Teachers’ leadership and pupils’ classroom participation

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dc.contributor.authorAgarry, Rachael Ojima
dc.date.accessioned2023-03-14T10:25:53Z
dc.date.available2023-03-14T10:25:53Z
dc.date.issued2019
dc.description.abstractThe study examined the relationship between teachers’ leadership styles and pupils’ participation in classroom activities. Four research questions were answered in this study. The study adopted descriptive survey design. Fifty teachers were randomly selected from 5 public and 5 private schools as sample for the study. Two instruments titled “Rating Scale on Teachers’ Leadership Style (RSTLS)” and “Rating Scale on Pupils’ Classroom Participation (RSPCP)” were used. Data collected were analysed using descriptive statistics of frequency counts, percentages, mean and standard deviation as well as inferential statistics of Pearson Product Moment Correlation, T-test, and Analysis of Variance (ANOVA). Findings from the study revealed that the democratic leadership style is the most adopted by primary school teachers in Ilorin metropolis. Also, it was revealed that there is a significant relationship between democratic leadership style and pupils’ participation in classroom activities (r=0.57; p<0.05). Although, teachers’ gender and educational qualification has no significant influence on pupils’ participation in classroom activities (t=0.20; df= 47; p>0.05) and (F(4,5) = 1.42; p>0.05) respectively. It was recommended that teachers of young children should embrace the democratic style of leading their classroom for maximum participation on the part of the pupils.en_US
dc.description.sponsorshipSelf-sponsoreden_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/8818
dc.publisherCareer and Counseling Services, Kwara State University , Maleteen_US
dc.subjectClassroom activities, Pupils' participation, teachers’ leadership stylesen_US
dc.titleTeachers’ leadership and pupils’ classroom participationen_US

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