IMPACT OF TRANSFORMATIONAL LEADERSHIP PRACTICES ON TEACHERS’ PERFORMANCE AND STUDENT ACADEMIC OUTCOMES IN NIGERIA SECONDARY SCHOOLS

Abstract

This study examined the impact of transformational leadership practices on teacher performance and student academic outcomes in Nigerian secondary schools. The research explored how school principals who embody transformational leadership principles influence school success. Drawing on transformational leadership theory, the study focuses on four core dimensions idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration and their relationship with teaching effectiveness and student achievement. The descriptive survey research design was adopted, involving a sample of 500 participants (200 teachers, 250 students, and 50 administrators) selected from public secondary schools across the Federal Capital Territory (FCT). Data was collected using structured questionnaires and analyzed using Pearson’s correlation and multiple regression analysis. Findings revealed a strong positive correlation between transformational leadership practices and teacher performance (r = 0.72, p < 0.01). Among the dimensions, inspirational motivation (? = 0.34, p < 0.05) and intellectual stimulation (? = 0.29, p < 0.05) significantly predicted teaching effectiveness, while individualized consideration showed a moderate effect (? = 0.21, p < 0.05). Furthermore, transformational leadership was found to significantly enhance student academic performance (R² = 0.56, F(4, 495) = 42.78, p < 0.001), demonstrating its role in creating a supportive and engaging learning environment. The study concluded that transformational leadership practices are crucial for improving both teacher performance and student achievement in Nigerian secondary schools.