School administration and principals’ leadership styles: case of Igbo-eze south LGA, Enugu state, Nigeria

Abstract

This study investigates the types of leadership styles practiced by principals in Igbo-Eze South Local Government Area (LGA) of Enugu State, Nigeria, and examines their influence on teachers' job performance across varying levels of teaching experience. Data were collected from secondary school teachers and principals through questionnaires and analyzed using descriptive statistics and ANOVA. The findings revealed that principals in the region employ a variety of leadership styles, with Transactional and Democratic styles being the most prevalent. The study also found that principals' leadership styles positively influence teachers' job performance, irrespective of their years of teaching experience. No significant difference was observed in the impact of leadership styles on teachers' performance across different levels of experience, suggesting that leadership practices have a consistent effect on teachers' performance. The study concludes that effective leadership is crucial for school administration, and it recommends continuous professional development for principals and teachers to enhance their leadership and performance.