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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