary school settings is therefore more critical than ever, given the weak performance of secondary school students in externally administered exams. Therefore, a study of principal leadership style management and behavior in relation to rural secondary school was of significant importance in view of the fact that many of the rural secondary schools in Nigeria continue to record poor performances.

This study examines the influence of principal leadership style on student performance in rural secondary school in Nigeria, which makes recommendations about what needs to be done in terms of the principal leading. The main function which leads to the success of the student could be more appreciated. It may also allow the ministries of education to understand the scope of principal leadership. It could go a long way to helping the Ministry of Education and other stakeholders make timely decisions on school governance. This research will be of great significance in a number of ways from lower to upper rural secondary school in Nigeria.

Research on key leadership styles that contribute to student performance can help society gain insight into the acceptable leadership styles and in turn, improve the performance of rural secondary schools. Hopefully, the styles discussed in the study would not only promote and simplify the practitioner's implementation process for leadership in schools, but also in industry. The research results will also help to enlighten and provide insights into quality leadership as such; this is expected to benefit both researchers and practitioners.

By encouraging them to know the positions of principal in terms of leadership to be employed in a given situation, it will support educational leaders. The management of the school will boast when adequate leadership is used in an institution and in turn, the principal will provide students and parents with at least the highest, if not the optimum, skills and in turn, more students will improve their educational achievement. Moreover, it will be of great importance to the research community, since they would achieve the development of the right workforce in the community and society when students are trained and prepared. Therefore, to assist those principals who have not been active in performing their duties for one purpose or the other and to strive to boost student achievement with greater efficiency and effectiveness, this in turn contributes to school performance.

1.7. Scope of the study

This study focused on investigating the influence of principal leadership style on student performance in rural secondary school in Nigeria. The target population of this study is the upper and lower rural secondary school teachers in Nigeria. The scope of this research is to conduct the survey by concerning the overall leadership styles adopt in upper and lower schools in rural secondary school in Nigeria, and the principal leadership style behavior and its influence on student achievement in Igbogbo/Bayieku, in Ikorodu local government area Lagos state.

1.8. Limitation of the study

General assumptions about respondents and the processes which will be used in the studies:

- The researcher assumes that the respondents are self-reported in their schools and express their own views and attitudes.
- Questionnaire respondents professionally respond in a truthful and correct way to all survey questionnaires concerning their school.
- The researcher believes that the sample response is representative of the population that she is interested in studying and generalizing.
- The method used analyze all teacher’s perception in the area of study.
- The distribution of the respondents selected at random is assumed normal and provides a reliable representation of the population of the sample.

The research will be performed between September and December and will be reported on by the academic staff themselves. It is anticipated that the study will be restricted to teachers with at least two years of experience with their current principal.

CHAPTER TWO: LITERATURE REVIEW

2.1. Introduction

This literature review will provide a conceptual framework for this research. It will also identify the research results of previous studies that have considered aspects of school leadership, principal leadership and relationship with student achievement. A brief definition of terms will be given first. Second, overview of leadership and a synthesis of the current situation of Nigeria's leadership style based on related literatures. Finally, present the behavior of principals’ leadership style. In doing this study, the researcher has identified areas of weakness that are identified as a research gap in this dissertation.

2.2. Definition of Terms

2.2.1. Leadership

An expression frequently quoted is "managers do things correctly, while leaders do the right thing" (W. a. B. N. Bennis, 1997). Leadership is the act of affecting the actions of a person within a group in their effort to accomplish an objective in a given situation. While leadership includes leading organizations by influencing other people's behaviors, motivations and management is more closely related to managing current operations (Bush & Glover, 2003). This is a collection of activities and processes that involve all the leaders' skills and abilities aimed at encouraging and motivating followers to achieve a given organizational target within a reasonable period of time.

2.2.2. Principal leadership

Facilitate effective teaching and learning with the ultimate goal of enhancing the academic performance of students.

2.2.3. Student performance

Student performance can also be defined as student achievement if the student earns five or more credits, including English Language, Mathematics and any three or more related subjects, in their WAEC/SSCE/NECO for admission to Nigerian University. Good consideration is given to grades earned by a student in their WAEC/SSCE/NECO from the highest to the lowest grades as A1 to C6, whereas D7 to F9 are considered to be poor grades. Rating methods are classified as A1 (75-100), 87.5, B2 (70-74) to 72.0, B3 (65-69) to 67.0, C4 (60-64) to 62.0, C5 (55-59) to 57.0 and C6 (50-54) to 52.0. For the purpose of recording student performance, A = 87.5, B2 = 72.0, B3 = 67.0, C4 = 62.0, C5 = 57.0 and C6 = 52.0. These are the "mean score of academic achievement for students."

2.3. Conceptual framework

A conceptual framework was used to help focus on the variables use in the study. The variables in the framework are the factors that are crucial contributors to determine the student achievement which are leadership styles use in Nigeria, the principal leadership styles behavior and student academic orientation. Awareness of the leadership style of rural secondary school in Nigeria is of great importance to schools, because of its relationship with school performance and make the ideas of its connection with student achievement. While principal leadership behavior generate reinforcement among rural secondary schools in Nigeria.

The leader engaged in active management and intervenes when followers have failed to meet the expectations or when difficulties occur. Principals address followers with a view to swapping one thing for another: awarding/honoring for a well-done job, leadership, negotiating and negotiating tools, and persuading employees to achieve higher academic performance. The leadership position of the principal communicates with each other in order to achieve a good student achievement in their final year of WAEC / NECO. The principal works for the unity and interconnectivity of the school and ensures that the staff, students and all partners of the school system have a satisfactory experience and reward.

A source of research evidence about leadership effects is large-scale quantitative studies. Evidence of this type reported between 1980 and 1998 (approximately four dozen studies across all types of schools) has been reviewed in several papers by Hallinger & Heck (Hallinger & Heck, 1998). These reviews conclude that school leadership's impact on pupil outcomes is limited, but relevant in terms of education. Other types of research on the effects of leadership are often large-scale and quantitative in nature but those studies investigate into the effects of specific leadership effect instead of analyzing overall leadership and principal behavior. The conceptual framework of the study is focused on the awareness of the overall style of leadership adopt by school in URSSN and LRSSN, and concerning principal leadership style behaviors which can ultimately contribute to student achievement.

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• Autor: Odinakachi Lilyan Onwuzuruike (Autor:in)
• Erscheinungsjahr: 2023
• Seiten: 67
• Katalognummer: V1321461
• ISBN (PDF): 9783346803047
• ISBN (Buch): 9783346803054
• Sprache: Englisch
• Schlagworte: principal, leadership, style, student, achievement, rural, secondary, schools, lagos, nigeria