PRINCIPALS’ LEADERSHIP STYLES AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN IDAH LOCAL GOVERNMENT AREA

Abstract

This study examined principals’ leadership styles and teachers’ job performance in public secondary schools in Idah Local Government Area. The study was conducted to investigate how different leadership styles adopted by principals influence teachers’ classroom performance, instructional effectiveness, commitment, and overall job output. Two research questions and one null hypothesis guided the study. A descriptive survey research design was adopted. The population of the study comprised teachers in public secondary schools in Idah Local Government Area, and a sample of 150 teachers was selected using simple random sampling. Data were collected using a structured questionnaire titled “Principals’ Leadership Styles and Teachers’ Job Performance Questionnaire (PLSTJPQ).” The instrument was validated by experts in educational management, measurement, and evaluation, and its reliability was ensured using appropriate statistical methods. Data were analyzed using means and standard deviations to answer the research questions, and Pearson's Product Moment Correlation was used to test the null hypothesis at the 0.05 level of significance. The findings revealed that principals adopt a mix of democratic, autocratic, and laissez-faire leadership styles, with democratic and autocratic styles being more prominent. The study further showed that principals’ leadership styles significantly influence teachers’ job performance in public secondary schools. Democratic leadership was found to enhance teachers’ motivation, classroom effectiveness, and commitment, while autocratic leadership negatively affected teachers’ performance and morale. The hypothesis tested revealed a significant relationship between principals’ leadership styles and teachers’ job performance. The study concluded that effective leadership is essential for improving teachers’ job performance in public secondary schools in Idah Local Government Area. It was therefore recommended that principals should adopt more democratic and supportive leadership styles, promote teacher involvement in decision-making, and create a conducive school environment that enhances productivity and professional commitment.