Relationship between School Principals’ Leadership Style and Teachers’ Job Performance in Ondo State, Nigeria
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Date
2015-11-11
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Ife Centre for Psychological Studies, Obafemi Awolowo University, Ile Ife Osun State & University of Cape Coast, Ghana.
Abstract
Leadership style in an organization is one of the factors that play significant role in enhancing or retarding the interest and commitment of the individuals in the organization. The population of the study comprised of 300 respondents who were selected through simple random sampling technique from Ondo south senatorial district, this comprised of 250 teachers and 50 school principals and their vice. Principals' Leadership Assessment Inventory was administered to the school principals and their vice with the reliability (PLAI, r= 0.72) and Teachers' Job Performance Assessment Scale was administered to the teachers with reliability (TJPAS r = 0.86) . Two hypotheses were tested at 0.05 level of significance. Data collected were analyzed with correlation statistical analysis. The result shows that there was significant relationship between democratic leadership style and teachers' job performance (r =.118,N= 300, p<.05 . Significant relationship also existed between autocratic leadership style and teachers' job performance (r =-314,N = 300, P<.01). Considering the findings of this study, it was recommended that school principals should imbibe a mixture of autocratic and democratic styles of leadership in their school administration in order to enhance better job performance among teachers
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Keywords
Academic Performance, Job Performance, Leadership and Principals
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1