The Effect Of Leadership Skill Of Management On The Academic Achievement Of Students In Secondary Schools

Educational Management Project and Seminar Material

The Effect Of Leadership Skill Of Management On The Academic Achievement Of Students In Secondary Schools


Abstract


This study was carried out an assessment of the effect of leadership skill of management on the academic achievement of students in secondary schools in Kogi state. The study was specifically carried out to examine the leadership skills used in secondary schools in Kogi state, examine the instructors’ perspectives on the leadership skills that have been used, investigate the many ways in which the leadership style in use affects teacher morale, and determine the most effective leadership style(s) for influencing teacher morale at work. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprises of selected secondary school teachers in Lokoja. In determining the sample size, the researcher conveniently selected 39 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. The result of the findings reveals that the leadership skills used in secondary schools in Kogi state includes: Transformational Leadership Style, Transactional Leadership Style, Democratic Leadership Style, Laissez faire Leadership Style, and Autocratic Leadership Style. Furthermore, the result of the findings reveals that he most effective leadership style(s) for influencing teacher morale at work is transformational leadership skills and democratic leadership style. Therefore, it is recommended that the Ministry of Education should strategically organize regular inspections of schools to monitor the styles of leadership used by Head Teachers and their impact to teachers‟ morale in performing their duties. This would ensure that only constructive leadership skills are practised in schools. They would also be in position to suspend unconstructive styles before they can burn teachers‟ working morale and school performance in general. To mention but few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • REFERENCES
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

The success of any enterprise, such as a business, a school, or any organization, is greatly valued by the leader, boss, or management of such an enterprise. A leadership influence is aimed to allow smooth and optimum performance in an organization (Ezeuwa, 2015). Leadership is a behavior change technique used in businesses. It establishes the goals of an organization as well as the means to achieve them. As a result, leadership in an organization has been considered as a motivator in which the head motivates others to achieve certain organizational goals (Ezenne, 2020). Fellowship, on the other hand, is the core of leadership. In other words, it is the willingness of people to follow that makes a person a leader (Ezenne, 2020). Furthermore, people will follow those who are perceived to provide a means of accomplishing their own objectives, wants, and needs. In secondary school administration, the ability of the main administrator, sometimes known as the principal, and his leadership style are critical to a school’s success in accomplishing its stated goals or objectives (Huber and West 2019). Effective leadership role provided by the principal will lead to the achievement of the school’s goals and objectives as affirmed in the adage which says “Get the right man in the leadership and your problem will be solved”.

Leadership within educational institutions plays a pivotal role in shaping the direction, effectiveness, and overall success of educational endeavors. In the context of secondary schools in Nigeria, effective leadership is essential for achieving educational goals amidst diverse challenges. This study aims to assess the impact of various leadership skills on the attainment of educational objectives within the Nigerian secondary school system.

Nigeria’s secondary education sector faces multifaceted challenges ranging from inadequate infrastructure to curriculum alignment issues. Amidst these challenges, effective leadership emerges as a critical factor influencing the outcomes of educational initiatives. leadership skills vary widely, encompassing authoritarian, democratic, transformational, transactional, and laissez-faire approaches, each with distinct impacts on organizational culture, teacher morale, student performance, and overall school climate.

Several scholars have highlighted the significance of leadership in educational settings. For instance, Leithwood and Jantzi (2018) emphasize the role of transformational leadership in fostering a shared vision, motivating stakeholders, and promoting innovation. Similarly, Bass (2019) underscores the importance of transactional leadership in establishing clear expectations, providing rewards, and ensuring accountability within educational institutions.

In the Nigerian context, research on leadership skills in secondary schools has been limited, with few studies specifically focusing on their impact on educational goals. However, existing literature provides insights into broader leadership dynamics in educational settings. For example, Adeyemi and Ogunleye (2017) discuss the challenges faced by secondary school principals in Nigeria, including administrative constraints and resource limitations, which underscore the need for effective leadership strategies.

Moreover, cultural factors and contextual nuances shape leadership practices in Nigerian secondary schools. Oplatka and Tamir (2018) highlight the influence of cultural values, societal expectations, and administrative structures on leadership behaviors and decision-making processes within educational institutions. Understanding these contextual factors is crucial for evaluating the effectiveness of different leadership skills in achieving educational goals.

Given the dearth of empirical research on this topic in the Nigerian context, this study seeks to fill this gap by examining the relationship between leadership skills and the attainment of educational objectives in secondary schools. By employing a mixed-methods approach, including surveys, interviews, and document analysis, this research aims to provide valuable insights for educational policymakers, school administrators, and other stakeholders striving to enhance educational outcomes in Nigeria.


1.2 Statement of the Study

This study seeks to explore the relationship between leadership skills and the attainment of educational goals in secondary schools in Nigeria. Drawing on a mixed-methods approach, including surveys, interviews, and document analysis, the research aims to investigate how different leadership skills impact various aspects of school performance, including student academic achievement, teacher motivation, and school climate (Leithwood & Jantzi, 2018).

Building upon existing literature, the study will examine the applicability and effectiveness of various leadership frameworks in the Nigerian educational context. Specifically, it will assess the influence of leadership skills such as transformational, transactional, authoritarian, democratic, and laissez-faire leadership on the achievement of educational objectives within secondary schools (Bass, 2019).

The research will take into account the unique cultural and contextual factors shaping leadership practices in Nigerian secondary schools (Oplatka & Tamir, 2018). By analyzing the experiences and perspectives of school principals, teachers, and other stakeholders, the study aims to provide valuable insights into the most effective leadership approaches for promoting educational excellence in Nigeria (Adeyemi & Ogunleye, 2017).

The findings of this study are expected to inform educational policymakers, school administrators, and other stakeholders about the importance of leadership in achieving educational goals in Nigerian secondary schools. By identifying effective leadership strategies and best practices, the research aims to contribute to the enhancement of educational outcomes and the overall quality of secondary education in Nigeria.


1.3 Objectives of the Study

The fundamental goal of this study is to determine the effect of leadership skill of management on the academic achievement of students in secondary schools in Kogi state. More specifically, the study will:

  1. Examine the leadership skills used in secondary schools in Kogi state.
  2. Examine the instructors’ perspectives on the leadership skills that have been used.
  3. Investigate the many ways in which the leadership style in use affects the academic performance of the secondary school students.
  4. Determine the most effective leadership style(s) for influencing teacher morale at work.

1.4 Research Questions

  1. What are the leadership skills used in secondary schools in Kogi state?
  2. What is the instructors’ perspectives on the leadership skills that have been used?
  3. Does the leadership style in use affects the academic performance of the secondary school students?
  4. What is the most effective leadership style(s) for influencing teacher morale at work?

1.5 Research Hypothesis

  • Ho: There is no significant relation between the leadership skills and the academic performance of the secondary school students in Kogi state
  • Hi: There is a significant relation between the leadership skills and the academic performance of the secondary school students in Kogi state

1.6 Significance of the Study

This study will aid school officials, such as Education Officers, as well as regional and other important stakeholders, in identifying and developing policies and methods to enhance leadership skills and teacher morale. Furthermore, this research will assist head teachers in identifying certain leadership skills to be adopted, as well as strategies to improve teacher morale and satisfaction in the classroom.


1.7 Scope of the Study

The study will analyze the effect of leadership skill of management on the academic achievement of students in secondary schools in Kogi state using secondary schools in Lokoja as case study. The study is limited to some selected Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among secondary school teachers in the study area.


1.8 Delimitation of the Study

Obtaining funding for general research activity will be difficult over the course of studies. Correspondents may also be unable or unwilling to complete or submit the questionnaires that have been sent to them. However, it is expected that these limits will be overcome by making the greatest use of existing resources and devoting more time to research than is required. As a result, it is firmly considered that, despite these constraints, their effect on this research report will be minor, allowing the study’s purpose and importance to be met.


1.9 Definition of Terms

Leadership Style: the manner in which a manager performs his or her duties as a leader, as well as the manner in which he or she interacts with members of the group (Mullins, 2016). Authoritative style, Democratic style, and Laissez-faire style are the three types of leadership skills. Democratic leadership style, according to Bass (2014), occurs when leaders “broaden and elevate the interests of their employees, when they generate awareness and acceptance of the group’s purposes and mission, and when they stir their employees to look beyond their own self-interest for the group’s good.”

Teacher morale: is defined as the degree to which a teacher’s requirements are met, as well as the teacher’s perspective of how the employment environment contributes to the worker’s happiness. The author goes on to say that when an employee’s morale is poor, they will participate less, to the point where they will only accomplish ten percent of what is necessary or the bare minimum. When morale is good, people are more likely to be excited about their job and to contribute with a feeling of dedication.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of leadership skill of management on the academic achievement of students in secondary schools in kogi state. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the effect of leadership skill of management on the academic achievement of students in secondary schools in kogi state. The study is was specifically carried out to examine the leadership skills used in secondary schools in Kogi state, examine the instructors’ perspectives on the leadership skills that have been used, investigate the many ways in which the leadership style in use affects teacher morale, and determine the most effective leadership style(s) for influencing teacher morale at work.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were selected secondary school teachers in Lokoja.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The leadership skills used in secondary schools in Kogi state includes: Transformational Leadership Style, Transactional Leadership Style, Democratic Leadership Style, Laissez faire Leadership Style, and Autocratic Leadership Style.
  2. The instructors’ perspectives on the leadership skills that have been used is positive
  3. The leadership style in use affects teacher morale.
  4. The most effective leadership style(s) for influencing teacher morale at work is transformational leadership skills and democratic leadership style.

5.4 Recommendation

Based on the findings the researcher recommends that;

  1. The study recommends that head teachers should use democratic and transformational leadership skills due to the fact that the two leadership skills increases teachers’ working morale.
  2. Head teachers must involve teachers in decision-making of various issues in school. They must also consider teachers‟ needs and concerns in order to achieve easily school objectives as well as to raise teachers working morale.
  3. The Ministry of Education should strategically organize regular inspections of schools to monitor the styles of leadership used by Head Teachers and their impact to teachers‟ morale in performing their duties. This would ensure that only constructive leadership skills are practised in schools. They would also be in position to suspend unconstructive styles before they can burn teachers‟ working morale and school performance in general.

5.5 Suggestion for Further Studies

One suggestion for further studies could be to investigate the longitudinal effects of specific leadership interventions or training programs on educational outcomes in Nigerian secondary schools. This could involve conducting a longitudinal study over several years to assess the sustained impact of targeted leadership development initiatives on student achievement, teacher retention, and overall school improvement efforts. Such research could provide valuable insights into the long-term effectiveness of leadership interventions in addressing educational challenges and enhancing school performance in Nigeria.


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