Effectiveness of Transformational Leadership Style in Secondary Schools in Nigeria

Autor/in	Money, Veronica. O.
Titel	Effectiveness of Transformational Leadership Style in Secondary Schools in Nigeria
Quelle	In: Journal of Education and Practice, 8 (2017) 9, S.135-140 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Leadership Effectiveness; Transformational Leadership; Secondary Schools; Questionnaires; Likert Scales; Principals; Secondary School Teachers; Statistical Analysis; Correlation; Hypothesis Testing; Administrator Attitudes; Teacher Attitudes; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Führungseffizienz; Sekundarschule; Fragebogen; Likert-Skala; Principal; Schulleiter; Statistische Analyse; Korrelation; Hypothesenprüfung; Hypothesentest; Lehrerverhalten
Abstract	Education is the engine of national growth. A population of well educated citizens increases national economic competitiveness. To survive and develop in any nation, the education industry must grow. Secondary schools in Nigeria are headed by Principal. They are regarded as the Chief Executive of the school and are held accountable for all that happens. Hence, it is important to look at the leadership style-Transformational Leadership Style which may have a positive impact on the education sector. The concept of transformation leadership was initially introduced by leadership expert and presidential biographer-James MacGregor Burns (1978) who said that transformation leaders can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation." Transforming approach creates significant change in the life of people and organizations. It redesigns perceptions and values, and changes expectations and aspirations of followers. The fundamental idea in this theory is 'change' and the commitment of leadership in ensuring the implementation of organizational transformation, through transforming individuals in the organization. This study examined empirically the perceived knowledge and practice of transformation leadership of principal in Secondary Schools in Nigeria. The sample consists of 50 principals and 400 teachers. These were chosen by stratified and simple random sampling method from 50 schools across the six-geo-political zones of Nigeria (North-Central; North-East, North-West, South-West, South-South and South-East), 8 respondents were randomly drawn from each school while Principal of such schools automatically became a respondent. The ex-post facto research design was employed in the study. Five research questions and hypotheses were formulated to guide the study (investigation via questionnaire) entitled, "Transformation Leadership in Secondary Education" (TLISE). "TLISE" has a five-point Likert type rating scale and this was validated by experts in research method and statistics. The reliability coefficient was computed to be 0.81. The data collected were analysed through the application of t-test for different between Means and Pearson Product moment correlation, four out of the five hypotheses were accepted while one was rejected. The result revealed that both principal and teachers are aware of transformation leadership styles, however it was doubtful if the practical aspect of transforming the followers and students are realized. Based on the findings, recommendations were made to include: Principals must act as agent of positive change by creating a caring and trustful atmosphere; enhance team spirit; involve teachers in planning and making teaching materials. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01