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Leadership styles, types and students’ academic achievement in Nigeria

Yahya, Suleiman Anaf (2015) Leadership styles, types and students’ academic achievement in Nigeria. PhD thesis, Universiti Tun Hussein Onn Malaysia.

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Good leadership of the school plays an important role in raising the students’ academic achievement in Nigeria. This study (leadership styles, types and students’ academic achievement in Nigeria) examined whether the principal’s leadership styles-types, his gender, highest educational qualification and experience as a principal do play their contributing influence in the school performance as well as students' academic achievement. Finally, the study intends to propose the leadership model for the Nigerian school principals. The research design used is a quantitative descriptive cross-sectional survey research design. Theoretical or educational gap, locational gap, and the approach gap were identified. In the research process, the researcher utilized two inventory questionnaires and the field form that was validated by a panel of experts. Stratified random sampling with 480 teachers and 60 principals employed, but only 380 teachers and 57 principals responded. ANOVA, z-test, correlation, percentage and mean were used. Principals’ experience and his highest qualification are significant. ANOVA produced from principal’s experience (F = 5.207, p = 0.031; F = 9.713, p = 0.002) and principals’ qualification (F = 7.607, p = 0.000). The majority of the principals served for more than five years as a principal, principal’s gender has no significance, except when interacted with his qualification or experience; with p-values 0.002, 0.004, and 0.027 respectively. Furthermore, democratic leadership style and transformational leadership type found mostly practiced for in term of maintaining or improving students’ academic achievement. Majority of principals do not practice authoritarian and laissez-faire leadership styles. Principals practiced four combinations of leaderships: - Authoritarian style combined with transactional type, Democratic style combined with either transformational type, or transactional type, or with instructional type. Both the teachers and the principals have the same perception on the leadership style and type ran by the principals. These are the basis for formulating the Nigerian principal leadership model that was proposed. Conclusively, the leadership styles and types that maintain or raise the academic achievement of students enumerated, principal’s academic qualification and experience are significant, while his gender has no significance except when interacted with either his highest educational qualification or experiences and the Nigerian principals’ leadership model proposed.

Item Type: Thesis (PhD)
Subjects: L Education > LB Theory and practice of education > LB1050 Educational psychology
Depositing User: Normajihan Abd. Rahman
Date Deposited: 30 May 2016 07:23
Last Modified: 30 May 2016 07:23
URI: http://eprints.uthm.edu.my/id/eprint/8050
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