PERCEPTIONS OF STAKEHOLDERS ABOUT SCHOOL HEAD LEADERSHIP STYLE PRACTICE AND TEACHERS’ PRODUCTIVITY IN SCHOOLS IN THE NORTH CENTRAL GEOGRAPHICAL ZONE, NIGERIA
Abstract
The perceptions of stakeholders regarding school head leadership practices style on teachers’ productivity in schools play an important aspect in school administration. This study examined the influence of school heads’ leadership styles and paternalistic leadership styles on teachers’ productivity. A self-structured questionnaire tagged “Perceptions of stakeholders on school heads leadership style practices on teachers’ productivity (PSSHLSTP)” was used to elicit respondents (school heads, teachers, Ministry of Education Officials and Executive Officials of Parents Teachers Associations) with a sample size of 345 school heads, 321 Ministry of Education Officials, 382 teachers, and 378 PTA Officials. Analysis of variance was used to test the null hypothesis postulated at a significance level of 0.05. The analysis of the findings showed that school heads that use situational leadership style make use of different leadership styles as the need arises, which results in high productivity of teachers. Furthermore, the school heads that deployed paternalistic leadership style tend to be fair and play fatherly figure or motherly figure to the teachers when delegating duties to them, and this has resulted in high productivity among teachers because of too much familiarity.
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Perception, Stakeholder, Leadership Styles, Teacher and ProductivityDownloads
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Copyright (c) 2024 Omuya Ohunene Florence (PhD) , Haruna Josephine Eleojo (PhD) , Tolorunleke Emmanuel Adebayo (PhD)
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