Professional Documents
Culture Documents
Introduction
The Nigerian school of today is different and much
more complex than those of some decades ago.
There are many problems confronting principals.
these include
Student unrest
Violence
Insecurity of life and property
Large classroom population
Dearth of facilities
Scrooge of HIV/AIDS
Climate change
Corruption and nepotism
Fragile Economy
Objective of study
It is obvious both from research and observation that
there is no one package for leadership, no one
theory or model to be learned and applied in unrefined
forms for all schools in all contexts. In fact according to
Riley and MacBeath (2003) there is no all purpose
recipe for educational leadership. However, it is
recognized that leadership styles occupy important
position in school management. While there are
different theories that can be used to identify and
classify leadership styles the researchers selected the
contemporary/emerging leadership theories such as
transformational, transactional, and strategic and
servant leadership paradigms to undergird this study.
Research Questions
Hypothesis
Methodology
Research design: Survey
Population:
2371 teachers
Sample:
237 teachers (10% of
population)
Technique: stratified random sampling
Instrumentation
Multifactor Leadership Questionnaire
(MLQ)
Results
Leadership styles
Transactional Leadership
Style
Servant Leadership
Style
Strategic Leadership
Style
Transformational Leadership
Style
Total
Frequency
76
Percentage
33.0
48
20.9
30
13.0
76
230
33.0
100
Research Question 2.
What is the state of schools in Edo
State
237
100
Statistical Analysis
Table 4: Correlation between leadership practice
and State of Schools.
NS
Table 5a: One-way ANOVA of Principals
leadership practice based on experience
S
Table 6: Z-test for leadership practice and
Improved schools based on Gender
NS
Table 7: One-way ANOVA of leadership
practice and Improved schools based on
qualification
NS
Summary of Findings
The leadership styles of principals in Secondary
Schools in Edo State are transactional (33%)
transformational (33%), servant (20.9%)and
strategic (13%).
The state of schools in Edo state is conducive for
teaching and learning.
There is no significant relationship between
leadership styles and state of schools.
There is no significant relationship between
leadership practice of principals and state of
schools in Edo state
Conclusion
There are several practices that may
chart a path for improved Nigerian
schools, and these are mainly the
transformational and transactional
leadership styles and practices.
Charting the path for continued
improvement of schools does not
depend on qualification.
Recommendations
The great complexity of the internal and
external school environment increase the
need for principals to receive effective
preparation for their demanding role.
Educational leadership positions should be
made on merit and based on certification.
Therefore leadership preparation is a moral
obligation for charting a path for improved
Nigerian schools.
Schools today
THANK YOU