EFFECTS OF LEADERSHIP STYLES ON TUTORS WORK PERFORMANCE

CHAPTER ONE

1.0     INTRODUCTION        

1.1     BACKGROUND OF THE STUDY 

1.2     STATEMENT OF THE PROBLEM

1.3     OBJECTIVES OF THE STUDY     

1.4     RESEARCH QUESTIONS

1.5     RESEARCH HYPOTHESIS

1.6     SIGNIFICANCE OF THE STUDY

1.7     SCOPE OF THE STUDY

1.8     DELIMITATION OF THE STUDY

1.9     DEFINITION OF TERMS     

CHAPTER TWO

2.0     LITERATURE REVIEW

2.1     CONCEPTUAL CLARIFICATION

2.2     THEORETICAL FRAMEWORK

2.3     EMPIRICAL REVIEW

2.4     SUMMARY OF LITERATURE REVIEW

CHAPTER THREE

3.0     RESEARCH METHODOLOGY

3.1     RESEARCH DESIGN

3.2     AREA OF STUDY

3.3     POPULATION OF THE STUDY

3.4     RESEARCH SAMPLE AND SAMPLING TECHNIQUE

3.5     INSTRUMENT FOR DATA COLLECTION

3.6     VALIDITY OF THE INSTRUMENT

3.7     METHOD OF DATA COLLECTION

3.8     METHOD OF DATA ANALYSIS

CHAPTER FOUR

4.0     DATA ANALYSIS AND PRESENTATION

CHAPTER FIVE

5.0     SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION5.1     SUMMARY

5.2     CONCLUSION

5.3     RECOMMENDATIONS

REFRENCE

APPENDIX

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Secondary schools all over the world, including Nigeria, are important institutions in the achievement of the educational policy of the state. As a formal organisation, it has a bureaucratic administrative structure with established rules and regulations, aimed at providing the needed opportunities for the education and development of the learners and staff of the schools, and usually under the leadership of the principal. In their views, Ochoyi and Danladi (2009) and Wilson (2016, p. 52) described education as a vital tool in the development of the learners, through the transmission of worthwhile values such as skills, knowledge and planned activities that can develop the learners’ potentials for the benefit of the society. Education, thus provides for the development of the citizens, and is achieved through the implementation of the necessary school curricula and education policy of the state. In Nigeria, the education policy anchors on five cardinal objectives, basically a free and democratic society; a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy; a land full of bright opportunities for all citizens FGN, (2004, p. 4). In addition, Olatunji (2015, p. 396), stated that Nigeria’s philosophy of education is a complex one that requires adequate administrative procedure to ensure its practical achievement in the state. The desirability of achieving of both the Nigerian education policy and philosophy of education requires effective leadership in all educational institutions in Nigeria, including the secondary schools. Secondary schools provide institutional resources for the secondary education level and needs effective leadership of the principal to ensure the achievement of its objectives.

Adwella (2014, p.1) saw leadership as the operational tool in influencing people to strive willingly and enthusiastically towards the achievement of the organisational goals, including secondary schools. Nworgu (1991), Omolayo (2000), and Aghenta (2001) explained leadership as a process of influencing the activities of a group of people by a leader in an effort towards the attainment of the organisational goal. It involves the act of getting things done with the cooperation and assistance of other people. Leadership is therefore an important instrument in the initiation and implementation of the organisational policies, including educational policies and philosophy of the secondary schools in the State, and the leadership style and traits so applied by the leader influences the job performance of the staff in the organisation (Yahaya, Osman, Mohammed, Gibrilla, and Issah, 2014, p. 2). In another development, Borman and Motowidlo (1993) explained that job performance implies task performance involving individual activities that contribute to the organisational value, and could be direct or indirect based on the status of the staff involved in the organisational activities under the directive of the leader. Every job in the secondary school system is carried out by the school staff, either by the academic or non-academic staff, and staff job performance is assessed based on the staff activities in the school as directed by the principal. The implication is that the action of the Principal determines the staff activities, directly or indirectly, and accounts for staff job performance in the school. The Principal identifies the basic areas of staff needs and attends to them accordingly to attain the staff performance target in the school.

Conducive work environment in educational institutions is generally related to leadership styles (LSs) used by the heads of particular educational institutions. Determinant factors for LSs used by principals of colleges are, however, according to motivational system of particular leader. This is exactly caused by the underlying needs structure that motivates behavior in various interpersonal situations (Armstrong, 2004). So principals have crucial roles to play on tutor work performance for instance by setting structures to facilitate the work environment that eventually lead to attainment of particular goals. Leadership styles used in colleges have been found in most cases to have different capacities to influence performances in colleges. It has been noted that there are two views of leadership, transactional leadership which involve an exchange process between leader and follower whereby leader are considered to enhance the followers‟ readiness to perform at expected levels by offering rewards for acceptable performance, thus resulting in the desired outcomes defined by the leader, and a view of transformational leadership that allows for the development and transformation of people. The college principal is in a unique position as the manager or administrator who controls institution resources for the purpose of attaining organizational goals.

1.2     Statement of the Problem

The controversy between leadership styles and work performance has existed for a long time and it was centered on whether or not the style of leadership of principals influences the level of job performance among teachers. Several studies have also examined the relationship between the two factors and concurred that leadership has significant impacts on job satisfaction and organizational commitment.

1.3     Objectives of the Study

The main objectives of this study is to find out the effects of leadership styles on tutors of teachers work performance, specifically the study intends to;

1.     Find out the leadership styles principals adopts in senior secondary schools

2.     Examine the most effective leadership  style adopted by the principal

3.     Analyze the effects of the adopted leadership styles on tutors of teachers work performance

4.     Find out other  managerial factors that contribute to teacher work performance

1.4     Research Questions

1.     What are the different leadership styles principals adopts in senior secondary schools?

2.     Which is the most effective leadership style adopted by the principal?

3.     Is there any effects of the adopted leadership styles on tutors of teachers work performance?

4.     Are there any other managerial factors that contribute to teacher work performance?

1.5     Research Hypothesis

Ho: there is no effects of the adopted leadership styles on tutors of teachers work performance

Hi: there is effects of the adopted leadership styles on tutors of teachers work performance

1.6     Significance of the Study

This study on leadership styles and tutor’s work performance will be significant in the following ways:

1. The study is significant to educational planners such as planning unit at the Ministry of Education, education supervisors such as the education officers at different levels, educational managers and administrators (principals of colleges) policymakers (members of the parliament) and instructional designers (the institute of curriculum development) in evaluating leadership practices in educational institutions.

2. The study will equally lend a hand to principals of colleges that for one reason or the other have not been using the best leadership practices in carrying out their responsibilities in colleges. Hence the study will help them improve their effectiveness and efficiency using appropriate leadership styles. This will especially improve tutors work performance.

3. The study will advance the earlier study done on educational leadership and tutors work performance, The study will assist educational stakeholders and policymakers to assess contents of the courses necessary for prospective and incumbent principals of colleges and other educational institutions, to ensure that they are equipped with relevant leadership skills to run public teachers colleges in a way that would enhance the achievement of national goals

1.7     Scope of the Study

This research work on leadership style will be conducted in Ogun state, secondary schools in Ewekore Local Government Area will be the location for this research work.

1.8     Delimitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.

However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.

1.9     Definition of Terms

Job performance: refers to the way teachers respond to duty in terms of punctuality in attending lessons, giving and marking assignments, syllabus coverage, and being present in school.

Job satisfaction: