INFLUENCE OF LEADERSHIP STYLES OF PRINCIPALS ON ACADEMIC

PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ABUA ODUAL

LOCAL GOVERMENT OF RIVER STATE

BY

BAKA MARK
ATCOI /2015/24857

DEPARTMENT OF GUIDANCE AND COUNSELLING/SOCIAL STUDIES

AFRICAN THINKERS COMMUNITY OF INQUIRY COLLEGE OF
EDUCATION ENUGU

NOVEMBER, 2019.

1
 TITLE PAGE

INFLUENCE OF LEADERSHIP STYLES OF PRINCIPALS ON ACADEMIC

PERFORMANCE OF SECONDARY SCHOOL
STUDENTS IN ABUA ODUAL LOCAL GOVERMENT

BY

BAKA MARK
ATCOI/2015/24857

A RESEARCH PROJECT WORK SUBMITTED TO THE DEPARTMENT OF

GUIDANCE AND COUNSELLING/SOCIAL STUDIES,
AFRICAN THINKERS COMMUNITY OF INQUIRY COLLEGE OF
EDUCATION ENUGU.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

BARCHELOR OF EDUCATION DEGREE IN GUIDANCE AND
COUNSELLING/SOCIAL STUDIES

NOVEMBER, 2019.

2
 APPROVAL PAGE

This is to certify that this project work has been approved and accepted by African
Thinkers Community of Inquiry College of Education.

_____________________ ______________
Supervisor Date

_____________________ ____________
Head of Department Date

_____________________ ______________
Dean of Education Date

______________________ _____________
External Examiner Date

3
 CERTIFICATION

Baka Mark, an undergraduate student of the Department of Educational

management/Economics, African Thinkers Community of Inquiry College of Education
with registration number ATCOI/2015/24857 has satisfactorily completed the
requirement for the award of bachelor’s degree in science Education (B.Sc Ed). The work
embodied in this project is original and has not been submitted in part or full for any
diploma or degree for this or any other University.

____________________________ _______________
Baka Mark Date
ATCOI/2015/24857

4
 DEDICATION

I dedicate this project to God Almighty the giver of strength to do all things, to the helper
of all human race in times of their life challenges and to my family and my lovely wife.

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 ACKNOWLEDGEMENTS

I wish to sincerely thank and appreciate my Moderator Rev. Dr. John Anyanwu,I am also
indebted to the church of God mission Abya province ,to all my lecturers ,I will not fall
to sincerely thank my father and his wife the Ada Abuan of great Abua kingdom H RM
king kallen o Ogbugu. My Dec Victor Alkali ,bro Paul Attach ,I sincerely express my
profound gratitude to my dear wife Rev Mrs Ruth Happy Baka that took care of our four
kids throughout the period of this program. Above all, I am grateful to God and his name
to bless humanity.

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 TABLE OF CONTENTS

 Title Page i

 Approval Page ii

 Certification iii

 Dedication iv

 Acknowledgments v

 Table of Contents vi

 List of Tables ix

 Abstract x

CHAPTER ONE: INTRODUCTION

 Background to the Study 1

 Statement of the Problems 4
 Objectives of the study 6
 Significance of the Study 6
 Scope of the Study 7
 Research Questions 7
 Research Hypothesis 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

 Conceptual Framework 9

 Concept of Leadership 9
 Characteristics of Leadership 9
 Importance of Leadership 10
 Roles of a Leader 12
 Qualities of a Leader 14
 Leadership Styles 16
 Concept of Principal 18

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  Concept of Academic Performance 21
 Theoretical Framework 28
 Theories of Leadership 28
 Great Man Theory 28
 Trait Theory 28
 Behavioural Theory 30
 Contingency Theory 31
 Empirical Review 31
 Summary of Related Literature Review 32

CHAPTER THREE: RESEARCH METHOD

 Research Design 35
 Area of the Study 35
 Population of the Study 35
 Sample and Sampling Techniques 36

 Instrument for Data Collection 36

 Validation of Instrument 36
 Reliability of the Instrument 37

 Method of Data Collection 37

 Method of Data Analysis 37

CHAPTER FOUR: PRESENTATION OF RESULTS

 Research Question One 38

 Research Question Two 41
 Research Question Three 42
 Summary of Results 46

CHAPTER FIVE:
DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS, LIMITATIONS AND
RECOMMENDATIONS

 Discussion of the Findings 48

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 Conclusion 51

 Educational Implication of the Study 51

 Limitation of the Study 53
 Recommendations 52
 Suggestions for Further Studies 53

 References
 Appendices

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 LIST OF TABLES

Table 4.1 Research Question 1 30

Table 4.2 Research Question 2 31

Table 4.3 Research Question 3 32

Table 4.4 Hypothesis 1 33

Table 4.5 Hypothesis 2 34

Table 4.6 Hypothesis 3 35

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 ABSTRACT
This study investigated the influence of leadership styles of principals on academic
performance of secondary school students in Abua Odual. From the review of related
literature, the researcher formulated three research questions and three hypothesis that
guided the study. The design used in the study was survey design and simple random
sampling technique. A well-structured questionnaire was used as the instrument for data
collection. The population of the study consists of the nine hundred and twenty two (922)
principals and staff of secondary schools in Abua Odual. The data were organized and
analysed using mean and standard deviation. Students T-test was used to test the
hypothesis at 0.05 level of significance. From the interpretation of the results, the
researcher concluded that autocratic leadership style of principals influences the
academic performance of secondary school students, that democratic leadership style
influences general motivation in the school, among both staff and students and that
laissez-faire leadership style influences students’ commitment to the school, since it gives
them a sense of responsibility. The limitations of the study were indicated and the
researcher recognised a number of educational implications. Also, the researcher
recommended that autocratic leadership style should only be applied in cases of extreme
need, principals should ensure that they undergo periodic in-service refresher course
and that principals should apply appropriate leadership approaches to improve the
academic performance of students.

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 CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The society has various organisations. Among them are educational institutions.

Educational institution especially secondary schools have become significant as a result

of the importance placed on education (Budohi, 2014). An educational institution refers

to a group of individuals in a given environment whose efforts are deliberately co-

ordinated by principals for the purpose of imparting knowledge , skills, and attitudes to

students or pupils in order to achieve predetermined educational objectives or goals

(Okumbe, 2010). These educational organisations include secondary schools which have

aims and objectives to achieve and also have the principals or leaders to co-ordinate its

activities. Leadership is a broad concept that has been described and defined variously by

philosophers, scholars, researchers and even laymen. It is as old as man and his

interactions in the universe which involves both simple and complex ramifications.

Leadership is the process of influencing the activities of a group of people by a person or

leader in efforts towards goal achievement (Nworgu, 2004 and Nwadiani, 2003). It

involves a force that initiates action in people and the leader. Leadership could be

described as the ability to ge4t things done with assistance and co-operation of other

people within the school system (Aghenta, 2001). Nowadays, the role of a principal is to

emphasize his or her activities as the transformational and instructional leader. This is

because effectiveness is ultimately determined by the impact of the principal on students’

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learning outcome. Most of the research findings in the literature strongly correlate that

the principal is the most important person in providing leadership for improved

instruction and better curricular in order to enhance high academic excellence in

educational performance,(Adeyemi and Bolarinwa, 2013, Kythreotis, pashiardis and

kyriakides, 2010 and Ibrahim, 2003). It is important to deal with effective leadership

styles performed by the principals as these indeed play the most important role for

effective schools and determining students’ excellence in academic performance.

Contributing and accentuating to the above discourse, there is no doubt that those seeking

quality in education must ensure its presence in quantum proportion and the development

of potential leaders must be given high priority (Abrar, Baloch and Ghouri, 2010).

This study on influence of principals leadership styles on academic performance of

students in secondary schools is undertaken at a time when education stakeholders have

expressed their concern over the poor quality of educational output of institutions

(Oketch and Ngware, 2012; Oluremi, 2013; Odhiambo, 2012; Osangie and Okafor, 2013;

Orodho,2014). Arguably, part of the blame for the poor performance has been directed

towards the school leaders(principals) and the teachers while some portion of the blame

has been put squarely on the shoulders of the students themselves and the parents

(Sawamuran and Sifuna, 2008; Oluremi, 2012; Osangie and Okafor, 2013).

Thus it is arguable that management and leadership styles are very important for the

running of the various organisations including secondary schools. In line with this

argument, Ball (1999) had identified the following leadership and management styles

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which emerged in the course of his research in British secondary schools; the

interpersonal managerial style, adversarial and the political style or authoritarian style.

He described interpersonal head teachers/principals as being typically mobile and visible

with a preference for consulting with individuals rather than holding meetings. They like

to ‘’sound out ideas’’ and gather opinions. Such head teachers will frequently reiterate to

teachers the important of bringing complaints and grievances to them first. Ball (1999)

pointed out that this type of leadership style is particularly effective at satisfying

teachers’ individual needs and those grievances and staff turnovers tend to remain low in

such schools. On the other hand, he argued that principals/head teachers with managerial

styles adopt a leadership style that parallels that of a manager in an industry.

Nevertheless, Nsubuga (2008), argues that the use of management techniques involves

the importation into the school system, types of relationships and processes of

organizational control from the factory. The secondary school administrators in Nigeria

are called principals (DUZE, 2012 And Chidiobi, 2012) and are surrounded by school

senior management team called the vice principals. The principals relate to the staff

through this team and through a formal structure of staff meetings. Consequently when

the management team and through functions well through the principal’s leadership, the

school operations are well supervised and the students perform well in their

examinations. The is an important personality in the governance and management of the

school which include: liaising with vice principals and head of departments in upholding

the culture of the school; maintaining school ethics and discipline; management of school

funds; management of the general welfare of the staff and students; soliciting support for

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the school from the host community and developing the quality and standards of

education (Obama, Eunice and Orodhi, 2015). It should be observed that some aspects of

school management such instructional, administrative, democratic and bureaucratic

leadership styles are always good, coercive and authoritarian management styles are

always frowned at and are therefore not conducive. It is against this background that this

study was prompted and sought to compare the leadership styles of principals and

students’ academic performance in secondary schools in Abua Odual.

1.2 STATEMENT OF THE PROBLEM

The current global upsurge towards the acquisition of quality education has created

anxiety in the hearts of stakeholders in the education sector on the types of leadership

styles which school administrators/principals should adopt for effective and efficient

implementation of national curriculum which would pave way for high educational

output.

The ideal situation is that the principals/school administrators should indulge in all

inclusive leadership style in the school so as to improve the academic performance of

students

However, due to differences in personality, background, psychological orientation and

other psychomotor traits, some principals now tends to adopt any leadership style that is

suitable to them not minding what the influence might be on the students. Despite the fact

that both public and missionary schools in Abua Odual have qualified principals using

15
differing leadership styles the academic performance in these schools have become a

nightmare for stakeholders

The inability of principals to determine most appropriate leadership style in the school

contributes to the inefficiency in output of students as well as their academic

performance in the school. It has been documented that in some secondary schools in

Enugu state, some principals abdicate their duty and divorce themselves from statutory

responsibility and authority entrusted to them leading to poor students’ academic

performance. This practice is very much common in rural schools with low supervision

by ministry of education and Post Primary School Management Board (PPSMB).

1.3 OBJECTIVES OF THE STUDY

The purpose of the study is to investigate the influence of leadership styles of principals

on academic performance of students in secondary schools in Abua Odual Local

Government Area.

The study aims at:

1. To access the extent to which autocratic leadership style of principals influences

students’ academic achievement

2. To ascertain how democratic leadership style of the principals influences general

motivation in the school

3. To determine to what extent the laissez-faire leadership style of principals

influences student’ commitment to the school

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1.4 SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to principals, teachers, school administrators

and students. The result of this research will enable school principals to use or adopt the

most efficient leadership style for increased productivity. The study will equally serve as

a yard stick for measuring the academic performance of students in Abua Odual

1.5 SCOPE OF THE STUDY

The study will be centred on the influence of leadership styles of principals on academic

performance of secondary school students in Abua Odual .Abua Odual is one of the

twenty three (23) local government areas of River State.

1.6 RESEARCH QUESTIONS

The following key research questions were depicted from this study;

1. To what extent does autocratic leadership style of principals’ influences students’

academic performance?

2. To what extent does democratic leadership style of principals influences general

motivation in the school

3. To what extent does laissez-faire leadership style of principals influences students

commitment to the school

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1.7 RESEARCH HYPOTHESES

A hypothesis is a tentative statement of the relationship between two or more variables

(Spiegel, 2009; Ozofor, 2012). In line with the main purpose and objective defined in the

foregoing, the following hypotheses are formulated for the study;

Ho1: There is no significant difference in the mean responses of the respondents

regarding the extent to which autocratic leadership style of principals affects students’

academic performance.

Ho2: There is no significant difference in the mean responses of the respondents

regarding the extent to which democratic leadership style of principals affect general

motivation in the school.

Ho3: There is no significant difference in the mean responses of the respondents

regarding the extent to which laissez-faire leadership style affect students commitment to

the school.

H11: There is a significant difference in the mean responses of the respondents regarding

the extent to which autocratic leadership style of principals affects students’ academic

performance.

H12: There is a significant difference in the mean responses of the respondents

regarding the extent to which democratic leadership style of principals affect general

motivation in the school.

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H13: There is a significant difference in the mean responses of the respondents regarding

the extent to which laissez-faire leadership style affect students commitment to the school

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 CONCEPTUAL FRAMEWORK

2.1.0 CONCEPT OF LEADERSHIP

Leadership is a process by which an executive can direct, guide and influence the

behavior and work of others towards accomplishment of specific goals in a given

situation (Adeyemi, 2010). Leadership is the ability of a manager to induce the

subordinates to work with confidence and zeal.

Leadership is the potential to influence behavior of others. It is also defined as the

capacity to influence a group towards the realization of a goal. Leaders are required to

develop future visions, and to motivate the organizational members to want to achieve

the visions.

Keith (2014), opined that “Leadership is the ability to persuade others to seek defined

objectives enthusiastically. It is the human factor which binds a group together and

motivates it towards goals.”

2.1.1 Characteristics of Leadership

1. It is an inter-personal process in which a manager is into influencing and guiding

workers towards attainment of goals.

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 2. It denotes a few qualities to be present in a person which includes intelligence,

maturity and personality.

3. It is a group process. It involves two or more people interacting with each other.

4. Leadership is situation bound. There is no best style of leadership. It all depends

upon tackling with the situations.

2.1.2 Importance of Leadership

Olaniyan (2011) stated that Leadership is an important function of management

which helps to maximize efficiency and to achieve organizational goals. The

following points justify the importance of leadership in a concern.

1. Initiates action- Leader is a person who starts the work by communicating the

policies and plans to the subordinates from where the work actually starts.

2. Motivation- A leader proves to be playing an incentive role in the concern’s

working. He motivates the employees with economic and non-economic rewards

and thereby gets the work from the subordinates.

3. Providing guidance- A leader has to not only supervise but also play a guiding

role for the subordinates. Guidance here means instructing the subordinates the

way they have to perform their work effectively and efficiently.

4. Creating confidence- Confidence is an important factor which can be achieved

through expressing the work efforts to the subordinates, explaining them clearly

21
 their role and giving them guidelines to achieve the goals effectively. It is also

important to hear the employees with regards to their complaints and problems.

5. Building morale- Morale denotes willing co-operation of the employees towards

their work and getting them into confidence and winning their trust. A leader can

be a morale booster by achieving full co-operation so that they perform with best

of their abilities as they work to achieve goals.

6. Builds work environment- Management is getting things done from people. An

efficient work environment helps in sound and stable growth. Therefore, human

relations should be kept into mind by a leader. He should have personal contacts

with employees and should listen to their problems and solve them. He should treat

employees on humanitarian terms.

7. Co-ordination- Co-ordination can be achieved through reconciling personal

interests with organizational goals. This synchronization can be achieved through

proper and effective co-ordination which should be primary motive of a leader.

2.1.3. Roles of a Leader

The Following are the main roles of a leader in an organization:

1. Required at all levels- Leadership is a function which is important at all levels of

management. In the top level, it is important for getting co-operation in

formulation of plans and policies. In the middle and lower level, it is required for

interpretation and execution of plans and programmes framed by the top

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 management. Leadership can be exercised through guidance and counseling of the

subordinates at the time of execution of plans.

2. Representative of the organization- A leader, i.e., a manager is said to be the

representative of the enterprise. He has to represent the concern at seminars,

conferences, general meetings, etc. His role is to communicate the rationale of the

enterprise to outside public. He is also representative of the own department which

he leads.

3. Integrates and reconciles the personal goals with organizational goals- A

leader through leadership traits helps in reconciling/ integrating the personal goals

of the employees with the organizational goals. He is trying to co-ordinate the

efforts of people towards a common purpose and thereby achieves objectives. This

can be done only if he can influence and get willing co-operation and urge to

accomplish the objectives.

4. He solicits support- A leader is a manager and besides that he is a person who

entertains and invites support and co-operation of subordinates. This he can do by

his personality, intelligence, maturity and experience which can provide him

positive result. In this regard, a leader has to invite suggestions and if possible

implement them into plans and programs of enterprise. This way, he can solicit full

support of employees which results in willingness to work and thereby

effectiveness in running of a concern.

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 5. As a friend, philosopher and guide- A leader must possess the three dimensional

traits in him. He can be a friend by sharing the feelings, opinions and desires with

the employees. He can be a philosopher by utilizing his intelligence and experience

and thereby guiding the employees as and when time requires. He can be a guide

by supervising and communicating the employees the plans and policies of top

management and secure their co-operation to achieve the goals of a concern. At

times he can also play the role of a counselor by counseling and a problem-solving

approach. He can listen to the problems of the employees and try to solve them.

2.1.4. Qualities of a Leader

A leader has got multidimensional traits in him which makes him appealing and

effective in behavior (Griffith, 2009). The following are the requisites to be present

in a good leader:

1. Physical appearance- A leader must have a pleasing appearance. Physique and

health are very important for a good leader.

2. Vision and foresight- A leader cannot maintain influence unless he exhibits that

he is forward looking. He has to visualize situations and thereby has to frame

logical programs.

3. Intelligence- A leader should be intelligent enough to examine problems and

difficult situations. He should be analytical who weighs pros and cons and then

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 summarizes the situation. Therefore, a positive bent of mind and mature outlook is

very important.

4. Communicative skills- A leader must be able to communicate the policies and

procedures clearly, precisely and effectively. This can be helpful in persuasion and

stimulation.

5. Objective- A leader has to be having a fair outlook which is free from bias and

which does not reflects his willingness towards a particular individual. He should

develop his own opinion and should base his judgments on facts and logic.

6. Knowledge of work- A leader should be very precisely knowing the nature of

work of his subordinates because it is then he can win the trust and confidence of

his subordinates.

7. Sense of responsibility- Responsibility and accountability towards an individual’s

work is very important to bring a sense of influence. A leader must have a sense of

responsibility towards organizational goals because only then he can get maximum

of capabilities exploited in a real sense. For this, he has to motivate himself and

arouse and urge to give best of his abilities. Only then he can motivate the

subordinates to the best.

8. Self-confidence and will-power- Confidence in himself is important to earn the

confidence of the subordinates. He should be trustworthy and should handle the

situations with full will power.

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 9. Humanist-This trait to be present in a leader is essential because he deals with

human beings and is in personal contact with them. He has to handle the personal

problems of his subordinates with great care and attention. Therefore, treating the

human beings on humanitarian grounds is essential for building a congenial

environment.

10.Empathy- It is an old adage “Stepping into the shoes of others”. This is very

important because fair judgment and objectivity comes only then. A leader should

understand the problems and complaints of employees and should also have a

complete view of the needs and aspirations of the employees. This helps in

improving human relations and personal contacts with the employees.

2.1.5. Leadership Styles

1. Autocratic Leadership Style: Autocratic leadership, also known as authoritarian

leadership, is a leadership style characterized by individual control over all

decisions and little input from group members. Autocratic leaders typically make

choices based on their ideas and judgments and rarely accept advice from

followers. Autocratic leadership involves absolute, authoritarian control over a

group. Like other leadership styles, the autocratic style has both some benefits

and some weaknesses. While those who rely on this approach to heavily are often

seen as bossy or dictator-like, this level of control can have benefits and be useful

in certain situations. When and where the authoritarian style is most useful can

26
 depend on factors such as the situation, the type of task the group is working on,

and characteristics of the team members.

Characteristics of Autocratic Leadership

Some of the primary characteristics of autocratic leadership include:

 Little or no input from group members

 Leaders make almost all of the decisions

 Group leaders dictate all the work methods and processes

 Group members are rarely trusted with decisions or important tasks

 Work tends to be highly structured and very rigid

 Creativity and out-of-the box thinking tend to be discouraged

 Rules are important and tend to be clearly outlined and communicated

2. Democratic Leadership Style: Democratic Leadership, also known as

Participative Leadership, is where individuals who would typically be considered

unequal by hierarchal standards have shared power in making decisions. Democratic

leaders emphasize collaboration and the free-flow of ideas. While these leaders do

allow shared participation in decision-making, they often decide who is a part of the

group or committee tasked with making decisions. Responsibility is shared among all

members of staff with the leader present to offer guidance and keep discussions

balanced and controlled. Uyanga, R.E. (2008), opined that Participative leadership
27
 instills mutual respect among those involved that create candid and open

conversations. Democratic leaders can often be seen in positions in nonprofit

organizations, school boards, and forward-thinking companies.

3. Laissez Faire Leadership Style: Here, the leader totally trusts their

employees/team to perform the job themselves. He just concentrates on the

intellectual/rational aspect of his work and does not focus on the management aspect

of his work. The team/employees are welcomed to share their views and provide

suggestions which are best for organizational interests. Igwe, N.N. (2014), stated that

this leadership style works only when the employees are skilled, loyal, experienced

and intellectual.

2.1.6 CONCEPT OF PRINCIPAL

According to Abrar, N., Baloch, A.G. and Ghour, A.M (2010). The principal is the head

teacher of a secondary school. He or she is assumed to be the highest ranking staff in the

school and hence the executive decision taker and policy maker in the school. The

manner in which a principal administers a school has been over the years been known to

play a significant role in the academic performance of the students in the school as well

as in the task output or job performance of the teachers. Adeyemi T.O. (2013), noted that

the role of the principal covers many different areas including leadership, teacher

evaluation, student discipline, and many others. Being an effective principal is hard work

and is also time-consuming. A good principal is balanced within all their roles and works

hard to ensure that that they are doing what they feel is best for all constituents involved.

28
Time is a major limiting factor for every principal. A principal must become efficient at

practices such as prioritizing, scheduling, and organization.

Roles of a Principal

1. Role as a School Leader: A school principal is a primary leader in a school building.

A good leader always leads by example. A principal should be positive, enthusiastic,

have their hand in the day to day activities of the school, and listen to what their

constituents are saying. An effective leader is available to teachers, staff members,

parents, students, and community members. Obama, M.O. (2016), stated that good

leaders stay calm in difficult situations, thinks before they act, and puts the needs of

the school before themselves. An effective leader steps up to fill in holes as needed,

even if it isn’t a part of their daily routine.

2. Role in Students’ Discipline: A large part of any school principal’s job is to

handle student discipline. The first step of having effective student discipline is to make

sure that your teachers know what you are expecting when it comes to student

discipline. Once they understand how you want them to handle it, then your job

becomes easier.  The discipline issues you deal with, will mostly come from teacher

referrals. There are times that this can take a large part of the day. A good principal will

listen to all sides of an issue without jumping to conclusions collecting as much

evidence as he/she can. Bolarinwa, R. (2013), noted that a Principal’s role in student

discipline is much like that of a judge and a jury. You decide whether the student is

guilty of a disciplinary infraction and what penalty should be enforced. An effective

29
 principal always documents discipline issues, makes fair decisions, and informs parents

when necessary.

3.Role as a Teacher Evaluator: Most principals also are responsible for evaluating their

teachers’ performance following district and state guidelines. Ezeocha, P.N. (2010).

Opined that an effective school has to have effective teachers and the teacher evaluation

process is in place to make sure that the teachers in your building are effective.

Evaluations should be fair and well documented pointed out both strengths and

weaknesses.

4.Role in Developing, Implementing, and Evaluating Programs: Developing,

implementing, and evaluating the programs within your school is another large part of a

school principal’s role. Mgbodile, T.O. (2004), stated that a principal should always be

looking for ways to improve the student experience at school. Developing effective

programs that cover a variety of areas is one way to ensure this. It is acceptable to look

at other schools in your area and to implement those programs within your own school

that have proved to be effective elsewhere. Programs within your school should be

evaluated every year and tweaked as necessary. If your reading program has become

stale and your students are not showing much growth, then it may be necessary to

review the program and make some changes to improve the quality of that program.

5.Role in Reviewing Policies and Procedures: An individual school’s governing

document is their student handbook. A principal should have their stamp on the

handbook. A principal should review, remove, rewrite, or write policies and procedures

30
 every year as needed. Having an effective student handbook can improve the quality of

education your students receive. It can also make a principal’s job a little easier. The

principal’s role is to make sure students, teachers, and parents know what these policies

and procedures are and to hold each individual accountable for following them.

2.1.7 CONCEPT OF ACADEMIC PERFORMANCE

Academic performance can simply be said to be the sum total or product of the academic

activities of a student over a given period of time. It is also the extent to which a student

achieves his or her academic goals over a given period of time. A well defined scale is

normally used to measure the academic performance of a student. A students

performance can either be Excellent, Very good, Good, Fair or Poor. However, there are

a lot of factors which could influence the academic performance of students including

gender, age, teaching faculty, students schooling, father/guardian social economic status,

residential area of students, medium of instructions in schools, tuition trend, daily study

hour and accommodation as hostelries or day scholar. Many researchers conducted

detailed studies about the factors contributing student performance at different study

levels. Graetz (2011) suggested that “A student educational success contingent heavily on

social status of student’s parents/ guardians in the society. Considine and Zappala (2002)

noticed that the same that parent’s income or social status positively affects the student

test score in examination. According to Minnesota (2007) “the higher education

performance is depending upon the academic performance of graduate students. Durden

and Ellis cited in Staffolani and Bratti, (2002) observed that “the measurement of

31
students previous educational outcomes are the most important indicators of students

future achievement, this refers to as the higher previous appearance, better the student’s

academic performance in future endeavors.

Lot of studies have been conducted in the area of students achievement and these studies

identify and analyze the number of factors that affect the academic performance of the

student at school, college and even at university level. Their finding identify students’

effort, previous schooling, parent’s educational background, family income, self

motivation of students, age of student, learning preferences and entry qualification of

students as important factors that have effect on student’s academic performance in

different setting. The utility of these studies lies in the need to undertake corrective

measures that improve the academic performance of graduate students.

It is generally assumed that the students who showed better or higher performance in the

starting classes of their studies also performed better in future academic years at degree

level. Everyone can be surprised with this assumption if it could be proved scientifically.

From the last two decades it has been noticed significantly that there is great addition in

research literature and review material relating to indicators of academic achievement

with much emphasis on this dialogue, whether traditional achievement measures of

academic performance are best determinants of future academic gain at university or

higher level or innovative measures. However, it is also observed that many of the

researchers are not agree with this view point or statement. Reddy and Talcott (2006)

looks to disagree with these assumptions that future academic gains are resolute by

32
preceding performance. In their research on the relationship between previous academic

performance and subsequent achievement at university level, they found that students

learning or studying at graduate level and the score secured did not predict any academic

achievement at university level. Pearson and Johnson (2012), observed that on the whole

grade association of only 0.28 between graduate level marks and university degree

achievement.

It is also confirmed in the study of Oregon State University (2003) on graduate

admissions that normal measures of educational potential and academic performance

such as high school GPA (Grade Point Average) scores showed only 30% of the

deviation in initial or starting (first) year at college. It is important to note that even these

studies do not agree with the former studies who explored that previous achievement

affect the future performance of the students in studies, they confirmed that the admission

scores are related to academic performance at university level but to a very minimal

extent. McDonald et.al (2001) also suggested that the scores of graduate level studies still

out perform any other single measure of cognitive aptitude in predicting success at

university level.

Parent’s socio-economic condition, which includes parents’ academic and professional

qualification, revenue and occupational affiliation, is also associated with academic gain

of students. The results of many studies confirmed that academic achievement of students

is contingent upon parent’s socio-economic condition. So the students belonging from

higher social economic backgrounds will perform better than other students associated

33
with low social economic backgrounds. “Social and economic status of student is

generally determined by combining parents’ qualification, occupation and income

standard” (Jeynes, 2002). Among many research studies conducted on academic

achievement, it is not very surprising to observe that Socio-economic status is one of the

main elements studied while predicting academic performance.

Graetz (2011) conducted a study on socio-economic status of the parents of students and

concluded that the socio economic background has a great impact on student’s academic

performance, main source of educational imbalance among students and student’s

academic success contingent very strongly on parent’s socio economic standard.

Considine and Zappala (2002) also having the same views as (Graetz, 2011), in their

study on the influence of social and economic disadvantage in the academic performance

of school students noticed, where the parents or guardians have social, educational and

economic advantage definitely strengthen the higher level success in future. But it is also

noted that these parents make available sufficient psychological and emotional shore up

to their children by providing good educational and learning environment that produce

confidence and the improvement of skills needed for success.

On other hand Pedrosa et al., (2006) in their study on social and educational background

pointed out those students who mostly come from deprived socio-economic and

educational background performed relatively better than others coming from higher

socio-economic and educational area. They named this phenomena educational elasticity.

It is obvious and true that the criteria for categorizing socio-economic standard in

34
different countries are different depending of their norms and values. The criteria for low

socio-economic status for developed country will be different from the criteria of

developing nations and same will be in the case of developing and under developing

countries. “The total income of families, monthly or annually and their expenditures also

put a great effect on the learning and academic opportunities accessible to youngsters and

their chances of educational success. Furthermore, he also pointed that due to residential

stratification and segregation, the students belonging to low-income backgrounds usually

attend schools with lower funding levels, and this situation reduced achievement

motivation of the students and high risk of educational malfunction in future life

endeavors” (Escarce, 2003).

Considine and Zappala (2002) observed that children comes from those families having

low income make known more subsequent models in terms of learning outcomes; low

literacy level, low retention rate, problems in school behavior and more difficulty in their

studies and mostly display negative attitude towards studies and school. The view point

of Considine and Zappala is more strengthen by this statement of (Eamon, 2005) “Those

students usually come out from low socio-economic status or area show low performance

in studies and obtained low scores as compared to the other students or their counter

parts”.

It is also assumed that children learning outcome and educational performance are

strongly affected by the standard and type of educational institution in which students get

their education. The educational environment of the school one attends sets the

35
parameters of students’ learning outcomes. Considine and Zappala (2002) quoted

Sparkles (1999) shows that schools environment and teachers’ expectations from their

students also have strong influence on student performance. Most of the teachers working

in poor schools or schools having run short of basic facilities often have low performance

expectations from their students and when students know that their teachers have low

performance expectations from them, hence it leads to poor performance by the students.

Kwesiga (2002) approves that performance of the students is also influenced by the

school in which they studied but he also said that number of facilities a school offers

usually determine the quality of the school, which in turn affect the performance and

accomplishment of its students. Sentamu (2003) argues that schools influence

educational process in content organization, teacher and teaching learning and in the end

evaluation of the all. All these educationists and researchers agreed with this principle

that schools put strong effect on academic performance and educational attainment of

students.

Students from elite schools are expected to perform good because they attend these elite

schools and the main reason behind is that these schools are usually very rich in

resources and facilities. Some researchers have the view that school ownership and the

funds available in schools do indeed influenced the performance of the student. Crosne

and Elder (2004) noted that school ownership, provision of facilities and availability of

resources in school is an important structural component of the school. Private schools

due to the better funding, small sizes, serious ownership, motivated faculty and access to

36
resources such as computers perform better than public schools. These additional funding

resources and facilities found in private schools enhance academic performance and

educational attainment of their students. It is also very pleasing that students from

Government schools, colleges and universities in Punjab Pakistan are providing the

laptops by the Punjab Government, so that the students could interact with the whole

world and know about the latest developments and innovations.

2.2 THEORITICAL FRAMEWORK

2.2.0 THEORIES OF LEADERSHIP

2.2.1 GREAT MAN THEORY (1840s):

The Great Man theory evolved around the mid 19th century. Even though no one was

able to identify with any scientific certainty, which human characteristic or combination

of, were responsible for identifying great leaders. Everyone recognized that just as the

name suggests; only a man could have the characteristic(s) of a great leader.

The Great Man theory assumes that the traits of leadership are intrinsic. That simply

means that great leaders are born, they are not made. This theory sees great leaders as

those who are destined by birth to become a leader. Furthermore, the belief was that great

leaders will rise when confronted with the appropriate situation. The theory was

popularized by Thomas Carlyle, a writer and teacher. Just like him, the Great Man theory

37
was inspired by the study of influential heroes. In his book "On Heroes, Hero-Worship,

and the Heroic in History", he compared a wide array of heroes.

In 1860, Herbert Spencer, an English philosopher disputed the great man theory by

affirming that these heroes are simply the product of their times and their actions the

results of social conditions.

2.2.2 TRAIT THEORY (1930 - 1940):

The trait leadership theory believes that people are either born or are made with certain

qualities that will make them excel in leadership roles. That is, certain qualities such as

intelligence, sense of responsibility, creativity and other values puts anyone in the shoes

of a good leader. In fact, Gordon Allport, an American psychologist,"...identified almost

18,000 English personality-relevant terms" (Matthews, Deary and Whiteman, 2003).

The trait theory of leadership focused on analyzing mental, physical and social

characteristic in order to gain more understanding of what is the characteristic or the

combination of characteristics that are common among leaders.

There were many shortfalls with the trait leadership theory. However, from a psychology

of personalities approach, Gordon Allport's studies are among the first ones and have

brought, for the study of leadership, the behavioral approach.

 In the 1930s the field of Psychometrics was in its early years.

 Personality traits measurement weren't reliable across studies.

38
  Study samples were of low level managers

 Explanations weren't offered as to the relation between each characteristic and its

impact on leadership.

 The context of the leader wasn't considered.

Many studies have analyzed the traits among existing leaders in the hope of uncovering

those responsible for ones leadership abilities! In vain, the only characteristics that were

identified among these individuals were those that were slightly taller and slightly more

intelligent.

2.2.3 BEHAVIOURAL THEORIES (1940s – 1950s);

In reaction to the trait leadership theory, the behavioral theories are offering a new

perspective, one that focuses on the behaviors of the leaders as opposed to their mental,

physical or social characteristics. Thus, with the evolutions in psychometrics, notably the

factor analysis, researchers were able to measure the cause an effects relationship of

specific human behaviors from leaders. From this point forward anyone with the right

conditioning could have access to the once before elite club of naturally gifted leaders. In

other words, leaders are made not born.

The behavioral theories first divided leaders in two categories. Those that were

concerned with the tasks and those concerned with the people. Throughout the literature

these are referred to as different names, but the essence are identical.

2.2.4 CONTINGENCY THEORIES (1960s);

39
The Contingency Leadership theory argues that there is no single way of leading and that

every leadership style should be based on certain situations, which signifies that there are

certain people who perform at the maximum level in certain places; but at minimal

performance when taken out of their element.

To a certain extent contingency leadership theories are extensions of the trait theory, in

the sense that human traits are related to the situation in which the leaders exercise their

leadership. It is generally accepted within the contingency theories that leader are more

likely to express their leadership when they feel that their followers will be responsive.

2.3 REVIEW OF EMPIRICAL STUDIES

Several important studies and analysis of leadership have been conducted to test the

various established theories and models. This study undertakes a review of some

empirical work on leadership so that a closer look may be taken at the techniques and

skills ordinarily demonstrated by school administrators as they exert leadership.

Obigbo (2002) conducted a study on the teachers’ perception of principals’ leadership

style and staff morale in Onitsha education zone of Anambra state, Nigeria. The aim of

the study was to determine the perceived leadership behavior of secondary school

principals in Onitsha education zone and how behavior affects staff morale. He used a

survey method. He randomly selected the population of the teachers and about 1000

teachers in secondary schools were used. The findings of the data showed that some

40
principals in Onitsha Education Zone employed consideration behaviour while some

exhibited initiating structure behaviour. Also, there some form of participation in

decision making in all the schools.

The term academic performance has been described as the scholarstic standing of a

student at a given moment. It refers to how an individual is able to demonstrate his or her

intellectual abilities.

2.4 SUMMARY OF LITERATURE REVIEW:

Leadership is very important in any organization. Also, different leaders adopt different

leadership styles. In this chapter, the researcher looked into the theoretical framework of

leadership. The three distinct theories or approaches to the study of leadership included

the Traits-centered approach, the Behavioral approach and Situational or Contingency

approach. Leadership was seen as one of the factors that determine the success or failure

of any organization. The different definitions given by different authors were reviewed.

Also the styles of leadership which are Autocratic, Democratic, Laissez-faire,

Transformational and Transactional leadership styles were examined. Some of the

functions performed by an administrator in his leadership were identified as human

relations, decision-making, communication and supervision.

Finally, empirical studies conducted by some researchers were reviewed. From what has

been discussed above, one can conveniently say that the leader’s fundamental

responsibility in any form of organization is to get work done through people. He can

41
achieve this only by successfully influencing the behavior that the leaders’ style of

leadership must be studied thoroughly and made known to interested people in the

society especially those who are occupying leadership positions in different

organizations.

Also, past researchers have not concerned themselves with the leadership styles of

primary school of primary school heads in Abua Odual in terms of their being autocratic,

democratic and laissez-faire, hence the need to carry out research work in this area.

Moreover, the researcher is of the view that even though so many researches have been

carried out in different places, yet no one leadership style is best under all circumstances

and that when situation changes, leadership style also changes. This is why the researcher

deemed it necessary to fill the gap in conducting a research work on the leadership

adopted by both the public and private primary school headmasters in Abua Odual and

how it affects the performance of the staff and pupils.

42
 CHAPTER THREE

3.0 RESEARCH METHOD

3.1 RESEARCH DESIGN

The research design for this study is survey research design. It aims at investigating the

leadership styles of principals. Survey research design is considered the most appropriate

for this study because according to Nworgu (2004), it ensures validity and reliability.

3.2 AREA OF THE STUDY.

The study was carried out in Abua Odual local government area of River State .

3.3 POPULATION THE STUDY.

The population of the study comprises all the students in Government secondary schools
with total number of thirteen thousand one hundred and forty-six(13,146) in Abual Odual
Local Government Area of River State. Source of data.
3.4 SAMPLE AND SAMPLING TECHNIQUES:
In this study, the researcher used YaroYamen formula to determine the sample size of
400 out of 13,146 from the population of Government secondary schools in Abual Odual
Local Government Area of River State.
The sample techniques used for this study was simple random sampling technique. The
researchers sampled 10 secondary schools from the total population. The researchers
went further to draw 396 persons as respondent for the study from the ten (10) schools in
Abua Odual Local Government Area.

43
3.5 INSTRUMENT FOR DATA COLLECTION/SOURCES:

A well structured questionnaire was used as the instrument for collecting data. A four

point likert scale was used to determine the degree of agreement and disagreement. the

primary data was collected from the statistics unit of Post Primary School Management

Board (PPSMB). The secondary data was collected from the field using questionnaire.

3.6 VALIDATION OF INSTRUMENT

The instrument used for data collection in this study was subjected to face validation.

There was critical examination of the content by three experts in Educational

Management. The validators input was used to effect the necessary changes.

3.7 RELIABILITY OF THE INSTRUMENT:

The test retest method was used to detect any difficulty in the administration of the

instrument. The reliability of the instrument was established at 0.77 using Cronbach

Alpha Method. This method was adopted because it ascertains the internal consistency of

the instrument.

3.8 METHOD OF DATA COLLECTION:

The data collection instrument was distributed by hand, by the researcher and was

received back at the spot. Two hundred (200) copies were administered.

44
3.9 METHOD OF DATA ANALYSIS:

The data collected was analysed using mean and standard deviation. T.test statistics was

used to test the hypothesis at 0.05 level of significance.

45
 CHAPTER FOUR

4.0 PRESENTATION OF RESULTS

This chapter deals with data presentation and analysis of results on the three research

questions that guided the study.

4.1 Research Question 1: To what extent does autocratic leadership style of principals

affect students’ academic performance?

46
Table 4.1

S/ ITEMS SA A D SD MEAN STANDARD

N DEVIATION

1 Autocratic leadership style is 12 38 38 62 1.95 0.525

the best for secondary

schools.

2 Autocratic leadership styles 28 48 22 52 3.07 0.550

increases the level of

academic performance

3 The principal takes decision 23 52 30 45 2.00 0.510

alone

4 The principal rejects other 64 32 30 18 3.12 0.395

peoples opinion and makes

decisions alone

5 The principal makes a 16 40 16 78 2.94 0.339

genuine staff meetings rather

than a cosmetic ones

47
Table 4.1 above presents the mean ratings on the extent to which autocratic leadership

style of principals affects academic performance of secondary school students in Abua

Odual. Looking at the table, one could see that the respondents agreed on items 2,4,5 and

disagreed on items 1 and 3 respectively. It is therefore the opinion of the respondents that

the principal encourages free contribution of ideas and suggestions from teachers in

decision making and the staff meetings are made genuine ones and not cosmetic ones.

4.2 Research Question 2: To what extent does democratic leadership style of principals

affect general motivation in the school?

Table 4.2

S/ ITEMS S A D S MEAN STANDARD

N A D DEVIATION

6 The principal consults the staff 62 38 25 25 1.96 0.359

before making decisions

7 Shows concern about the 58 48 27 17 3.43 0.574

welfare of the staff and

students

8 Establishes a friendly 78 40 26 10 3.07 0.401

atmosphere in the school

9 Have favourites among the 38 12 38 62 2.50 0.578

48
 staff

10 Discriminates in assigning 18 30 32 70 1.68 0.674

responsibilities and giving

benefits

Based on the information from the table above, the respondents agreed on items 7,8,9 and

disagreed on items 6 and 10 which shows that to reasonable extent, the principals adopt

democratic leadership style and which in turn serves as an element of general motivation

in the school.

4.3 Research Question 3: To what extent does laissez-faire leadership style affect

students’ commitment to the school?

49
Table 4.3

S/ ITEMS S A D SD MEAN STANDARD

N A DEVIATION

11 The principal is non- 81 42 16 11 3.43 0.574

authoritarian

12 Gives the least possible 48 52 28 22 2.50 0.578

guidance to subordinates and

try to achieve control through

less obvious means

13 Believes in the assumption 59 40 30 23 2.50 0.578

that staff excels when they are

left alone to respond to their

responsibilities

14 It improves staff and students 60 50 25 15 3.07 0.401

commitment to the school

15 Empowers staff to take 58 57 23 12 1.96 0.359

decisions

50
Based on the information from the table above, the respondents agreed on items

11,12.13,14 and disagreed only on item 16. This indicates that laissez-faire leadership

style improves both staff and students commitment to the school.

Hypothesis 1:

Ho1: There is no significant difference in the mean responses of the respondents

regarding the extent to which autocratic leadership style of principals influences students’

academic performance

Table 4.4

Number Mean Standard Degree of T - cal T - crit

deviation freedom

170 2.616 0.589 8 2.306 1.525

Decision Rule:

i. Reject Ho1 if the t-calculated is greater than t-critical

ii. Accept Ho1 if t-calculated is less than t-critical

From the table above, since the t – calculated is greater than the t – critical, we reject the

null hypothesis which states that there is no significant difference in the mean responses

of the respondents regarding to the extent to which autocratic leadership style of

principals influences students’ academic performance

51
Ho2 There is no significant difference in the mean responses of the respondents regarding

to the extent to which democratic leadership style of principals influences general

motivation in the school

Table 4.5

Number Mean Standard Degree of T – cal T – crit

deviation freedom

170 2.528 0.733 8 0.034 2.306

Data analysis showed that the t – calculated is less than the t – critical, therefore we

accept the null hypothesis which states that there is no significant difference in the mean

responses of the respondents regarding to the extent to which democratic leadership style

of principals influence general motivation in the school

Ho2: There is no significant difference in the mean responses of the respondents

regarding to the extent to which laissez-faire leadership style of principals influences

students commitment to the school

Table 4.6

Number Mean Standard Degree of T – cal T – crit

deviation freedom

170 2.914 0.428 8 0.458 2.306

52
Decision rule:

From the table, since t – calculated is less than t – critical, we accept the null hypothesis

which states that there is no significant difference in the mean responses of the

respondents regarding to the extent to which laissez-faire leadership style of principals

influences students commitment to the school.

4.4 SUMMARY OF RESULTS

The results from the data analysis have led to the following findings:

1. That autocratic leadership style of principals influences the academic performance

of secondary school students

2. That democratic leadership style influences general motivation in the school

among staff and students

3. That laissez-faire leadership style influences students commitment to the school,

since it gives them a sense of responsibility

53
 CHAPTER FIVE

5.0 DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATION AND

RECOMMENDATIONS

5.1 Discussion Of Findings

Research question 1

To what extent does autocratic leadership style of principals influences students’

academic performance?

With reference to the result of the findings, it was discovered that on the average, most of

the respondents feels that autocratic leadership style of principals has a negative

influence on the academic performance of students. It can also be seen from the results

that autocratic leadership style decreases the level of academic performance as the

principal takes decisions alone, and holds staff meetings just for cosmetic purposes.

Supporting this view, Obi (2003) expressed that an autocratic leader makes decision

alone, without consultation, deliberation and participation among his staff and this

decisions output. The leader is not enthusiastic and eager to involve others in the

administrative process of planning, decision making etc.

Petermode (2007) opined that decision making is the heart of the administrative process

and leadership. It is the process of choosing from among alternate ways of achieving an

objective or providing a solution to a problem. Therefore leaders, especially principals

54
should involve their subordinates in decision making in order to achieve an enviable

academic out.

Research question 2

To what does democratic leadership style of principals influence general motivation in

the school?

In table 4.2 and 4.5 above, the findings revealed that there is no significant difference

between democratic leadership style and general motivation in the school. Obi (2003)

defined motivation as the reason for people’s action, willingness and goals. These needs

could be wants or desires that acquired through influence of culture, society, lifestyle etc.

or generally innate. This definition hence, suggests that democratic leadership style tends

to be the best in terms of influencing general motivation in the school. Also, as seen in

the results, most of the respondents agreed that principals consult the staff before making

decisions, shows concern about the welfare of the staff and students, and does not

discriminate in assigning responsibilities giving benefits. This also agrees with the

findings of Mgbodile in 2004 who noted that a principal leading democratically involves

the staff in decision making especially when the staff in decision making, especially

when it concerns the staff and the schools so that they will be committed to the

implementation of such decision. In other words, democratic leadership is the best in

terms of motivating staff and students. Supporting this view, Okumbe (2001) expressed

that a democratic leader is enthusiastic and eager to involve others in the administrative

55
process of planning, decision making, tasks, executing programmes and evaluating

programmes.

Research question 3

To what extent does laissez-faire leadership style of principals influences students

commitment to the school?

Findings from table 4.3 reveals that on an average, most of the respondents believes that

laissez-faire leadership style influences students’ commitment to the school. Also, we

accepted the null hypothesis and this suggests that the leadership style improves

commitment of both staff and students to the school. A laissez-faire principal according

to Ojiako (2009) is non-authoritarian, gives the least guidance to subordinates and try to

achieve control through less obvious means, believes that staff excels when they are left

alone to respond to their responsibilities and empowers staff to take decisions

In quantifying students’ academic performance, the leadership style of principals serves

as a viable yardstick because, it is generally believed that, output in efficiency is mostly a

function of the type of leadership employed in an organisation. According to Petermode

(2001), leadership is the ingredient which makes output in an organisation possible.

5.2 Conclusion

This study asserts that leadership styles of principals are a critical variables in the

academic performance of students in secondary schools in Abua Odual. This was evident

in the findings which isolated that democratic leadership styles, and partly laissez-faire

56
leadership styles of principals has the capacity of enhancing students’ academic

performance in schools. The study is also of the view that a mix in leadership style is

advanced and should be applied on contingency

5.3 Educational Implications Of The Study

The findings of this study have some important educational implications which are

highlighted below;

1. The study has revealed that the leadership style exhibited by the principals in their

day to day leadership of schools will no doubt influence the academic achievement

of students in the school.

2. The principals need to get acquainted with the best leadership style for their

school. A mix of all styles is usually advocated.

3. Democratic leadership appears to be the best leadership style for principals to

adopt as it is all inclusive in decision making

4. The study also has an implication for educational or school boards who are

responsible for the appointment of principals

5. The staff and students should endeavour to work and cooperate with the principals

for improved output.

5.4 Recommendations

In the light of the findings of the study , the following recommendations have made;

57
 1. That autocratic leadership style should only be applied in cases of extreme need

2. Principals should ensure that they undergo periodic in-service and refreshers

course to update their knowledge in administration and human resource

3. The dignity of students should be respected to avoid dampening down their

feelings through the use of inappropriate leadership approaches

4. Regular school inspection by the ministry of education in collaboration with the

Post Primary School Management Board (PPSMB) should ensure that the

leadership style utilized by principal is the one that improves academic

achievement.

5. Emphasis should be placed on the moral and character training of the school

principals to ensure the building of a sound, moral and healthy society.

5.5 Limitations

The researcher identified a number of limitations during the course of the investigation

which to an extent, limits the generalization of the findings. The researcher could not

cover all the secondary schools in Abua Odual due to the available time, security and

financial constraints. The restrictions of the study to few schools in the study area has in

turn limited the sample population drawn for the study.

58
5.6 Suggestion for further studies

In the process of the study, it was found out that some other aspects of the study could

form the subject of further investigations. These include the following;

1. Investigation into the leadership style that could best improve the job performance

of non-teaching staff in then school system.

2. Impact of leadership styles of head teachers of primary schools on job performance

of teachers

59
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