EDUCATIONAL LEADERSHIP AND TEACHER MOTIVATION IN PRIVATE SECONDARY SCHOOLS IN ABUJA MUNICIPAL AREA COUNCIL (AMAC)

Abstract

This study examined educational leadership and teacher motivation in private secondary schools in Abuja Municipal Area Council. The study was conducted to investigate how the educational leadership practices and leadership styles adopted by school administrators influence teachers’ motivation, job satisfaction, commitment, and performance in private secondary schools within AMAC. Two research questions and one hypothesis guided the study. The study adopted a descriptive survey research design. The population of the study consisted of teachers from selected private secondary schools in AMAC, and a sample of 120 respondents was selected using a simple random sampling technique. Data were collected using a structured questionnaire titled “Educational Leadership and Teacher Motivation Questionnaire (ELTMQ).” The instrument was validated by experts in educational management and measurement and evaluation. Data collected were analyzed using mean and standard deviation to answer the research questions, while Pearson Product-Moment Correlation (PPMC) was used to test the hypothesis at 0.05 level of significance. The study found that educational leadership practices, such as effective communication, participatory decision-making, professional support, recognition, and fair treatment, positively influence teacher motivation in private secondary schools in AMAC. The study also found that leadership styles adopted by school administrators significantly affect teachers’ job satisfaction, commitment, and classroom performance. Furthermore, the hypothesis tested showed a significant positive relationship between educational leadership and teacher motivation in private secondary schools in AMAC. Based on the findings, the study concluded that effective educational leadership is essential for improving teacher motivation, enhancing teachers’ commitment, and promoting better educational outcomes in private secondary schools. The study therefore recommended that school administrators adopt democratic and supportive leadership styles, provide professional support for teachers, encourage participatory management, and improve teachers’ welfare to enhance motivation and productivity.