ABSTRACT
The study examined the extent innovative leadership styles and human resources management correlate with principals’ administrative effectiveness in public secondary schools in south east, Nigeria. The study adopted a correlational survey research design. The sample size for this study was 400 principals drawn from a population of 1,483 principals from 1483 public secondary schools in the five states of South East Nigeria. The sample size was determined using Taro Yamen mathematical formula sample estimation. Proportionate stratified random sampling technique was used to draw a sample fraction of 0.2. Three instruments titled “Innovative Leadership Questionnaire (ILQ), Human Resource Management Questionnaire (HRMQ) and Principals’ Administrative Effectiveness Questionnaire’’ (PAEQ)” were used for data collection. The three instruments were validated by three experts, two from the Department of Educational Management and two experts from the Department of Science Education, all from College of Education, Michael Okpara University of Agriculture, Umudike. In order to determine the reliability of the instruments, thirty copies of the questionnaire were administered to 30 principals from 30 private secondary schools in five states of the South East Nigeria which were not part of the study respondents. The internal consistency of each of the instruments were obtained using Cronbach alpha method which clusters which ILSQ yielded an index of .77, HRMQ yielded an index of .85 and PAEQ yielded and index of .77, which were considered as reliable for data collection and for the study. Five Research Assistants were used for the administration of the data collection. Data collected were analyzed using Pearson Moment Correlation Coefficient in answering the 10 research questions while Linear Regression analysis was used to test the 10 null hypotheses that guided the study at 0.05 level of significance. The findings of the study amongst others revealed that instructional leadership style, Transformational leadership style, Cultural leadership style, and Knowledge management respectively and significantly to a positive moderate extent correlate with principals’ administrative effectiveness in public secondary schools in south east Nigeria, while supervisory leadership style, School-community based leadership style, Human capital development and Management-staff relation significantly to a positive high extent correlate with principals’ administrative effectiveness in public secondary school in south east Nigeria. The study therefore recommended among others that government should organize regular leadership training and retraining of principals of secondary schools on the proper application of innovative leadership styles to ensure administrative effectiveness.
TABLE OF CONTENTS
Title
page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of
contents vi
List of
tables ix
Abstract x
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 12
1.3
Purpose of the Study 13
1.4
Research Questions 14
1.5
Hypotheses 15
1.6
Significance of the Study 16
1.7
Scope of the Study 18
CHAPTER
2: REVIEW OF RELATED LITERATURE 19
2.1 Conceptual Framework 19
2.1.1
Secondary school 20
2.1.2
Principalship 26
2.1.3
Administration 33
2.1.4
Administrative Effectiveness 33
2.1.5
Human Resources Management 36
2.1.5.1
Knowledge management 39
2.1.5.2
Human capital development 41
2.1.5.3
Management-workforce relations 43
2.1.6
Leadership 45
2.1.7
Leadership Styles 47
2.1.8
Innovative leadership styles 48
2.1.8.1 Instructional leadership 50
2.1.8.2
Supervisory leadership 53
2.1.8.3
Cultural leadership 55
2.1.8.4
Transformational leadership 56
2.1.8.5
School-community based leadership 57
2.2 Theoretical Framework 59
2.2.1 Fielder’s contingency theory of leadership
(1967) 59
2.2.2 Human resources management theory by
Raymond Miles (1965) 61
2.2.3 Administrative theory by Henry Fayol (1949) 63
2.3 Empirical Studies 64
2.4 Summary of Review of Related Literature 81
CHAPTER
3: METHODOLOGY 83
3.1
Design of the Study 83
3.2 Area
of the Study 83
3.3
Population of the Study 87
3.4
Sample and Sampling Techniques 87
3.5
Instrument for Data Collection 87
3.6
Validation of the Instrument 89
3.7
Reliability of the Instrument 89
3.8
Method of Data Collection 90
3.9
Method of Data Analysis 90
CHAPTER 4: RESULTS AND DISCUSSION 92
4.1 Results 92
4.2 Summary of the Findings 114
4.3 Discussion of the Findings 116
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 123
5.1
Summary of the Study 123
5.2
Conclusion 124
5.3
Recommendations 125
5.4
Educational Implications of the Study 126
5.5
Limitation of the Study 128
5.6
Suggestions for Further Study 128
References 130
Appendix 139
LIST OF TABLES
4.1 Correlation
Matrix between Instructional Leadership Style and Principals’ 92
Administrative Effectiveness
4.2 Regression
Analysis of Relationship between Instructional Leadership Style 93
And Principals’
Administrative Effectiveness
4.3 Correlation Matrix
of Supervisory Leadership Style and Principals’ 94
Administrative Effectiveness
4.4 Regression
Analysis of Relationship between supervisory leadership style 95
and Principals Administrative
Effectiveness
4.5 Correlation Matrix
of Transformational Leadership Style and Principals’ 96
Administrative
Effectiveness
4.6 Regression Analysis of Relationship between Transformational
Leadership Style 97
And Principals’
Administrative Effectiveness
4.7 Correlation Matrix
of Cultural leadership Style and Principals; Administrative 98
Effectiveness
4.8 Regression analysis of relationship between Cultural
Leadership Style and 99
Principals’ Administrative
Effectiveness
4.9 Correlation Matrix
of School-Community Leadership Styles and Principals’ 100
Administrative Effectiveness
4.10 Regression Analysis of Relationship
Between School-Community Leadership 101
Style and Principals’ Administrative Effectiveness
4.11 Correlation
Matrix of Innovative Leadership Style and Principals’ Administrative 102
Effectiveness
4.12 Regression Analysis of Relationship
between Innovative Leadership Style and 104
Principals’ Administrative Effectiveness
4.13 Correlation
Matrix of Knowledge Management and Principals’ Administrative 105
Effectiveness
4.14 Regression Analysis of Relationship
between Knowledge Management and 106
Principals’ Administrative Effectiveness
4.15 Correlation
Matrix of Human Capital Management and Principals’ Administrative 107
Effectiveness
4.16 Regression Analysis of Relationship Human
Capital management and Principals’ 108
Administrative Effectiveness
4.17 Correlation
Matrix of Management-Staff Relation and principals Administrative 109
Effectiveness
4.18 Regression Analysis of Relationship between
Management-Staff Relations and 110
Principals’ Administrative Effectiveness
4.19 Correlation
Matrix of Human
Resources Management and
Principals’ 111
Administrative Effectiveness
4.20 Regression Analysis
of Relationship Human Resources Management and Principals 112
Administrative
Effectiveness
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Innovative
leadership and human resources management are vital means that propel
administrative effectiveness among educational and cooperate organizational
sector leaders. Leadership in an organization has taken different styles in
years back in ensuring that human capital and other resources in an
organization are judiciously provided and utilized for the purpose of attaining
educational goals. Some traditional leadership styles such as democratic,
autocratic and laissez-faire styles which were used by most organizational
administrators has not actually resulted to effective administration in the
present organizational settings. These traditional leadership styles in use by
principals are; democratic leadership, autocratic and laisse-faire leadership styles.
These three leadership styles are still in use by majority of today’s
educational administrators but has failed in total goal attainment as a result
of its weakness and wrong applications by the leaders. Unachukwu (2014) noted
that in between autocratic and democratic leadership is laissez-faire leadership
style which essentially is seen as a situation where there is no leader. It was
on this note that innovative leadership styles such as transformational
leadership, cultural leadership, supervisory leadership, school-community based leadership and
instructional leadership style become very necessary for secondary school
principals to adopt for administrative effectiveness. Leadership styles have
been innovatively identified as the means of achieving sustainable secondary
school education.
Secondary
education is an important level of education, since it serves as the
preparatory channel for primary school leavers. Ada, Ortsa, and Ahua (2019)
defined secondary school education as the second tier of education in Nigeria
which prepares students to choose different fields of specialization or skills
in life. Secondary education is an aspect of educational level which paves way
for the students to further their educational career in the tertiary
institutions of learning. From the above, secondary education is second phase
of schooling that provides its participants with the opportunity of
understanding the Nigerian society as well as help them choose their life
career in other to be productive and effective in their society. Amongst the
role of secondary education include; to provide an increasing number of school
leavers with the opportunity for higher education irrespective of sex, social,
religion and ethnic background and diversify its curriculum to cater for
differences in talent, opportunities and roles proposed to or open to students
after secondary school course. For these roles to be carried out effectively, there
is need for an administrative head (principals) in the secondary school system.
The principal is the one responsible for the
co-ordination, direction and control of secondary education. He assumes the
responsibility of ensuring that all available resources in the school are
effectively used and controlled for the purpose of achieving educational set
goals at secondary school level. Nwadiani and Alonge (2017) defined principal as
the one arrayed with secondary school responsibility and must be adroitly
performed in a school to realize its vision and mission of both the society and
individual learners. Modebelu (2021) defined principal as the head of secondary
school, chief executive, administrator and instructional leader of secondary
education. She further stated that the principals are the manager of man, money
and materials in the school organization. In a nut shell, principal could be
defined as the qualified personnel vested with the administrative role of
harmonizing and coordinating all available resources in the secondary education.
The principals function in diverse capacity in secondary education which include
executive head of the school, mentorship, instructional supervision, guiding
the teachers in proper selection and use of instructional materials, curriculum
implementation, mediator in ensuring total compliance of teachers and students
in carrying out assigned responsibilities. In the wake of functions of
principals in secondary school, administration forms a cogent aspect of the
principals job in the school system.
Administration is a social process concerned
with identifying, maintaining, motivating, controlling and unifying formally
and informally organized human and material resources in within an integrated
system. Ibiam (2015) defined administration as the co-ordination of human and
material resources towards the attainment of some pre-determined objectives.
This entails that administration is concerned with the utilization of adequate
resources, the harmonization of relationship and interaction in a suitable
environment in order to foster the attainment of the goals of teaching and
learning. Put differently, administration is the process of controlling,
organizing, coordinating and planning towards effective implementation of
organizational policies and programmes.
Administrative effectiveness is the positive
response to the principals’ effort and performance directed at achieving
education goals. Akomolafe (2012) defined administrative effectiveness as a means
for goal accomplishment in secondary schools. The principal thus needs to
motivate the educational workforce through sustaining management-workforce
relationship, ensuring involvement of workforce in decision-making process of
the school, enhance knowledge management, adopts open communication approach
and promotes human capital development in the school. Agbonkonkon (2020) asserted
that the principal can perform effectively in administrative matters through
delegation of duties to subordinates and set good examples for them, ensure
conducive work climate for effective instructional activities to take place.
The principal therefore could be seen as the administrative head of secondary
school education which makes him/her a leader. Human resources management may
be a factor for principals administrative effectiveness.
Human
resource management can be seen as the design of formal systems in an
organization to ensure effective and efficient use of human talents to
accomplish organizational goals. Chike-Okoli (2014) defined human resources
management as a strategic and coherent approach to the management of the
organization most valued assets (people working in an organization who
individually and collectively contributes to the achievement of its
objectives). Griffin in Omebe (2014) defined human resource management as the
set of organizational activities directed at attracting, developing and
maintaining an effective workforce. Human resource management is concerned with
the procurement, recruitment, staffing, welfare, maintenance, training and
retraining, placement, promotion, motivation, relationship, compensation or
rewards, transfer and discipline of staff in an organization. In this regard, the importance of human
resources input (HRI) in the institutions of learning, teaching, learning and
educational administration cannot be over emphasized. Castetter (2016) argued
that there is no organization that can function properly without adequate and qualified
personnel. He maintained that the quality of personnel in an organization determines
the quality of it product. Some variables of human
resources management include knowledge management, human capital management and
management-staff relations. Human resources management thus promotes
administrative effectiveness since school administrators needs quality human
resources to succeed in achieving set goals of the organization. Knowledge
management amongst teachers remain a surrogate of human resources management in
educational sector.
Knowledge
management is an essential element in HRM that is required of principals to
enhance quality administrative outcome. Most teachers in secondary school are
gifted with diverse skills and knowledge that tend to promote quality standard
of the educational system thus the principals should endeavor to carry then
along in their administration. Most teacher are grounded with innovative
concepts as well as possess new skills that are compliant with the 21st
century managerial approaches thus involving them in the decision-making
process of the school gives the principals edge to perform effectively in their
administrative roles. Okendu (2012) contended that the ideas and knowledge of human
resources are to be assembled together by educational administration, within
the school system for effective teaching and learning cannot be over emphasized.
Elwood and James (2014) observed that in managing human resources, demographic
factors such as, diversity, skills and qualification are highly put into
consideration. Knowledge management therefore is the ability of the principal
to harness and used the intellectual resources of teachers to achieve success
in the school organization. This entails that when knowledge or intellectual
resources of teachers and other staff of secondary schools are utilized by the
principals may likely result to administrative effectiveness. If knowledge management could result to
effective administrative delivery, human capital management emerges for
discussion.
Human
capital development as a human resources management factor is an important
aspect of school management concerned with the responsibility of ensuring that
all human resources are effectively harnessed and harmonized for the growth and
development of the school system. Teachers are widely acknowledged as the
primary role players in the school system; this makes teachers the brain child
in raising and equipping the future generation. Jabaar and Ali (2020) contended
that the society depends on the education to prepare the human capital to serve
the economy. Howbeit, the human society is composed of three major elements
which are the human capital (educational workforce), the environment (Natural
resources) and the various institutions that are meant to bind the society
together and regulate human behavior. Deficiency in any of these three often
results to deficit but deficiency in human capital is more tragic and more
damaging to the education sector and the economy because human capital harness
both tangible and intangible assets of the society for development. Human capital
development therefore deals with the principals’ management skills in ensuring
that the educational workforce, the environment and institutions of the school
are properly managed to achieved the goals of the school. Management-staff relation is seen as a
veritable instrument for human resources management in the field of education.
Management-staff relations as human resources
management variable deals with the mutual corporation between the superordinate
and subordinate which gears towards achieving a conducive environment for
effective goal attainment. This entails that the principal as the
administrative head of the school should ensure quality communication as well
as provide an atmosphere that supports effective delivery of responsibilities
by the subordinates. Onyali (2016) defined human relation strategy as essential
in inputting human variables into consideration before innovation or changes
are being injected into the system operations of an organization. This in
essence denote that the educational workforce is carried along or involved in
the decision-making processes of the school, given sense of belonging in the
school, involve teachers on committees, delegating duties and responsibilities
to teachers. It was on this premise that
Teferri (2014) contended that the physical environment of the workforce needs
to be practical, interesting and stimulating. Human resources management requires
principals leadership with reference to the manner they adopt and apply innovative
leadership may affect administrative effectiveness.
Leadership is a process of leading
organizational workforce towards achieving better results in such organization.
This diverse concepts of leadership may emerge as a result of leadership styles
displayed by the principal and their relationship with the organizational workforce.
Ogedi and Nwialu (2019) defined leadership as an interpersonal influence that
could be expressed directly or indirectly using communication measures and
strategies to achieve a given goal. Ability of a leader to attain the goals of
the organization depends on leadership styles in use. Leadership style in an
organization is very important because it determines the effectiveness of
workforce productivity and commitment to the organization. Leadership style is seen as the consistent
pattern of behavior that characterizes a leader. In present day organizational
settings, there is need for effective leaders who understand the complexities
of the rapidly changing global environment and are willing to adopt to diverse
leadership styles to enhance organizational productivity. Podsakoff, MacKenzie,
Moorman and Fetter in Nanjundewaraswanmy and Swamy (2014) defined leadership style as a behavior that can affect trust and
satisfaction of employees to organization and organizational behavior towards
enhancing the relationship between leadership styles and organizational
commitment directly. Oladipo, Jamilah,
Abdul-daud, Jeffery and Salami (2013) observed that the success or failure of
proper organizations, nations and other social units has been largely credited
to the nature of their leadership style. Leadership styles could be
traditional, passive or innovative.
Innovative leadership style is a contemporary
leadership approach designed for solving contemporary issues and problems in an
organization. Ludwig in Asim and Erols (2012) defined innovative leadership
practices as a means of radical changes through new ideas, methods, processes,
and techniques to solve the present and anticipated future problems. Asım and Erol
(2012) defined innovative leadership styles as the practices that depend mainly
on the depth and breadth of leadership knowledge, variety of creative skills,
strong shared values, and extraordinary talents of the innovative leaders.
These leadership qualities help innovative leaders to understand the sources of
current and future problems and solve them successfully. Innovative leadership
styles emerge as a result of unproductive nature of traditional leadership
styles such as autocratic, laissez-faire, democratic, and situational
leadership styles.
Innovative leadership styles include
transformational leadership style, cultural leadership style, instructional
leadership style, school-community-based leadership style, transactional
leadership style, supervisory leadership styles, pace-setting leadership styles,
team-paly leadership style, charismatic leadership, self-leadership, visionary
leadership. Innovative leaders are expected to possess some basic technical
knowledge in discharging their leadership functions. They also should also
place values on utilizing intellectually sound teachers, place emphases on
social values, ideas, intuitions, imaginations, and beliefs of the workforce
towards achieving sustainability in the schools’ system. However, the focus of
this study shall centre on instructional leadership style, transformational
leadership style, cultural leadership style, supervisory leadership style and
school-community leadership style emerges as leadership dimensions that the
researcher intends to study. Principal leadership styles remain an inevitable
factor in the administration of the schooling system such there is need for instructional
leadership styles amongst principals which tends to enhance effective
instructional delivery in schools.
Instructional leadership projects the principals
as the instructional leader of every school grounded and have the mastery of
instructional programmes and activities. This will help the principal in
assisting, guiding and influencing both old serving and newly recruited
teachers in selecting appropriate instructional resources to ensure adequate
and effective instructional delivery in the school setting. Hallinger and
Murphy in Norhayati, Mohd, Noor and Mohd (2017) defined instructional
leadership as principals' leadership behaviors aimed at promoting and improving
the process of teaching and learning in schools involving teachers, students,
parents, school planning, school management, school facilities and other resources.
Agreeing to this fact, Amadi in Igwebuike (2016) defined instructional leadership
as activity of providing instructional guide to teachers’ in other to
effectively resort, improvise, adopt or apply instructional materials in teaching
and learning. Instructional resources in its practicality entails those hardware
and software materials sort for by the teacher to improve the learners’ level
of understanding, knowledge and comprehensive towards achieving the purpose to
which such materials were designed. The principals as instructional leader, therefore
should assume the role of leading in instructional activities thereby ensuring
qualitative educational outcome through appropriate and adequate use of
instructional resources. Another vital innovative leadership is
transformational leadership style.
Transformational leadership style has become
an issue of concern to school administrators over the decade. The expectation
has been that this paradigm in leadership would offer necessary competitive
advantage needed in the present day organizational settings. Transformational
leadership therefore tends to provide leadership effectiveness in an
organization, development of required workforce behavior in an organization,
workforce commitment to the organizations goals and as well as ensure job
satisfaction amongst organizational workforce.
Nanjundewaraswanmy and Swamy (2014) defined transformational leadership
style as a leadership pattern that concentrates on the development of followers
as well as their needs. Modebelu (2021) identified four major components of
transformational leadership as individual consideration, intellectual
stimulation, inspirational motivation and idealized influence. Adoption and
application of these components positively influence the individual, team and
organizational productivity and performance.
Hence charisma deals with personality or
bahavioural characteristics which avails the leader with an exceptional power
to transform the followers by creating changes in their goals, values, beliefs,
needs and aspiration. Inspirational motivation on the other hand is a process
through which leaders motivates their followers to become more committed, part
of the organization, share in the and organizations vison. Intellectual
stimulation thus looks at the process through which the leader stimulates
followers intellectually. Since transformational leadership style provides
leaders with the necessary strategies for enhancing quality human relation in
an organization, cultural leadership style thus emerges in the school system.
The notion of cultural leadership was first
proposed in 1991 by Trice and Beyer. Beyer and Browning in Pingping (2017)
defined cultural leadership as a form of leadership that “influences the
ideologies, beliefs, values, and norms that members of organizations share and
the cultural forms through which they are expressed. Cultural leadership is
seen as the relationships among the elements of personal qualities, perceived
situation, vision and mission, follower attributions, performance, leader
behaviors, administrative actions, use of cultural forms, use of tradition, and
persistence over time. Cultural leadership in organizational outcomes also
involves cultural innovation and maintenance. Cultural
leadership tend to influence employees’ attitudes toward organizational
culture, ideology of an organization, internalization of the corporate,
perception of occupational task and organizational identification. All these
factors constitute employees’ attitudes toward organizational culture. Cultural
leadership enhances administrative action in an organization thus supervisory
leadership may also enhance quality functionality of organizational programmes
and activities.
Supervisory
leadership style is
an indispensable element in enhancing principals’ and teachers' occupational
task as well as ascertain effective operation of the school system. Beaset in
Adebayo and Ogunsina (2011) defined supervisory leadership as the nature and
level of supervision which affect the satisfaction that employees gain from
their work at the organization. Adebayo and Eseka in Adebayo and Ogunsina
(2011) contend that the supervisory leadership style or behaviour employed by
the principals is known to be an important factor leading to the success or
failure of an organization. Supervisory leadership style of a principal may
range from extremely autocratic, with all decision made at the tops to the
extremely democratic with decision made by employee or subordinate at the
lowest level. Supervisory leadership style therefore is defined as the
leadership pattern that deals with support, guidance, advise and encouraging
approach of the school head towards motivating the workforce to perform
effectively in their designated duties.
Community-based leadership is a leadership
style that builds skills and support the development of emerging leaders
through seminars, workshop and other local projects. It promotes programmes
that enables individuals to improve their communities and give voice
traditionally to community representatives. School-community based leadership
style is one of the leadership approaches required of every school
administrator at all levels of education to enhance quality environment for
educational transactions and transformation. Poor school-community based
leadership style of school administration may likely result to hostile
environment which possess threat to the school management, teachers, students and
parents. Ogedi (2017) observed that the school remains a sub-system of the
larger system of the society and it functions with its immediate environment in
which it is situated. This simply mean that the school cannot exist or operate
in absence of participation of the host community since both are interdependent
for effective functioning. Adeyanju (2015) observed that the school community
relationship is the connection or link between the school and the community for
the benefit of the community, the school and the child. Community leadership
programmes empower future leaders and promotes local development. It also
covers the following programmes such as faculty use, programme awareness,
curriculum expertise, civic participation and funding.
The use of traditional or obsolete leadership
styles in the administration of schools has contributed to poor administrative effectiveness
of secondary school principals thus many empirical studies has been conducted
on leadership styles and principals administrative effectiveness but non has
actually centred on innovative leadership styles and human resources management
such the present study centres on innovative leadership styles and human
resources management as correlates of principals’ administrative effectiveness
in public secondary schools in South East, Nigeria.
1.2 STATEMENT OF THE PROBLEM
Administrative
effectiveness of principals deals with the ability of the secondary school
principals to perform outstandingly in their assigned tasks. It is
characterized by their ability to coordinate and harmonize both human,
financial and material resources to achieve educational goals.
The ideal situation should reflect the
ability of the secondary school principals to adopt diverse innovative
leadership styles innovative leadership styles and human resources management such
as instructional leadership, school-community based leadership, supervisory leadership, cultural leadership and quality
transformational leadership styles human capital
development, Knowledge management and quality management-workforce relations
for effective administrative outcome.
However,
the researcher observed at present the administrative ineffectiveness among
principals in majority of public secondary school in Nigeria as a problem faced
by principals as a result of use of poor, traditional or obsolete leadership
styles such as autocratic, laisser-faire and democratic leadership styles as
well as poor human resources management in the management of the schools. This
observation appears to have contributed immensely to the administrative
ineffectiveness of secondary school principals. These poor human resources
management manifests in the inability of principals to embark on human capital development,
developing critical professional practices, inability to harness and manage
knowledge content of workforce. Poor human resources management of these
principals could also be as a result of inadequate knowledge and use of
innovative and creative leadership styles that will in turn lead to
administrative effectiveness.
In recent time, it seems that there is a high level of poor adaptability
and application of instructional leadership style amongst principals, inability
of using supervisory leadership style, lack of knowledge on transformational
leadership style, incompetence in the use of school-community leadership style,
not been aware of cultural leadership style, poor knowledge management, lack or
inadequate management-workforce relation and poor human capital development
remain a major problem faced by many secondary school principals in carrying
out the day to day administration of the school for administrative
effectiveness. The study therefore assessed how innovative
leadership styles and human resources management correlates with principals’ administrative
effectiveness in South East, Nigeria.
1.3
PURPOSE OF THE STUDY
The study
examined the relationship between innovative leadership styles and human resources
management with principals’ administrative effectiveness in South East,
Nigeria. Specifically, the study sought to:
1. determine the extent to which instructional leadership
style relate to principals’ administrative effectiveness.
2.
examine the extent to which supervisory leadership style relate to principals’
administrative effectiveness in secondary schools.
3. find
out the extent to which transformational leadership style relate to principals’
administrative effectiveness in secondary schools.
4. ascertain
the extent to which cultural leadership style relate to principals’ administrative
effectiveness in secondary schools.
5. determine
the extent to which school-community based leadership style relate to principals’
administrative effectiveness in secondary schools.
6.
determine the extent to which innovative
leadership styles jointly relate to administrative effectiveness in secondary
schools
7.
find out the extent to which knowledge management relate to principals’ administrative
effectiveness in secondary schools.
8. ascertain the extent human capital development
relate to principals’ administrative effectiveness in secondary schools.
9.
determine the extent management-staff relations relate to principals’
administrative effectiveness in secondary schools.
10. ascertain the extent to which human resources
management jointly relate to principals administrative effectiveness in
secondary schools.
1.4 RESEARCH QUESTIONS
The following research questions guided the study.
1.
To what
extent does instructional leadership style relate with principals’ administrative
effectiveness in secondary schools?
2.
To what extent does supervisory
leadership style relate to principals’ administrative effectiveness in secondary
schools?
3.
To what extent does
transformational leadership style relate to principals’ administrative effectiveness
in secondary schools?
4.
To what extent does the cultural
leadership style relate to principals’ administrative effectiveness in secondary
schools?
5.
To what extent does the of
school-community based leadership style relate to principals’ administrative effectiveness
in secondary schools?
6.
To what extent do the innovative
leadership styles jointly relate to administrative effectiveness in secondary
schools?
7.
To what
extent does knowledge management relate to principals’ administrative effectiveness
in secondary schools?
8.
To what extent do human capital development
relate to principals’ administrative effectiveness in secondary schools?
9.
To what extent do
management-staff relations relate to principals’ administrative effectiveness
in secondary schools?
10.
To what extent do the human resources management jointly relate to
principals administrative effectiveness in secondary schools?
1.5 HYPOTHESES
The following null hypotheses were tested at
0.05 level of significance to guide the study.
H01: There is no significant
relationship between instructional leadership style and principals’
administrative effectiveness in secondary schools.
H02: There is no significant relationship
between supervisory leadership style and principals administrative effectiveness
in secondary schools.
H03: significant relationship does not exist between
transformational leadership style and principals’ administrative effectiveness
in secondary schools.
H04: significant relationship does not exist between
cultural leadership style and principals’ administrative effectiveness in secondary
schools.
H05: there is no significant relationship between
school-community based leadership style and principals’ administrative effectiveness
in secondary schools.
H06: there is no significant joint relationship between innovative
leadership style and administrative effectiveness in secondary schools.
H07: there is no significant relationship
between principals’ knowledge management and principals’ administrative
effectiveness in secondary schools.
H08: there is no significant relationship
between human capital development and principals’ administrative effectiveness
in secondary schools.
H09: there is no
significant relationship between management-staff relations and principals’
administrative effectiveness in secondary schools.
H010: there is no significant joint relationship between
human resources management and principals administrative effectiveness in
secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
The findings and recommendations of this
study would be beneficiary to ministry of education, policy makers in the
educational system, principals, teachers and future researchers if published.
The ministry of education would benefit from
this study by having more information on emerging leadership styles which would
assist them in determining leadership programmes for principals and teachers of
secondary schools. They would also appreciate the role of supervisory
leadership style in carrying out inspection and supervision in schools. It would
assist the ministry of education in outlining those qualities needed for
appointing principals in schools.
Policy makers in the educational system would
benefit from these need instruments developed in handling leadership issues in
the field of education. It would also guide them in policy formulation and
implementation thus ensure that appropriate leadership style is adapted.
The secondary school principals shall benefit
from the findings of the findings of the study by having fore-sight on
instructional leadership style which would guide them in assisting teachers to
display high level of instructional competence. It would also guide the principals
in building their capacity on supervisory leadership style thereby discharging
good supervisory style in the supervision of both animate and inanimate
resources in the school. School-community leadership style as an innovative
leadership will help the principal in acknowledging the need for quality
leadership skill in maintaining quality relationship with communal leaders as
well as assist in providing community-based leadership for the host community.
It would also provide the principals with transformational and cultural
leadership style that will facilitate innovation, creativity and introduction
of new concepts in developing the school.
The teachers may benefit from this study by
having an insight on quality classroom innovative leadership styles as well as
under-go leadership training for self-development and that of the school
system.
Finally, researchers would benefit from the innovative
leadership styles and human resources management as it would provide them with
recent literature in terms of conceptual framework and empirical studies.
1.7 SCOPE OF THE STUDY
The study was delimited to innovative
leadership styles and human resource management as correlates of principals’ administrative
effectiveness in South East, Nigerian. The innovative leadership styles covered
instructional leadership, transformational leadership, supervisory leadership,
cultural leadership and school-community based leadership which is for the
first independent variable; Human resources management covered Knowledge management, human capital management and management-workforce
relation as the second independent variable while administrative
effectiveness as the dependent variable covered students personnel
administration, staff personnel administration and school community relations.
The study covered 400 principals from 400 secondary schools selected from five
states of the South East Nigeria which includes Abia, Anambra, Ebonyi, Enugu and
Imo state.
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