HEAD TEACHERS’ LEADERSHIP STYLES AND ADMINISTRATIVE EFFECTIVENESS IN PRIMARY SCHOOLS
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TABLE OF CONTENTS
Title Page – – – – – – – – – – i
Certification – – – – – – – – – – ii
Dedication – – – – – – – – – – iii
Acknowledgments – – – – – – – – iv
Abstract – – – – – – – – – – v
Table of Contents – – – – – – – – – vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study – – – – – – 1
1.2 Statement of the Problem – – – – – – 4
1.3 Purpose of the Study – – – – – – – – 6
1.4 Significance of the Study – – – – – – – 6
1.5 Research Questions – – – – – – – – 7
1.6 Delimitation of the Study- – – – – – – 8
1.7 Limitation of the Study – – – – – – – 8
1.8 Definition of Terms – – – – – – – – 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Concept of Leadership Styles – – – – – 11
2.2 Autocratic Leadership Style and Administrative Effectiveness
in Primary Schools – – – – – – – – 13
2.3 Democratic Leadership Style and Administrative Effectiveness
in Primary Schools – – – – – – – – 16
2.4 Laissez-Faire Leadership Style and Administrative Effectiveness
in Primary Schools – – – – – – – – 19
2.4 Summary of Related Literature – – – – – – 22
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design – – – – – – – – 24
3.2 Area of the Study – – – – – – – – 24
3.3 Population of the Study – – – – – – – 26
3.4 Sample and Sampling Technique – – – – – 26
3.5 Instrument for Data Collection – – – – – – 27
3.6 Validation of the Instrument – – – – – – – 27
3.7 Administration of the Instrument – – – – – – 28
3.8 Scoring of the Instrument – – – – – – – 28
3.9 Method of Data Analysis – – – – – – – 29
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis – – – – – – – – – 30
4.2 Discussion of Findings – – – – – – – – 35
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary – – – – – – – – – – 38
5.2 Recommendations – – – – – – – – 39
5.3 Conclusion – – – – – – – – – 40
5.4 Suggestion for further study – – – – – – – 41
References – – – – – – – – – 42
Appendix – – – – – – – – – – 45
Abstract
The study of head-teachers’ leadership styles and administrative effectiveness in primary schools was carried out in Itu Local Government Area. Three hundred and twenty (320) primary school teachers formed the population for the study. A simple random sampling technique was used to select 50 respondents for the study. Three research questions were formulated to guide the study. A fifteen item questionnaire was the major instrument for data collection. Thereafter, the data generated from the instrument were analyzed using simple percentage statistics. Therefore, the results indicated that autocratic, democratic, and laissez-faire head-teacher leadership styles influence administrative effectiveness in primary schools.
Hence, recommendations were made among others that headmasters/headmistress should imbibe a mixture of autocratic and democratic styles of leadership in their school administration in order to enhance effective primary school management. It finally concluded that autocratic head-teacher leadership style is the best style of leadership that could enhance effective administration of primary schools.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The principle factor for onset, smooth running and achievement in any organization is effective and realistic administration. In educational administration, the attitude or leadership style of any school management has a lot to do with the lives of the pupils. According to Edem (2006), administration involves planning activities which aim at the fulfillment of the goals of a particular organization. However, it calls for the ability of the administrator to make the right decisions to fulfill the required goals. Indeed, its essence is the enhancement of teaching and learning processes.
Leadership is the key to the progress and survival of any organization whether it is an enterprise or institution. It is of inestimable importance in educational administration because of its far reaching effects on the accomplishment of school programmes, objectives and attainment of educational goals.
Consequently, Ezeuwa (2005) sees it as the act of influencing people so that they strive willingly and enthusiastically towards the accomplishment of goals.
Similarly, Ukeje (1999) observe that leadership means influencing people to work willingly with zeal towards the achievement of the corporate goals. Moreover, a leader commits work alone; he must have people to influence, direct, carry along, sensitize and mobilize towards the achievement of the corporate goal.
Indeed, head teachers of primary schools constitute dynamic leaders who influence classroom teachers who are their immediate subordinates in the school management system.
Accordingly, Okafor (2001) noted that in Nigeria most of the successes or failures in primary school administration or other institutions depend largely on the influence of these leaders on their subordinates.
Basically, such success and failure in primary schools are dependent on three identifiable head teachers’ leadership styles namely: autocratic, democratic and laissez faire leadership styles (luneuberg and Ornstein, 2001).
While the autocratic leadership style appears generally self centered allows minimum participation of the subordinates in decision making the democratic style is rather people oriented and counts on the participatory contribution of the subordinates (Mgbodile, 2004). Thus, it permits initiatives; originality and creativity in school work operations and promotes hard work among the subordinates.
On the other hand, laissez-faire leadership style refers to the type which allows free contributions of ideas or opinions without interference by the leader. Therefore, subordinates develop and maintain individual standards of performance, and correct themselves from their mistakes as need arises. Obi (2003) argues that such style predisposes to unproductive activities very often and could be detrimental to school welfare.
1.2 Statement of the Problem
Primary school as an institution of learning needs proper leaders such as the head-teachers for effective administration of the school. This is because the relationship between head-teachers’ leadership styles and administrative effectiveness has been a subject of controversy by researchers (Adeyemi, 2006). The controversy was centred on whether or not the style of leadership of head-teachers influences the level of administration in the school.
However, there has been persistent outcry against the performance of the public primary school system. For example, Edem (2006) blame the poor performance on the ineffectiveness of the school management leadership style to guide and direct their teachers and pupils appropriately.
But common observation in the school system shows that the style of leadership of a head-teacher could perhaps have serious impact on school administration. Therefore, it was based on this that the research was conducted to determine how head-teachers’ autocratic, democratic and laissez-faire leadership styles affect administrative effectiveness in primary schools in Itu Local Government Area.
1.3 Purpose of the Study
The main purpose of the study was to find out the influence of head-teachers’ leadership styles on administrative effectiveness in primary schools in Itu Local Government Area. In specific terms, the objectives of the study were:
- To examine how autocratic leadership style affect administrative effectiveness in primary schools.
- To ascertain how democratic leadership style influence administrative effectiveness in primary schools.
- To assess the impact of laissez-faire leadership style on administrative effectiveness in primary schools.
1.4 Significance of the Study
- Firstly, contribute towards the kind of leadership styles to be employed by primary school management.
- Secondly, suggest some ingredients of good leadership stressing it as a panacea to effective primary school administration.
- Thirdly, appraise pupils performance in schools with good management and that of schools managed with bad leadership style.
- Also, expose some negative leadership styles of primary school management in Itu Local Government Area.
- Lastly, the result of this study would aid primary school head-teachers to adopt democratic leadership style in the administration of the school which they managed.
1.5 Research Questions
- To what extent does autocratic leadership style affect administrative effectiveness in primary schools?
- How does democratic leadership style influence administrative effectiveness in primary school?
- To what extent does laissez-faire leadership style influence administrative effectiveness in primary schools?
1.6 Delimitation of the Study
The research work is delimited to head-teacher’s leadership styles and administrative effectiveness in primary schools in Itu Local Government Area. It covers all the public primary schools and teachers in the study area.
1.7 Limitation of the Study
Several problems were encountered while undertaking this research work. Some of these include:
- The period given for the completion of this study was not enough for a wider and more in-depth study.
- Lack of funds to procure necessary materials for the study and high cost of transportation in getting to sample schools constitutes some hindrances.
- Lack of enough previous research materials on the subject was also an added constraint encountered during the course of this work.
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