Personality Variables as Predictors of Leadership Role Performance Effectiveness of Administrators of Public Secondary Schools in Cross River State, Nigeria

Autor/inn/en	Akpan, Charles P.; Archibong, Ijeoma A.
Titel	Personality Variables as Predictors of Leadership Role Performance Effectiveness of Administrators of Public Secondary Schools in Cross River State, Nigeria
Quelle	In: International Education Studies, 5 (2012) 4, S.212-221 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Personality Traits; Predictor Variables; Leadership Effectiveness; Administrator Effectiveness; Leadership Role; Public Schools; Secondary Schools; Self Concept; Self Efficacy; Self Esteem; Locus of Control; Surveys; Multiple Regression Analysis; Instructional Leadership; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Führungseffizienz; Public school; Öffentliche Schule; Sekundarschule; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Survey; Umfrage; Befragung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	The study sought to find out the predictive effect of self-concept, self-efficacy, self-esteem and locus of control on the instructional and motivational leadership roles performance effectiveness of administrators of public secondary schools in Cross River State of Nigeria. The relative contribution of each of the independent variables to the prediction was also investigated. The survey design was adopted for the study. The study sample consisted of 400 school administrators. Two hypotheses were formulated to guide the study. Two sets of instruments namely, Personality Factor Questionnaire (PFQ) and Administrator Leadership Roles Performance Questionnaire (ALRPQ) with reliability indices of 0.75 and 0.72 respectively, were used for data collection. The data collected were analyzed using stepwise multiple regression analysis. The results of the study revealed that self-efficacy, locus of control and self-concept contributed significantly to the prediction of administrators' effectiveness in instructional leadership role performance while self-esteem did not. Also, self-concept, self-efficacy, and self-esteem relatively made significant contributions to the prediction of administrators' effectiveness in motivational leadership role performance while locus of control did not. Based on these findings, it was recommended among other things that personality test should be used as a tool for appointment of school administrators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01