The problem of the leadership influence on subordinates has always posed a great challenge to the leadership style. It is exhibited by the leaders to determine the level of achievement of stated goals and objectives, while others feel it plays no major role.
Introduction
People’s concern further stems from the realisation that the success or failure of an organisation is largely dependent on the kind of leadership it is fortunate or unfortunate to have.
Consequently, leadership problems in educational organisations have attracted the attention of many scholars in contemporary times.
Focus 1
This study, therefore, sets out to examine the extent to which Principals’ leadership styles have affected teachers’ job commitment in secondary schools in Odeda Local Government Area of Ogun State.
Unsatisfactory attitude to work is visible in all working organisations, namely, the school system, the Post Office, the National Electric Power Authority (NEPA), the Civil Service Department and so on.
The effect on the school system is the falling standard of education, for which numerous reasons have been advanced.
The popular thinking is that the School Heads are responsible for the falling standard because most of them have failed to control the students and teachers as they used to in the past.
Focus 2
According to Okro 1986), in Secondary School Administration, the success of any school in meeting its standard goals or objectives principally depends on its Chief Administrator, otherwise known as the Principal and his Leadership style.
Effective Leadership provided by the principal will lead to the achievement of the school’s objectives.
This accounts for the importance of a good leadership style in a school organisation. According to Durojaiye (1978), Teachers are high in demand yet they are low in spirit.
They seem to be largely directed to fighting for one thing or another. This is a reflection of many people’s opinions about teachers, as they are being accused.
Focus 3
However, some people think that the government is responsible since it has failed the Nigerian Observer (1983) under the title. “The Agony of the Nigerian Teachers” had this to say:
The huge resources the different Governments of the Federation expend on education are certainly not worth it if the teachers, the executors of educational policy, are so maltreated and neglected that one with an alternative would like to stay a day longer in the one-time noble profession of teaching”
The above-quoted passage stressed the need to motivate teachers to ensure better performance. Many Nigerians from all walks of life have also advanced other reasons for the deteriorating standard of education in our secondary school System.
Focus 4
Prominent and relevant to this research work is that the principals who are the custodians of the Secondary school system are responsible because many of them have failed to exercise their leadership role appropriately in controlling both the students and the Teachers.
According to Ogunsaju (198), the success of any enterprise depends solely upon the head or the manager of such an enterprise, be it a business, school or organisation.
Thus, the success of any school in meeting its stated goals or objectives principally depends on its Chief Administrator, otherwise known as the principal, especially at the secondary school level, which is believed to be an eye-opener for future career decisions.
Focus 5
In the school system, the main task of teachers is to facilitate the process of learning. He can only accomplish the school goal by enlisting the goodwill and active cooperation of the teachers.
Teaching is more than having lessons with the students. For teaching to be effective, looking after his welfare would perform his task efficiently.
Undisputably, the success of the student is a measure of the effectiveness of the action and coordination of the efforts of the staff members. When the principal makes teachers feel that they are significant in the school’s objectives.
Focus 6
This, in effect, means mutual understanding between the staff and the principal. In most Secondary Schools in Nigeria today, principals seem to have no line of
Such principals have a laissez-faire attitude over School matters. Certainly, such principles could be said to have the problem of goal identification and therefore, constitute part of the problems afflicting our Secondary School Education System.
The School organisation will be effective when the efforts of Teachers are coordinated. There is a need for an efficient interaction or mutual influence system which provides the mechanism through which the goals and activities of the organisation are integrated and coordinated.
Focus 7
Where there is no sense of direction, things cannot work smoothly, and this will lead to the detriment of the school’s goal.
Therefore, there is a need to investigate the effects of principals’ leadership styles and Teachers’ commitment to school work.
Summarily, out of 88 teachers who responded to the investigation, 57 teachers(65%)agreed (were committed to school work). The majority of the teachers were therefore committed to school work.
Summary, Conclusion and Recommendation
Relation to teachers’ commitment to school work. A total of 100 questionnaires teachers (88%) responded The percentages were used in the analysis.
- What is the perception of teachers regarding their principals’ leadership behaviour?
- To what extent do the principals’ leadership styles affect teachers’ commitment to school work?
Findings
- The majority of the teachers in Secondary (35%) perceived their principals’ leadership styles unfavourably.
- Teachers in Secondary Schools who perceived styles favourably and those teachers committed to school work are the same(i.e.57).
Conclusion
The more favourably teachers in Secondary Schools perceived their principals’ leadership styles, the more committed they are to school work.
This is not quite in agreement with what one would have expected, since the grievances of secondary school teachers against their principals are almost the same.
It is commonplace to hear secondary school teachers describe their principals’ leadership styles as being dictatorial, autocratic, and completely devoid of democratic principles.
Focus 1
Given this situation, one would have expected the majority of the teachers to perceive their principals’ leadership styles unfavourably.
The Extent to which the Principals’ Leadership Styles Affect Teachers’ Commitment to School Work.
The extent to which the principals’ leadership styles affect teachers’ commitment to school work, as revealed by the findings of this study in Table 2, is positive. The majority of the teachers are committed to schoolwork.
Focus 2
Out of 88 teachers who responded to the investigation,57 teachers (65%) were committed to school work.
The commitment of teachers to school work may be a result of the prevailing unemployment situation common phenomenon in the public and civil service, as a result of the poor economic retrenchment has not become the order of the day may be teachers would have been committed to school work.
Recommendations
As a result of the findings and conclusions in this study, the following recommendations are made: constantly exposed to seminars in Educational Management so that they maintain a master-servant relationship with their teacher, but should rather treat the school.
It is hoped that this recommendation, if adopted by the principals, will motivate teachers to be more professionally committed to their jobs.
Focus
Teachers in Secondary Schools need to be given better treatment and accorded respect, as is the case with other workers in the public sector. They should be motivated by paying them their salaries and other fringe benefits regularly.
They should also be granted the opportunity to attend seminars/ workshops and in-service education programmes on a full-time and part-time basis. This recommendation, if adopted, will further motivate and enhance the commitment of teachers to their jobs. Read more similar posts on our education page of the site.
References
Adesina, S. A. (1992) -An Appraisal of Principals’ Leadership Styles and Commitment in Selected Secondary Schools in Odeda Local Government Area of Ogun State. An unpublished M.Ed. dissertation. University of Ibadan.
Durojaiye, R. E. (1978) Impact of Principals’ Leadership Style on Teachers at Student Work in Ogoja L.G.A. Secondary Schools, Unpublished M.M.Ed. Ed.D. dissertation, U.I.
Ogunsaju, S. (1983)- Educational Supervision on Perception and Practices in Nigeria. University of Ife Press, Ile-Ife, Nigeria.
Okoro, (1986)- The impact of principal leadership style on Teachers’ productivity in Secondary Schools in Imo State. Unpublished M.ED. dissertation U.I.
Williams, S. T. M. (1976)- Organisational Theory: a structural and behavioural analysis. Home word 117 Richard D. Irwin.
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