Principal Leadership Style And Its Effect On The Performance Of Teachers In Secondary Schools

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Principal Leadership Style And Its Effect On The Performance Of Teachers In Secondary Schools


Objectives of the Study


  1. To find out the dominant principal leadership style in secondary schools.
  2. To find out teachers perception of principals’ leadership style.
  3. To find out the relationship between principal leadership style and teachers’ performance.

Research Questions


  1. What are the dominant principal leadership styles in secondary schools?
  2. How do teachers perceive leadership styles of Principals?
  3. What is the effect of principal leadership style on teachers’ performance?

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Frequently Asked Questions


Does the principal’s leadership style affect students’ performance?

From the literature reviewed and observations in the school system that the principal’s leadership style have a profound effect on teachers’ job performance, and ultimately on students’ academic performance.

What is the best style of leadership for teachers?

The autocratic style is the best style of leadership that can improve the productivity and performance of teachers in schools. He also recommended that the principals should use both autocratic and democratic leadership styles in their schools from situation to situation in order to improve teacher’s job performance.

What is the role of a principal as an instructional leader?

As the NSDC (2002) principals, as instructional leader; focus on helping teachers to improve their classroom performance and make academic instruction as their schools top priority. In one way (MoE, 2010) argued that principals need to have the theoretical knowledge, skill and adequate experiences in school leadership and management.

What is the difference between principal and teacher?

Principal: refers an individual who is in the position of leadership in a single secondary school. Teachers’ job performance: refers to teachers’ commitment, engagement and effort measured by students’ outcome and degree of participation in different co-curricular activities in the schools. 

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