Principals Leadership Styles as Determinants of Teachers Job Performance in Public Secondary School in Delta North Senatorial District, Delta State.

Abstract

AG. Ossai

The leadership style of principals was investigated as a driver of teacher job performance in public secondary schools in Delta North senatorial district of Delta State. The study's participants were 12,200 teachers from Delta North senatorial district's 166 public secondary schools. A sample of 240 teachers was chosen from this cohort using simple random selection. The study used two tools to gather data: The Leadership Style Questionnaires (LSQ) and the Teacher Job Performance Questionnaire (TJPQ). The study was guided by two research questions and two hypotheses. At the 0.05 level of significance, the data was analyzed using frequency and percentage for the research questions and the chi-square contingency table for the hypotheses. The democratic system was discovered to be effective and the most popular leadership style adopted by principals of public secondary schools in the district was style. In terms of teacher perceptions of work performance, there was no significant difference between male and female teachers. It was suggested that principals at these schools maintain a democratic leadership style. Autocratic and laissez-faire leadership styles should be avoided at all costs.

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