PRINCIPAL LEADERSHIP STYLE AND TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN IBADAN NORTH LOCAL GOVERNMENT AREA OF OYO STATE, NIGERIA

Abstract

This study investigated principal leadership style and teacher
effectiveness in public secondary schools in Ibadan North Local
Government Area of Oyo State, Nigeria. A descriptive survey design was
adopted for the study. Out of 1190 teachers that constituted the
population for the study, a sample of 313 respondents was selected
through multi-stage sampling procedure. Three hypotheses were tested.
A questionnaire tagged “Leadership Style and Teacher Effectiveness”
was used for data collection. The overall reliability coefficient of the
instrument was found to be 0.83. Pearson Product Moment Correlation
(PPMC) was the major statistical tool employed for data analysis. The
findings revealed a significant relationship between autocratic
leadership style and teacher effectiveness in public secondary schools in
Ibadan North Local Government Area of Oyo State (r=0.550, p<0.05). It
was also shown that democratic leadership style and teacher
effectiveness in public secondary schools in Ibadan North Local
Government Area of Oyo State were significantly related (r=0.715,
p<0.05). However, it was discovered that there was no significant
relationship between laissez-faire leadership style and teacher
effectiveness in public secondary schools in Ibadan North Local
Government Area of Oyo State (r=0.443, p>0.05). Based on the findings
from the study, it was recommended that democratic style of leadership
should be adopted by principals to improve their effectiveness. The
principal should involve teachers in decisions that concern them like
general working conditions, fringe benefits and staff development
programmes as these add to the attractiveness of the organisation 
climate and for good effectiveness. Also, autocratic style of leadership
should be adopted when necessary.