PRINCIPALS’ LEADERSHIP STYLES AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined leadership styles as correlates of teachers' job performance in public secondary schools in Anambra state. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational research design. The population for this study comprised 6915 teachers in the 267 public secondary school in six education zones in Anambra State. The sample of this study consisted of 550 teachers in the 267 public secondary schools in the six Education Zones in the State. Stratified and simple random techniques were used to draw the sample. Two instruments titled: Principals’ Leadership Style Questionnaire (PLSQ) and Teachers’ Task Performance Questionnaire (TTPQ) were used for data collection. The reliability of the instruments was ascertained through trial testing using Cronbach Alpha method. The data collected were analyzed as follow; the research questions were answered using Pearson product moment correlation coefficient while the hypotheses were tested at 0.05 level of significance using test of significance of Pearson product moment correlation coefficient. After analyzing the data the following findings were made : The study showed a weak positive and significant relationship between Autocratic leadership style and teachers’ task performance .The study  also showed a moderate  negative  and  significant relationship between laisses-faire leadership style and teachers’ task teachers’ task performance.Based on the findings  of the it was recommended among others  that; Principals' should  only be autocratic when decisions need to be made quickly without consulting with a large group of people.