PRINCIPALS’ LEADERSHIP STYLE AND MANAGERIAL EFFICIENCY AS CORRELATES TO ACHIEVING EDUCATIONAL GOALS OF STUDENTS IN SOME SELECTED SCHOOLS IN LAGOS STATE.

Principals’ Leadership Style


Abstract

The study sought to find out the leadership skills possessed by Principals of public secondary schools in south western Nigeria and the relationship between these leadership skills and school effectiveness in terms of student academic achievement. The descriptive survey research design was employed for the study. 154 Principals and 770 teachers, who were purposively selected, participated in the study. Findings revealed that secondary school principals in south western Nigeria possessed technical, interpersonal, conceptual and administrative skills. A significant relationship was found between principals’ leadership skills and school effectiveness. The level of adequacy of possession of leadership skills for school effectiveness was not examined. Training for possession and exercise of principals’ leadership skills at sufficient levels to influence school effectiveness was recommended. Within school barriers to the influence of principals’ leadership skills on school effectiveness were also recommended for removal.

Introduction

School effectiveness is the extent to which the set goals or objectives of a school programme are accomplished. A school would be regarded as effective if “school processes result in observable positive outcomes among its students, consistently over a period of time” (Iyer, 2011, p.4). The parameters for measuring the effectiveness of a secondary school include the level of discipline tone of the school, school climate, teachers’ performance and the number of students who successfully pass their school leaving certificate examinations (Purkey and Smith, 1983; Hargreaves, 1995; Uline, Miller& Tschannen-Moran, 1998; Cohen, McCabe, Michelli & Pickeral, 2009). The most common ordinary level examinations in Nigeria for students, who are still in school, are the Senior Secondary School Certificate Examination (SSSCE) conducted by West African Examination Council (WAEC) and National Examination Council (NECO) in May/ June and June/July of every year. The British Council also conducts Cambridge International General Certificate Secondary Education Examination (IGCSE) in Nigeria though limited to the affluent few. WAEC was chosen as the standardised test for use in this study because it has a wider coverage, outside Nigeria than NECO which is more of a Nigerian national examination, though both have international acceptability.