PRINCIPALS’ LEADERSHIP TECHNIQUES FOR BOOSTING TEACHERS’ INSTRUCTIONAL DELIVERY IN PUBLIC SECONDARY SCHOOLS IN ABIA STATE, NIGERIA

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ABSTRACT

 

The study examined principals’ leadership techniques for boosting teacher’s instructional delivery in public secondary schools in Abia state, Nigeria. The study specifically determined the extent to which the principals’ leadership techniques such as principals’ paternalistic, transformational, transactional, pacesetting, coaching and servant leadership techniques boost teachers’ instructional delivery in secondary schools. Data for the study were collected using a well-structured and validated questionnaire with seven clusters and 94 items, from 43 principals and 262 teachers of public secondary schools in Abia state, that were randomly selected from the study area. Result of reliability test with Pearson product moment and Cronbach Alpha was 0.84 and 0.83 respectively. Data collected for the study were analyzed using descriptive statistics such as the mean to answer research questions, while t-test was used to test the formulated hypotheses at 0.05 level of significance. The results showed that the leadership techniques were applied in public secondary schools in Abia state to high extent. It equally showed that paternalistic leadership technique, transactional leadership technique, pacesetting leadership technique and coaching leadership technique to high extent boost teachers’ instructional delivery in public secondary schools in Abia state, while principals’ transformational leadership technique and Principals’ servant leadership technique to low extent boost teachers’ instructional delivery in public secondary schools in Abia state. There were significant differences between the mean ratings of principals and teachers on extent principals’ Paternalistic leadership technique, Principals’ transformational leadership technique, Principals’ transactional leadership technique, Principals’ pacesetting leadership technique and Principals’ coaching leadership techniques  respectively boost teachers’ instructional delivery in public secondary schools. The study therefore concludes that Principals’ leadership techniques were applied by principals and they boosted teachers’ instructional delivery in public secondary schools in Abia state. The study based on the findings therefore recommends that stakeholders in the Education sector and State Ministry of Education should organize leadership training/ programmes for principals of public secondary schools, to educate them on the importance and effective application of leadership techniques in secondary school management decisions in order to boost the teachers’ instructional delivery in public secondary schools.







TABLE OF CONTENTS

 

Title Page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgment                                                                                                       v

Table of Contents                                                                                                       vi

List of Table                                                                                                                ix

Abstract                                                                                                                      x

 

CHAPTER 1: INTRODUCTION                                             1

1.1              Background to the Study                                                         1

1.2              Statement of Problem                                                         6

1.3               Purpose of the Study                                                        7

1.4               Research Questions                                                           7  

1.5               Research Hypotheses                                                                  8

1.6               Significance of The Study                                                      9

1.7               Scope of the Study                                                     10

CHAPTER 2: REVIEW OF RELATED LITERATURE                  11

2.1       Conceptual Framework                                                           11

2.1.1    Concepts of instruction                                                       11

2.1.2    Teachers instructional delivery                                     12

2.1.3    Leadership                                                                      19

2.1.3.1 Functions of a leader                                                       21

2.1.3.2 Characteristics of a leader                                                  23

2.1.3.3 Leadership technique.                                                                                     25

2.1.4    The school organization and the application of leadership techniques           40

2.1.5    Supervision of instruction as a major role of a principal                                 45

2.1.6    Motivation of staff as a role of a principal                                                     47

2.2       Theoretical Review                                                                                         49

2.2.1    The Path Goal theory                                                                                      49

2.2.2    The theory of multiple intelligence                                                                 51

2.3              Empirical Studies                                                                                            52

2.4       Summary of Literature Review                                                                      60

 

CHAPTER 3: METHODOLOGY                                                                          63

3.1       Design of the Study                                                                                        63

3.2       Area of the Study                                                                                                       63

3.3       Population of the Study                                                                                  65

3.4       Sample and Sampling Techniques                                                                  65

3.5       Instrument for Data Collection                                                                       66

3.6       Validation of the Instrument                                                                          67

3.7              Reliability of the Instrument                                                                           67

3.8       Method of Data Collection                                                                             67

3.9       Method of Data Analyses                                                                               68

 

 

CHAPTER 4: RESULTS AND DISCUSSION                                                     69

4.1       Results                                                                                                            69

4.2       Summary of the Major Findings                                                                     91

4.3       Discussion of Findings                                                                                   92

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION   97

5.1       Summary                                                                                                         97

5.2       Conclusion                                                                                                      98

5.3       Educational Implications                                                                                100

5.4       Recommendations                                                                                          101

5.5       Limitations of the Study                                                                                 102

5.6       Suggestion for Further Studies                                                                       103

            References                                                                                                      109

            Appendices                                                                                                     115

 

                    

 

 

  

 

 

LIST OF TABLES


4.1       Mean response of the respondents on the extent to which leadership

            techniques are applied in public secondary schools in Abia state                   69

 

4.2       Mean response of the respondents on the extent to which principals’

            paternalistic leadership techniques boost teachers’ instructional delivery

            in public secondary schools                                                                            71

 

4.3       Mean response of the respondents on the extent to which principals’

            transformational leadership techniques boost teachers’ instructional

            delivery in public secondary schools                                                              73

 

4.4       Mean response of the respondents on the extent to which principals’

            transactional leadership techniques boost teachers’ instructional

           delivery in public secondary schools                                                              74

 

4.5       Mean response of the respondents on the extent to which principals’

            pacesetting leadership techniques boost teachers’ instructional

            delivery in public secondary schools                                                              76

 

4.6       Mean response of the respondents on the extent to which principals’

            coaching leadership techniques boost teachers’ instructional

            delivery in public secondary schools                                                              77

 

4.7       Mean response of the respondents on the extent to which

principals’ servant leadership techniques boost teachers’ instructional

            delivery in public secondary schools                                                              79

 

4.8       The paired sample t-test analyses of the difference between mean rating of

principals and teachers on the extent principals paternalistic leadership

            technique boost the teachers instructional delivery                                        80

 

4.9       The paired sample t-test analyses of the difference between mean rating of

            principals and teachers on the extent principals transformational leadership

            technique boost the teachers instructional delivery                                        82

 

4.10     The paired sample t-test analyses of the difference between mean rating of

principals and teachers on the extent principals transactional leadership

technique boost the teachers instructional delivery                                        84

 

4.11     The paired sample t-test analyses of the difference between mean rating

            of principals and teachers on the extent principals pacesetting leadership

            technique boost the teachers instructional delivery                                        87

 

4.12     The paired sample t-test analyses of the difference between mean rating

of principals and teachers on the extent principals coaching leadership

            technique boost the teachers instructional delivery                                        88

 

4.13     The paired sample t-test analyses of the difference between mean rating

            of principals and teachers on the extent principals servant leadership

technique boost the teachers instructional delivery                                        90



 

 

 

 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Instruction is synonymous to teaching. Instruction or teaching pertains to the role of the teacher in communicating to learners the subject matter, skill competencies and values implied in the subject being taught on a daily basis (Mkpa, 2017). The teacher is expected to use all known best practices and procedures to achieve the objectives and purposes of instruction. Instructional delivery is one way of achieving the goals and school objectives.

Instructional delivery is a teachers’ unique way and personal approach to teaching based on his or her own professional identity hence aiding to make a special classroom culture. Ibiam (2015), opined that educational planning bothers on what approaches should be adopted and what strategy is most relevant. The vehicle that implements and communicates what to teach and how to teach the students is the teacher. This means that there is a reason or reasons for instructional delivery. Mkpa (2017), stated that the dream begins with a teacher who believes in you, who tugs, pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth. The instructional delivery is the duty of the teacher.

Unachukwu and Okorji (2014) noted that teachers are the centre-piece of any educational system as no education can rise above the quality of its teachers. Ngerem (2016), opined that a teacher is the connecting rod in the process of making of quality and equality of education. A teacher is a trained personnel who helps the learner to acquire the needed skill and knowledge, to bring about acceptable behavior in an individual. Ngerem (2016), suggested that the functions of a teacher in relation to instructional delivery include the following; explaining, informing and showing how, the teacher directs and takes decision to ensure the attainment of curriculum objectives by actively involving the learners to achieve instructional delivery.

Nothing has been taught until it has been learnt and this happens when the teacher succeeds in causing a change in behavior of the learner in the classroom environment (Yara, 2010). However, there are factors that can impact on teachers’ instructional delivery in our secondary schools if left unattended which could lead to a continuous decline in the standard of education in Nigeria. These factors include inadequate and lack of structural facilities, inadequate and lack of instructional materials, lack of inclusion of teachers in decision making by principals, inadequate salary structure for teachers, non-payment of salaries and other fringe benefits of teachers, principal leadership techniques among others. The attainment of the goals of education depends on how far the instructional delivery is boosted by the principal.

The principal in Nigerian context is the head of secondary schools. Okpe (2016), noted that the principal implement educational programmes in secondary schools, keep statutory records as well as create a conducive atmosphere for teaching and learning in schools.  The principal as the secondary school administrator is the leader of instructional delivery. The principal’s adequate knowledge of leadership techniques and effective utilization will help to boost teacher’s instructional delivery effectiveness and efficiency.

Leaders should be prepared in today’s complex and dynamic world to use various leadership techniques to achieve organizational goals. Leadership is all about taking a group of people to achieve a common goal. The strength of leadership lies in bringing out the best from the employees (Baudinette, 2016). In the context of the study area, every institution needs a leader.

Leadership in secondary schools are provided by principals. Nwankwo (2016), noted that leadership is an essential component of a schools’ successes or failures. In the school environment, the principal as the leader must be multi-faceted as he /she deals with teachers, support staff, students and parents in the course of his/her job. For the principal to be effective and achieve organizational goals, the principals’ adequate knowledge of leadership techniques and effective utilization will boost teacher’s instructional delivery.

Smart leaders spend time examining and developing leadership techniques that fit a particular set of circumstances, a delegating or authoritarian style of leadership may not fit every situation, and at the core of any leadership experience are groups of techniques that can help set the direction of leaders result. Leadership techniques are the behavioral patterns that a leader adopt to influence the behavior of his followers. That is, the way he gives direction to his subordinates and motivates them to accomplish the given objectives (business jargons, 2017). Leadership techniques is the same as leadership style

Examples of leadership techniques suggested by Burke (2021) include;

Orienting on Goals; this technique allows the leader to orient his employees to the task at hand, create realistic expectations and prevent them from straying to topics or tasks that have no bearing on the desired result.

Communicate effectively is all about speaking and writing in a direct and candid manner, letting others know exactly what is needed from them and where they stand is at the core of effective communication techniques.

Ask Employees, providing employees or student with a clear avenue for making their needs known can further build relationships and trust.

Be Authentic. Putting forth and authentic leadership style as opposed to an authoritarian leadership style, is a technique that create an atmosphere of open sharing and support.

Leadership techniques can be seen as the vehicle through which a leader achieves the organizational goals. It is the leadership style of a leader. Okorie (2016), defined leadership technique as the dominant behavior of the person occupying a leadership position. Friedler in Unachukwu (20014), defined leadership technique as the leader’s characteristic approach to leadership.

Research have shown that there are several leadership techniques but for the purpose of this study, the following leadership techniques are considered, viz; paternalistic, transformational, transactional, servant-leadership, pacesetting and coaching leadership techniques.

Paternalistic leadership is a leadership technique where the leader acts as a father or mother and employees are treated as members of extended family. It originated from china and Asian countries and comprises three key elements; dictatorial, beneficial and moral leadership (techtarget.com, 2019). It has many advantages which include that it makes employees feel wanted and appreciated among others. One of the disadvantages is that organization could slow down and be deprived because the leader who lack creativity and innovation is the one that takes decision.

Transformational leadership technique is another leadership technique reviewed. It is a leadership technique where leaders encourage and motivate staff to be productive and creative, thereby bringing changes to help achieve organizational goals. It encourages subordinates to develop their skills and talents (Onuma, 2016).

Transactional leadership technique is another leadership that depends on encouragement and motivation of subordinates through rewards and punishments. Onoh (2010), opined that employers strive to know what motivates workers to enable them behave in the desired manner that will lead to accomplishment of organizational objectives. The transactional leaders are quick to reward high achievers and withhold rewards from poor performers. The transactional leadership has lack of innovation and believe in maintenance of status-quo and resistance to change as one of its disadvantages.

Coaching leadership is another leadership technique reviewed. Coaching leadership technique is a leadership style where leaders are directly involved in the progress of their followers by seeking their personal and professional progress (Kelsen & Berge, 2020). This leadership technique is characterized by partnership and better working environment, well-motivated and more loyal workers. One of the demerits of coaching leadership technique is that it takes time to be effective. Servant leadership is another leadership technique this work focuses on.

The servant leadership technique is a leadership style that considers the need of employees first and help people to grow. Handsey (2018), identified five most important servant leadership characteristics to include value people, humility, listening, trust and caring. Decisions are made with the best interest of every employee in the organization.

The last leadership techniques considered is pacesetting leadership technique. This is a leadership technique that the leaders leads by example. The pacesetting leader sets very high standard for himself and his employee. Pace-setting style of management is known for setting up very high standards and in performance and even exceed the set objectives (Goleman, Boyatzis & McKee 2013).  The significance of this leadership style lies in achieving perfection and excellence within the work place.

Therefore, the study on principals’ leadership technique for boosting teachers’ instructional delivery in public secondary schools is imperative, as it showed that varying leadership techniques were predominantly applied by principals of different public secondary schools in Abia state. Also, the study evaluated the performance of teachers’ instructional delivery in the pubic secondary schools in the study area, based on the type of principals’ leadership technique practiced.

 

1.2               STATEMENT OF PROBLEM

 Most of the school administrators are at a cross road because of administrative challenges, the school principal and members of management do not understand the type of leadership technique to utilize at various stages of decision making in their school. Ineffective administration leads to hostile school environment, poor implementation of school policies in the area of maintenance of school facilities, ineffective school programme management (curriculum) and ineffective students’ personnel services such as selection, orientation, placement, guidance and counseling, management of school business finance, staff personnel management and maintenance of effective interrelationship with the school community and external agencies.

 Teachers were neglected in matters of school leadership and administration; hence, there is little or no proper attainment or achievement of schools goals/objectives. Also, Inadequate and untimely salaries accompanied with poor teaching facilities, lack and inadequate instructional materials and teaching aids, unconducive classroom environment, lack of motivation are other causes of ineffective and inefficient delivery of instructions in public secondary schools, and this has adversely reduced students learning and academic performance in most schools.  

With regard to public senior secondary schools in Abia State, the researcher was curious whether principals’ paternalistic, transformational, transactional, pacesetting, coaching and servant leadership techniques influence the teacher’s instructional delivery of secondary schools in Abia State, hence the study investigated principals’ leadership techniques for boosting teacher’s instructional delivery in public senior secondary schools in Abia State.

 

1.8               PURPOSE OF THE STUDY

The study examined principals’ leadership techniques for boosting teacher’s instructional delivery in public secondary schools in Abia state, Nigeria.  The specific objectives of this study were to:

1.                  determine the extent to which the principals’ leadership techniques boost teachers instructional delivery in secondary schools in Abia state

2.                  determine the extent to which principals’ paternalistic leadership technique boost teachers’ instructional delivery in secondary schools

3.                  find out the extent to which principals’ transformational leadership technique boost teachers’ instructional delivery in secondary schools.

4.                  find out the extent to which principals’ transactional leadership technique boost teachers’ instructional delivery in secondary schools.

5.                  determine the extent principals’ pacesetting leadership technique boost teachers’ instructional delivery in secondary schools.

6.                  determine the extent principals’ coaching leadership technique boost teachers’ instructional delivery in secondary schools.

7.                  determine the extent principals’ servant leadership technique boost teachers’ instructional delivery in secondary schools.


1.9               RESEARCH QUESTIONS

The following research questions were answered in the study.

1.                  To what extent does the identified leadership techniques boost teachers’ instructional delivery in public secondary schools?

2.                  To what extent does principals’ paternalistic leadership technique boost teachers’ instructional delivery in secondary schools?

3.                  To what extent does principals’ transformational leadership technique boost teachers’ instructional delivery in secondary schools?

4.                  To what extent does principals’ transactional leadership technique boost teachers’ instructional delivery?

5.                  To what extent does principals’ pacesetting leadership technique boost teachers’ instructional delivery?

6.                  To what extent does principals’ coaching leadership technique boost teachers’ instructional delivery in secondary schools?

7.                  To what extent does principals’ servant leadership technique boost teachers’ instructional delivery in secondary schools?


1.10          HYPOTHESES

The following null hypotheses were tested at 0.05 to guide the study.

Ho1: There is no significant difference between the mean ratings of principals and teachers on the extent principals’ paternalistic leadership technique boost the teachers’ instructional delivery.

Ho2: There is no significant difference between the mean ratings of principals and teachers on the extent principals’ transformational leadership technique boost the teachers’ instructional delivery.

Ho3: There is no significant difference between the mean ratings of principals and teachers on the extent principals’ transactional leadership technique boost the teachers’ instructional delivery.

Ho4: There is no significant difference between the mean ratings of principals and teachers on the extent principals’ pacesetting leadership technique boost the teachers’ instructional delivery.

Ho5: There is no significance difference between the mean ratings of principals and teachers on the extent principals’ coaching leadership technique boost the teachers’ instructional delivery.

Ho6: There is no significance different between the mean ratings of principals and teachers on the extent principals’ servant leadership technique boost the teachers’ instructional delivery.

 

1.11           SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to the following stakeholders: Government, Ministry of Education, Principals, Teachers, Students and Researchers. The Government and Ministry of Education will benefit from the findings when published. They will learn the principals’ leadership techniques that boost teacher’s instructional delivery. The findings may be reflected during policy making as it relates to professional development of principals. They may base on the findings direct Secondary School Educational Management Board (SSEMB) to organize seminars and workshop to groom the principals. Teachers will benefit from the findings when published, as it will be considered a necessary undertaking for them because of the future implications of ineffective teaching and learning on the students and the economy, since there seem to be a significant relationship between education and economic growth.

Students will benefit from the findings when published, as it will help them relate with the best student-teachers, student-principal practices, which in turn will help to improve their poor academic performance in both internal and external examinations and reduce the increased drop-out rate in secondary schools in the state.

For researchers who may in future want to investigate a related problem in Abia state or elsewhere, this work will serve as a reference material.

Finally, it is believed that when the findings and recommendations of this work are applied by the policy makers and the government, it will help ameliorate some problems in our secondary education and the objective of secondary education realized.


1.12          SCOPE OF THE STUDY

The study examined the principals’ leadership techniques for boosting teachers’ instructional delivery in public secondary schools in Abia state, Nigeria. It also covered the extent principals leadership techniques boost teachers instructional delivery in public secondary schools in Abia state. The study examined and analyzed each principal’s leadership techniques such as paternalistic, transformational, transactional, servant-leadership, pacesetting and coaching boost teachers’ instructional delivery.

 

 

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