INFLUENCE OF PRINCIPAL LEADERSHIP STYLE ON TEACHER JOB

PERFORMANCE IN UPPER BASIC SCHOOLS IN ANKPA LOCAL

GOVERNMENT OF KOGI STATE

BY

PRECIOUS AHMADU
U18EP1003

A PROJECT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

FOUNDATIONS AND CURRICULUM, EDUCATIONAL ADMINISTRATION
AND PLANNING SECTION, FACULTY OF EDUCATION, AHMADU BELLO
UNIVERSITY, ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE AWARD OF BACHELOR DEGREE IN EDUCATIONAL
ADMINISTRATION AND PLANNING.

OCTOBER, 2024
 DECLARATION

I Precious Ahmadu declare that this project work entitled “INFLUENCE OF

PRINCIPAL LEADERSHIP STYLE ON TEACHER JOB PERFORMANCE IN

UPPER BASIC SCHOOLS IN ANKPA LOCAL GOVERNMENT OF KOGI

STATE” has been written by me under the supervision of Dr. M. M. Ibrahim, and no part

of this project has been previously presented for the award of any degree or diploma in

any institution. All literatures cited in this project work have been duly acknowledged by

means of reference and bibliography.

Precious Ahmadu _________________ __________________

U18EP1003 Sign Date

ii
 CERTIFICATION

This project report has met the regulations governing the award of the Bachelor Degree in

Educational Administration and Planning (B.Ed) of Ahmadu Bello University, Zaria and is

approved for its contributions to knowledge and literary presentation.

Dr. M. M. Ibrahim ____________________

Project Supervisor Sign/Date

Prof M. I. Harbau ____________________

Head of Section Sign/Date

Prof. S. Ismaila ____________________

Head of Department Sign/Date

iii
 DEDICATION

I dedicate this work to my father, Mr. Jibrin Ahmadu, whose unwavering belief in my

potential has always inspired me to strive for excellence. His guidance and support have

been instrumental in my academic journey.

I also dedicate this study to my mother, Mrs. Stella Ahmadu, whose love and sacrifices

have shaped me into the person I am today. Her encouragement and nurturing spirit have

been a source of strength throughout my life.

Furthermore, I dedicate this work to my siblings: Mrs. Ruth Evarest Mpari, Mrs. Glory

Aremu, and Mr. John Ahmadu. Their constant support and understanding have provided

me with the motivation to persevere.

To my friends—Love Joseph, Bella, Farida, Covenant, Mr. Charles Ojonumi, and

Zechariah—thank you for your unwavering support, encouragement, and companionship.

Your belief in me and our shared moments have made this project possible.

iv
 ACKNOWLEDGEMENTS

I would like to express my heartfelt gratitude to the following individuals and

organizations for their invaluable contributions to this project:

First and foremost, I am deeply grateful to my supervisor, Dr. M. M. Ibrahim, whose

guidance, expertise, and unwavering support have been instrumental throughout this

research journey. His insightful feedback and encouragement inspired me to push my

boundaries and strive for excellence.

I extend my sincere appreciation to my family for their unwavering love, encouragement,

and patience. Their belief in my capabilities has provided me with the strength to pursue

my academic goals relentlessly.

I would also like to acknowledge the support I received from Mr. Blessed Ikwuje, whose

assistance and resources significantly enhanced the quality of my work. His willingness to

share his knowledge and insights was invaluable.

My thanks go to Mr. Jibrin Ahmadu and Mrs. Ruth Everest Mpari for their constant

encouragement and support. Their contributions and belief in my abilities motivated me

throughout this project.

Finally, I would like to express my appreciation to Mr. Everest Mpari for his expertise and

guidance, which have played a significant role in shaping this research. Your support has

been crucial, and I am truly thankful.

TABLE OF CONTENTS

v
DECLARATION 2
CERTIFICATION 3
DEDICATION 4
ACKNOWLEDGEMENTS 5
TABLE OF CONTENTS 6
LISTS OF TABLES 9
ABSTRACT 9
CHAPTER ONE 10
INTRODUCTION 10
1.1 Background to the Study 10
1.2 Statement of the Problem 13
1.3 Objectives of the Study 14
1.4 Research Questions 15
1.5 Significance of the Study 15
1.6 Scope of the Study 17
CHAPTER TWO: REVIEW OF RELATED LITERATURE 18
2.1 Introduction 18
2.2 Conceptual Framework 19
2.2.1 Concept of Leadership 19
2.2.2 Concept of Principal Leadership Style 20
2.2.3 Concept of Principal Democratic Leadership Style 21
2.2.4 Concept of Principal Autocratic Leadership Style 21
2.2.5 Concept of Principal Laissez-Faire Leadership Style 22
2.2.6 Concept of Principal Transformational Leadership Style 23
2.2.7 Concept of Principal Situational Leadership Style 24
2.2.8 Concept of Teachers’ Job Performance 24
2.3 Theoretical Frame Work 25
2.4 Influence of Principal Democratic Leadership Style on Teachers’ Regular
Attendance 27
2.4.1 limitations of Principal Democratic Leadership Style on Teachers’ Regular
Attendance 28
2.5 Influence of Principal Autocratic Leadership Style on Teachers’ Punctuality 29
2.5.1 limitations of Principal Autocratic Leadership Style on Teachers’ Regular
Attendance 31

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 2.6 Influence of Principal Laissez-Faire Leadership Style on Teachers’ Qualifications 32
2.6.1 limitations of Principal Laissez-Faire Leadership Style on Teachers’ Regular
Attendance 33
2.7 Influence of Principal Transformational Leadership Style on Teachers’ Job
Satisfaction 34
2.7.1 limitations of Principal Transformational Leadership Style on Teachers’ Regular
Attendance 35
2.8 Influence of The Principal's Situational Leadership Style on Teachers’ Work Output
36
2.8.1 limitations of Principal Situational Leadership Style on Teachers’ Regular
Attendance 38
2.9 Summary 39
CHAPTER THREE: RESEARCH METHODOLOGY 39
3.1 Introduction 39
3.2 Research Design 40
3.3 Population of the Study 40
3.4 Sample Size and Sampling Technique 41
3.5 Instrumentation 42
3.5.1 Validity of the Instrument 43
3.5.2 Pilot Test 43
3.5.3 Reliability of the Research Instrument 43
3.6 Procedure for Data Collection 44
3.7 Method of Data Analysis 44
CHAPTER FOUR DATA ANALYSIS AND PRESENTATION 45
4.1 Introduction 45
4.2 Data Analysis and Presentation of Bio-data Variables of Respondents 46
4.3 Data Analysis and Presentation of Research Questions 48
4.4 Summary of the Findings 54
4.5 Discussion of the Major Findings 55
CHAPTER FIVE 58
SUMMARY, CONCLUSION AND RECOMMENDATIONS 58
5.1 Introduction 58
5.2 Summary 58
5.3 Conclusion 60
5.4 Recommendations 60
vii
 5.5 Suggestions for Further Studies 62
REFERENCE 63
APPENDIX A 67
APPENDIX B 68

LISTS OF TABLES

Table Page

viii
Table 4.1: Distribution of Respondents by Role 46

Table 4.2: Distribution of Respondents by Gender 47

Table 4.3: Distribution of Respondents by Age Range 47

Table 4.4: Distribution of Respondents by Years of Experience 48

Table 4.1: Influence of Principal Democratic Leadership Style on Teachers’ Regular

Attendance 49

Table 4.2: Influence of Principal Autocratic Leadership Style on Teachers’ Punctuality 50

Table 4.3: Influence of Principal Laissez-Faire Leadership Style on Teachers’

Professional Development 51

Table 4.4: Influence of Principal Transformational Leadership Style on Teachers’ Job

Satisfaction 52

Table 4.5: Influence of Principal Situational Leadership Style on Teachers’ Work Output 53

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 ABSTRACT

This study investigates the influence of principal leadership styles on various aspects of
teachers' professional experiences in secondary schools. Specifically, it examines how
democratic, autocratic, laissez-faire, transformational, and situational leadership styles
impact teachers’ regular attendance, punctuality, professional development, job
satisfaction, and overall work output. The research was conducted in selected secondary
schools, employing a quantitative approach through the distribution of structured
questionnaires to 12 principals and 72 teachers. The findings reveal that democratic
leadership significantly fosters open communication and empowers teachers in decision-
making, positively affecting their attendance. In contrast, the autocratic leadership style,
characterized by strict enforcement of rules, enhances punctuality but may also instill fear
among teachers. The laissez-faire approach shows mixed results, with teachers expressing
uncertainty about the principal's encouragement of professional development.
Transformational leadership is found to significantly enhance job satisfaction by inspiring
and fostering a positive work environment. Finally, situational leadership is recognized as
a flexible approach that adapts to specific challenges, thus influencing teachers’ work
output. The study concludes that the principal's leadership style is pivotal in shaping the
educational environment, affecting teacher behavior and attitudes toward their work.
Recommendations include promoting democratic and transformational leadership
practices to enhance teacher engagement and satisfaction. Further research is suggested to
explore the longitudinal effects of leadership styles on educational outcomes and the
experiences of teachers in various educational settings. This research contributes to the
existing body of knowledge on educational leadership by providing empirical evidence of
the significant role that different leadership styles play in shaping teachers' professional
experiences. It underscores the need for school leaders to adopt inclusive and adaptable
leadership practices to foster a positive school culture conducive to teaching and learning.

x
 CHAPTER ONE

INTRODUCTIONBackground to the Study

Upper Basic Schools are a critical segment of the educational system, particularly within

Nigeria's structure of basic education. The term "Upper Basic Schools" refers to the

middle phase of the Universal Basic Education (UBE) program, which spans nine years

and is designed to provide free and compulsory education for all children. According to

the National Policy on Education (NPE, 2015), this phase typically includes grades 7 to 9,

covering students who are generally between the ages of 12 and 15. The curriculum at this

level is aimed at consolidating the foundational knowledge acquired in Lower Basic

Schools (grades 1-6) and preparing students for secondary education.

The role of Upper Basic Schools is pivotal as they bridge the gap between primary

education and secondary education. They are intended to equip students with the necessary

academic, vocational, and life skills needed to succeed in higher education and in life

beyond school. Given their importance, the effective functioning of Upper Basic Schools

is essential for the overall success of the educational system in Nigeria. Central to this

effectiveness is the performance of teachers, who are responsible for delivering the

curriculum, managing classrooms, and fostering a conducive learning environment.

Teacher performance in Upper Basic Schools is influenced by several factors, with the

leadership style of the school principal being one of the most significant. School principals

play a crucial role in shaping the school environment, setting academic and behavioral

standards, and influencing the motivation and effectiveness of their teaching staff.

Leadership styles can significantly impact various aspects of teacher performance,

including their attendance, punctuality, teaching effectiveness, job satisfaction, and work

output.

1
Leadership Styles are generally defined as the approaches and methods that leaders use to

guide, influence, and manage their teams. According to Northouse (2013), leadership style

is the consistent pattern of behavior a leader exhibits when influencing others. In the

context of education, the leadership style adopted by a school principal can have profound

effects on the overall school environment and the performance of teachers.

One of the leadership styles that is often discussed in educational leadership is Democratic

Leadership. This style, also known as participative leadership, is characterized by the

inclusion of teachers in decision-making processes. Democratic leaders value the input of

their subordinates and encourage collaboration, which can foster a positive school climate

and improve teacher morale. Bass and Bass (2008) emphasize that democratic leadership

tends to lead to higher job satisfaction among teachers, which can positively influence

their regular attendance and overall performance in Upper Basic Schools.

In contrast, Autocratic Leadership is a style where the leader makes decisions unilaterally,

without consulting others. This leadership style is often associated with strict control and a

clear hierarchy, where the principal maintains authority and expects teachers to follow

directives without question. While this approach can lead to efficient decision-making, it

can also result in low teacher morale if they feel their autonomy is undermined (Lewin,

Lippitt, & White, 2019). In Upper Basic Schools, an autocratic leadership style may

impact teachers' punctuality, as the emphasis on discipline could either enforce timeliness

or create a sense of resentment among the staff.

Laissez-Faire Leadership represents a hands-off approach, where leaders provide little

guidance and allow their staff to operate independently. This style can lead to a lack of

direction and accountability, potentially affecting teachers' effectiveness in delivering the

curriculum. As noted by Skogstad et al. (2007), laissez-faire leadership can be detrimental

2
in educational settings, where teachers may require more structured support to achieve

optimal teaching outcomes.

Transformational Leadership is widely regarded as one of the most effective leadership

styles in education. Transformational leaders inspire and motivate their followers by

creating a compelling vision for the future and encouraging professional growth.

According to Burns (2018), transformational leadership involves a deep commitment to

the development and empowerment of subordinates, leading to higher levels of job

satisfaction and performance. In Upper Basic Schools, transformational leadership could

significantly enhance teachers' job satisfaction and commitment, thereby improving their

performance.

Situational Leadership posits that no single leadership style is universally effective; rather,

leaders should adapt their style based on the specific context and the needs of their

subordinates (Hersey & Blanchard, 2017). In the dynamic environment of Upper Basic

Schools, situational leadership allows principals to tailor their approach to the unique

challenges and opportunities presented by their staff and students. This adaptability can

result in improved teacher work output, as the principal provides the necessary support

and direction as required by the situation.

Teacher performance, defined as the effectiveness in delivering educational content,

managing classrooms, and contributing to the overall goals of the school, is crucial for the

success of Upper Basic Schools. Various studies have shown that leadership styles can

either enhance or hinder teacher performance, affecting everything from classroom

management to the quality of instruction (Robinson, Lloyd, & Rowe, 2008). In the context

of Ankpa Local Government in Kogi State, where educational outcomes are influenced by

multiple factors, understanding the relationship between principal leadership styles and

3
teacher performance is essential. This study seeks to explore the influence of different

principal leadership styles democratic, autocratic, laissez-faire, transformational, and

situational on various aspects of teacher job performance in Upper Basic Schools in Ankpa

Local Government of Kogi State.

1.1 Statement of the Problem

The effectiveness of education in Ankpa Local Government of Kogi State is increasingly

challenged by several issues affecting Upper Basic Schools, including irregular teacher

attendance, tardiness, lack of motivation, and inconsistent teaching effectiveness. These

challenges are compounded by the varying leadership styles adopted by school principals.

While existing research has highlighted the general impact of leadership on educational

outcomes, there is a notable gap in empirical evidence specifically addressing how

different principal leadership styles such as; democratic, autocratic, laissez-faire,

transformational, and situational affect key aspects of teacher performance in this context.

For instance, democratic leadership may enhance teacher attendance and job satisfaction

through participative decision-making, while autocratic leadership might influence

punctuality but could also create potential resentment among teachers. Conversely, laissez-

faire leadership might impact teaching effectiveness due to its minimal supervisory

approach, whereas transformational leadership could significantly boost teacher morale

and job satisfaction through inspiration and professional development opportunities.

Situational leadership’s adaptability may address specific challenges and opportunities

within individual schools, potentially influencing overall work output. Understanding

these dynamics is crucial for developing targeted strategies to improve educational

outcomes.

4
This study seeks to fill the existing research gap by examining how principal leadership

styles specifically affect teachers’ regular attendance, punctuality, teaching effectiveness,

job satisfaction, and work output in Upper Basic Schools within Ankpa Local Government

of Kogi State. Without a nuanced understanding of these relationships, efforts to enhance

educational practices may be ineffective or misdirected, thereby impacting the overall

quality of education in the region.

1.2 Objectives of the Study

The objectives of the study will be to:

1. Examine the influence of principal democratic leadership style on teachers’ regular

attendance in upper basic schools in Ankpa Local Government of Kogi State.

2. Ascertain the influence of principal autocratic leadership style on teachers’

punctuality in Upper basic schools in Ankpa Local Government of Kogi State

3. Find out the influence of principal laissez-faire leadership style on teachers’

teaching effectiveness in upper basic schools in Ankpa Local

Government of Kogi State.

4. Ascertain the influence of principal transformational leadership style on teachers’

job satisfaction in upper basic schools in Ankpa Local Government of Kogi State.

5. Examine the influence of principal situational leadership style on teachers’ work

output in upper basic schools in Ankpa Local Government of Kogi State.

1.4 Research Questions

Based on the objectives of the study the following research questions were developed

1. How does the principal's democratic leadership style influence teachers' regular

attendance in upper basic schools in Ankpa Local Government of Kogi State?

2. What is the effect of the principal's autocratic leadership style on teachers'

punctuality in upper basic schools in Ankpa Local Government of Kogi State?

5
 3. How does the principal's laissez-faire leadership style impact teachers' teaching

effectiveness in upper basic schools in Ankpa Local Government of Kogi State?

4. In what way does the principal's transformational leadership style affect teachers'

job satisfaction in upper basic schools in Ankpa Local Government of Kogi State?

5. What influence does the principal's situational leadership style have on teachers'

work output in upper basic schools in Ankpa Local Government of Kogi State?

1.5 Significance of the Study

The findings of this study will be of important value to a range of stakeholders within the

educational sector, particularly in the context of upper basic schools in Ankpa Local

Government of Kogi State, to;

Educational Administrators and School Principals: The results of this study will provide

educational administrators, including school principals, with insights into the impact of

different leadership styles on teacher job performance. Understanding how democratic,

autocratic, laissez-faire, transformational, and situational leadership styles influence

aspects such as teacher attendance, punctuality, teaching effectiveness, job satisfaction,

and work output can guide principals in adopting more effective leadership approaches.

Teachers and Educators: For teachers, the study's findings are crucial in understanding

how the leadership style of their principals affects their professional lives. By shedding

light on the relationship between leadership styles and teacher performance, this research

can help teachers advocate for leadership practices that support their professional growth

and job satisfaction.

Policy Makers and Educational Authorities: Educational policymakers and authorities in

Kogi State and beyond will find this study valuable as it provides empirical evidence on

the link between leadership and teacher performance. The insights gained can inform

6
policy decisions aimed at improving school leadership practices. For instance, the study's

outcomes could guide the development of training programs for school principals that

emphasize leadership styles proven to enhance teacher performance.

Researchers and Academics: This study will contribute to the existing body of knowledge

on educational leadership and teacher performance, offering a focused analysis within the

specific context of upper basic schools in Ankpa Local Government. For researchers and

academics, the study's findings will provide a foundation for further investigation into the

nuances of leadership styles and their impact on different educational settings.

Students and the Wider Community: Indirectly, the findings of this study will benefit

students and the broader community. By identifying leadership practices that enhance

teacher performance, the study contributes to the creation of more effective learning

environments. When teachers are supported by effective leadership, they are more likely to

deliver high-quality education, which can lead to better student achievement and personal

development.

1.6 Scope of the Study

The scope of this study encompasses Upper Basic Schools within Ankpa Local

Government of Kogi State, Nigeria. Specifically, the study will focus on investigating the

influence of principal leadership styles, including democratic, autocratic, laissez-faire,

transformational, and situational leadership, on various aspects of teacher performance,

namely regular attendance, punctuality, teaching effectiveness, job satisfaction, and work

output. Data will be collected from school principals, teachers, and relevant education

officials within the selected schools to provide a comprehensive understanding of the

dynamics involved. The study will not extend to lower basic or secondary schools or other

educational institutions outside of Ankpa Local Government. Furthermore, the study will

7
utilize a mixed-methods approach, combining both quantitative and qualitative research

methods. Quantitative data will be collected through structured questionnaires

administered to teachers and analyzed using statistical techniques to identify patterns and

correlations, while qualitative data will be gathered through interviews and focus group

discussions to gain deeper insights into the experiences and perceptions of the

respondents.

8
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter reviews the literature pertinent to the study, focusing on the impact of

principal leadership styles on teacher job performance in Upper Basic Schools. It aims to

provide a comprehensive understanding of key concepts and theoretical frameworks that

underpin the study. The review encompasses the conceptual and theoretical underpinnings

of leadership styles, their application in educational settings, and their influence on various

aspects of teacher performance. The chapter would consist of the following subheadings;

2.2 Conceptual Framework

2.2.1 Concept of Leadership
2.2.2 Concept of Principal Leadership Style
2.2.3 Concept of Principal Democratic Leadership Style
2.2.4 Concept of Principal Autocratic Leadership Style
2.2.5 Concept of Principal Laissez-Faire Leadership Style
2.2.6 Concept of Principal Transformational Leadership Style
2.2.7 Concept of Principal Situational Leadership Style
2.2.8 Concept of Teachers’ Job Performance
2.3 Theoretical Frame Work
2.4 Influence of Principal Democratic Leadership Style on Teachers’ Regular
Attendance
2.4.1 limitations of Principal Democratic Leadership Style on Teachers’ Regular
Attendance
2.5 Influence of Principal Autocratic Leadership Style on Teachers’ Punctuality
2.5.1 limitations of Principal Autocratic Leadership Style on Teachers’ Regular
Attendance
2.6 Influence of Principal Laissez-Faire Leadership Style on Teachers’ Qualifications
2.6.1 limitations of Principal Laissez-Faire Leadership Style on Teachers’ Regular
Attendance

9
2.7 Influence of Principal Transformational Leadership Style on Teachers’ Job
Satisfaction
2.7.1 limitations of Principal Transformational Leadership Style on Teachers’ Regular
Attendance
2.8 Influence of The Principal's Situational Leadership Style on Teachers’ Work Output
2.8.1 limitations of Principal Situational Leadership Style on Teachers’ Regular
Attendance
2.9 Summary

2.2 Conceptual Framework

The conceptual framework of this study provides a structured understanding of the key

concepts and their relationship, guiding the investigation into how principals' leadership

styles affect teachers' job performance.

2.2.1 Concept of Leadership

Leadership is a multifaceted concept that has been extensively studied and variously

defined across different disciplines. At its core, leadership involves influencing and

guiding individuals or groups towards achieving common goals. Northouse (2018) defines

leadership as a process whereby an individual influences a group of individuals to achieve

a common goal. This definition emphasizes the relational and dynamic aspects of

leadership, highlighting the interaction between leaders and followers. Yukl (2013)

discusses leadership as a process of influencing others to understand and agree about what

needs to be done and how to do it, as well as facilitating individual and collective efforts

to accomplish shared objectives. This perspective underscores the importance of both

direction-setting and facilitation in effective leadership. From these perspectives we can

see that the sum total of leadership is the motivating a group of people to act towards

achieving a common goal. It involves setting the direction, building an inspiring vision,

and creating something new. Leadership is about mapping out where you need to go to

“win” as a team or an organization.

10
2.2.2 Concept of Principal Leadership Style

The concept of Principal Leadership Style refers to the behavioral approach employed by

school principals to influence, motivate, and direct their teachers and students. (Cherry,

2021) A principal leadership style determines how principals implement plans and

strategies to accomplish given objectives while accounting for stakeholder expectations

and the well-being of their school community. Principal leadership style refers to the

approach, behaviour, and demeanour adopted by school principals in their roles as leaders

of educational institutions. It encapsulates their fundamental values, communication

patterns, and interactions with teachers, students, and the broader school community

(Ertas, 2015). Principal leadership styles serve as a lens through which we can understand

the dynamics within a school and the quality of teacher job performance.

Principal leadership style refers to the distinct approach that school principals adopt to

guide, influence, and manage teachers and staff within an educational institution. This

concept encompasses the methods and strategies principals use to make decisions, solve

problems, communicate, and motivate their staff to achieve educational goals. Leadership

styles of school principals are multifaceted and can be categorized into various

approaches, with each style presenting a unique set of characteristics and principles. These

styles influence the culture, atmosphere, and effectiveness of the educational environment.

2.2.3 Concept of Principal Democratic Leadership Style

Democratic leadership, also known as participative leadership, is a style in which leaders

actively involve group members in decision-making processes. This leadership style is

characterized by collaboration, shared decision-making, and a high level of involvement

from subordinates (Avolio et al., 2019). In the context of educational institutions,

principals who adopt a democratic leadership style encourage collaboration, shared

decision-making, and a high level of involvement from teachers and staff. This leadership

11
approach contrasts with more autocratic styles, which centralize authority and decision-

making in the hands of a single leader.

The essence of democratic leadership lies in its inclusiveness and openness. Principals

who practice democratic leadership value the input and perspectives of their teachers and

staff, fostering a sense of mutual respect and trust within the school environment.

According to Northouse (2018), democratic leaders emphasize open communication and

collaborative problem-solving, creating a supportive atmosphere where all members feel

valued and heard. This style of leadership is characterized by frequent and transparent

communication, regular meetings to discuss school policies and issues, and a shared sense

of responsibility among all staff members.

2.2.4 Concept of Principal Autocratic Leadership Style

Autocratic leadership, also known as authoritarian leadership, is a style where leaders

centralize authority and make decisions independently, with little to no input from

subordinates. Bilyaminu et, al (2022) cited that Autocratic leadership, also known as

authoritarian leadership and is a leadership style where the principal holds complete

decision-making authority and exercises control over teachers and staff. In this style, the

principal makes decisions independently, without seeking input or feedback from teachers.

Zampa, Aslam & Khan, (2022) viewed that autocratic Principals hold a fundamental view

that their followers need to be directed and kept under control at all times. This kind of

leader assigns tasks and defines how to do them, making it quite clear where they and

others sit in a hierarchical model of the organization. This leadership approach emphasizes

obedience, discipline, and adherence to rules and regulations, often resulting in a highly

structured and hierarchical school environment. Autocratic leadership is characterized by

several key features. Firstly, decision-making is concentrated in the hands of the principal,

12
who typically makes unilateral decisions without consulting teachers or staff. This can

lead to efficient and swift decision-making, particularly in situations that require

immediate action or crisis management (Iqbal, 2010). Secondly, autocratic principals set

clear expectations and guidelines for their staff, ensuring that there is little ambiguity

about roles and responsibilities. This clarity can be beneficial in maintaining order and

discipline within the school (Bass, 2008). Thirdly, communication in autocratic leadership

tends to be top-down, with the principal issuing directives that are expected to be followed

without question

2.2.5 Concept of Principal Laissez-Faire Leadership Style

Adeyemi, (2011) sited that, laissez-faire leadership style, also known as hands-off

leadership, is characterized by a principal who takes a minimal role in decision-making

and allows teachers a high degree of autonomy and independence. Under this leadership

style, teachers are given the freedom to make decisions and manage their classrooms with

minimal interference or guidance from the principal. The principal takes a passive and

permissive approach, often avoiding direct involvement in day-to-day operations. Yang

(2015) argues that the conventional view of laissez-faire leadership as avoidant or zero

leadership is biased from the start. Yang further argues that to be able to unveil the real

outcomes of laissez-faire leadership, focus should shift to the behavioural aspect of

laissez-faire leadership, or non-involvement of a leader/leadership. This conceptual

presentation and presented propositions could stimulate the examination of laissez-faire

leadership in more balanced ways.

2.2.6 Concept of Principal Transformational Leadership Style

Ahmed, M., & Aslam, M. (2013). Viewed transformational principal leadership style as a

leadership style in which the principal inspires, motivates, and empowers teachers and

staff to achieve higher levels of performance and personal growth. It is characterized by

13
the principal's ability to create a shared vision, foster a sense of commitment and

enthusiasm, and encourage innovative thinking among teachers. This leadership style

focuses on elevating the morale, motivation, and performance of teachers.

Transformational principal leadership style provides intellectual direction from the

principal and aims at innovating within the school, while empowering and supporting

teachers as partners in the decision-making process (Marks and Printy, 2003). Such

principals operate at the level of influence, inspirational motivation, intellectual

stimulation, and individualized relationships. This style is characterized by the ability of a

leader to influence a follower because of the follower’s admiration, respect, or

identification with the leader. Referent power is a form of reverence gained by a leader

who has strong interpersonal relationship skills.

This style becomes more important as organizational leadership becomes increasingly

about collaboration and influence and less about command and control (Merry, 2009). To

improve the collective capacity of the organization and its members to achieve results,

transformational leadership seeks to raise participants’ levels of commitment to the

organization, in this case the school. Such leadership operates at the level of motivation

rather than compulsion or reward.

2.2.7 Concept of Principal Situational Leadership Style

Situational leadership is a leadership approach developed by Hersey and Blanchard (2009)

that emphasizes adjusting leadership behaviours to the specific needs and readiness of

teachers and staff. This style acknowledges that different teachers may require varying

levels of direction and support based on their competence and commitment in a particular

situation. The principal assesses the readiness of teachers to perform specific tasks and

14
adapts their leadership style accordingly, with the goal of optimizing teacher job

performance.

Situational principal leadership style is a type of leadership style that adapts to the needs

and circumstances of the school and the teachers. It is based on the idea that there is no

one best way to lead, but rather different ways that are more or less effective depending on

the situation. Situational principal leadership style is influenced by two main factors: the

readiness level of the teachers and the task at hand. (Omolayo, 2015).

2.2.8 Concept of Teachers’ Job Performance

Bullock (2013) maintained that performance is a property of behaviour, or what people do

at work. He further stated that an employee’s behaviour has expected value to the

organization that is, an employee’s behaviours may be distinguished in the extent to which

they help or hinder the organization, and the outcomes of unique behaviours are rarely

measured as their value is expected. Job performance is a work-related activity expected

of an employee and how well those activities are well executed. This will in turn result in

satisfactory interpersonal relations, financial reward, fringe benefits, training and

promotion, decision making and free channel of communication. Job Performance

according to Hose (2017) is the way employees perform their work. He further stated that

an employee's performance is determined during job performance reviews, with an

employer taking into account factors such as leadership skills, time management,

organizational skills and productivity to analyse each employee on an individual basis. He

concluded that job performance reviews are often done yearly and can determine raise

eligibility, whether an employee is right for promotion or even if an employee should be

fired.

15
According to Alger (2021), teachers’ job performance can be defined as "the extent to

which teachers demonstrate competence, effectiveness, and professionalism in carrying

out their instructional and non-instructional duties within the school environment." This

includes factors such as instructional quality, student engagement and achievement,

classroom management, collaboration with colleagues, and participation in professional

development activities. Motowidlo et al. (2017) defined job performance as the overall

expected value from employees’ behaviours carried out over the course of a set period of

time. Teacher performance can be interpreted as a display of the work or results achieved

by a teacher on implementing professional and functional tasks in learning determined in a

certain period.

2.3 Theoretical Frame Work

For a study examining the influence of principals' leadership styles on teachers' job

performance, Abraham Maslow's Hierarchy of Needs Theory provides a robust

framework. This theory helps understand how different leadership styles can meet the

various needs of teachers, thereby influencing their motivation, satisfaction, and

performance.

Figure 1: Maslow's Hierarchy of Needs Theory

16
Maslow's Hierarchy of Needs Theory

Maslow's Hierarchy of Needs Theory, proposed by Abraham Maslow in 1943, is a

motivational theory comprising a five-tier model of human needs, often depicted as

hierarchical levels within a pyramid. From the bottom of the hierarchy upwards, the needs

are: physiological, safety, love and belonging, esteem, and self-actualization. Maslow

suggested that people are motivated to fulfill these needs in a hierarchical order, starting

with the most basic needs and moving up to higher-level needs.

Application of Maslow's Hierarchy of Needs to the Study

Maslow's Hierarchy of Needs Theory offers a comprehensive framework for

understanding how principals' leadership styles can influence teachers' job performance by

meeting their various needs. At the physiological level, principals can ensure a conducive

environment with adequate facilities and breaks. To address safety needs, supportive and

directive leadership can create a secure and stable school environment with clear policies

and job security. Participative leadership fosters a sense of belonging and community,

meeting social needs through collaboration and open communication. Achievement-

oriented and transformational leadership styles satisfy esteem needs by recognizing

accomplishments and providing professional growth opportunities. Finally, self-

actualization needs are met through transformational and supportive leadership, which

encourage innovation, personal growth, and the pursuit of professional passions. By

strategically addressing these hierarchical needs, principals can enhance teacher

motivation, satisfaction, and overall job performance, thereby improving educational

outcomes.

17
2.4 Influence of Principal Democratic Leadership Style on Teachers’ Regular
Attendance

Principal democratic leadership have been seen from various studies to positively affects

teachers' attendance by fostering a supportive and inclusive work environment from some

studies. When teachers feel valued and involved in decision-making processes, their

commitment to their role and institution increases. Leithwood and Jantzi (2000) found that

participative leadership significantly enhances teachers' job satisfaction and organizational

commitment, which are crucial determinants of regular attendance. Similarly, a study by

Bogler (2001) highlighted that teachers who perceive their principals as democratic

leaders report higher levels of job satisfaction, which correlates with lower absenteeism.

Democratic leaders create an atmosphere of mutual respect and open communication,

which can reduce work-related stress and burnout factors often linked to absenteeism.

According to Avolio, Walumbwa, and Weber (2019), democratic leadership practices, such

as involving teachers in decision-making and respecting their professional autonomy, can

alleviate stress and improve overall job satisfaction, thereby promoting regular attendance.

The sense of belonging and community fostered by democratic leadership also plays a

significant role in enhancing regular attendance. When teachers are part of a collaborative

and inclusive school culture, they are more likely to feel a sense of responsibility towards

their colleagues and students. In their study, Harris and Jones (2018) found that schools

with democratic leadership structures tend to have lower rates of teacher absenteeism, as

the inclusive environment promotes a strong sense of accountability and mutual support

among staff members.

Democratic leadership also empowers teachers by involving them in important school

decisions, thereby enhancing their professional growth and commitment. Teachers who

18
feel empowered are more likely to be engaged and motivated, which reduces the

likelihood of absenteeism. Research by Ingersoll and Strong (2011) supports this view,

indicating that teacher empowerment and professional development opportunities are

linked to higher job satisfaction and attendance rates.

2.4.1 limitations of Principal Democratic Leadership Style on Teachers’ Regular

Attendance

One of the primary limitations of democratic leadership is the potential for prolonged

decision-making processes. Because this style involves seeking input and reaching a

consensus among teachers and staff, it can lead to delays in implementing important

decisions. This can be particularly problematic in urgent situations where swift action is

required. When decisions take longer to be made, it can create frustration among teachers,

potentially leading to disengagement and increased absenteeism (Goleman, 2000).

The inclusive nature of democratic leadership, while generally positive, can also lead to

conflicts and power struggles among staff members. When multiple perspectives are

considered, disagreements are inevitable. If not managed effectively, these conflicts can

create a tense and stressful work environment, which may contribute to teacher

absenteeism. Research by Somech (2005) indicates that participative decision-making can

sometimes result in interpersonal conflicts, which negatively affect job satisfaction and

attendance.

Another limitation is the risk of tokenism, where the involvement of teachers in decision-

making is superficial rather than genuine. If teachers perceive that their input is not truly

valued or considered in final decisions, it can lead to disillusionment and a lack of trust in

the principal’s leadership. This perceived lack of authenticity can decrease teachers'

19
motivation and commitment to their roles, potentially increasing absenteeism (Bryk &

Schneider, 2002).

Balancing the need for inclusivity with the demand for efficiency is a significant challenge

in democratic leadership. While involving teachers in decision-making can lead to more

well-rounded and accepted outcomes, it can also be time-consuming and detract from time

spent on instructional duties. Principals must navigate this balance carefully to ensure that

democratic processes do not interfere with the day-to-day responsibilities and attendance

of teachers (Blase & Blase, 2002).

2.5 Influence of Principal Autocratic Leadership Style on Teachers’ Punctuality

Autocratic leadership, characterized by centralized decision-making and strict control over

subordinates, is a style where the leader maintains significant authority and expects

compliance without input from others. One of the primary advantages of autocratic

leadership is its ability to enforce rules and regulations effectively. Principals with an

autocratic leadership style can establish clear guidelines for punctuality, ensuring that

teachers adhere to strict schedules. By maintaining stringent oversight and consistently

applying disciplinary measures for tardiness, autocratic principals can create an

environment where punctuality is prioritized. According to Iqbal (2010), such leaders

often achieve high levels of compliance with organizational policies due to their

authoritative approach. Autocratic leadership provides clarity and consistency in

expectations, which can positively influence teachers' punctuality. When principals set

explicit rules and expectations, teachers are less likely to experience ambiguity regarding

their responsibilities. This clarity can lead to improved punctuality as teachers understand

the importance of adhering to schedules and the consequences of failing to do so. Bass

(2008) notes that autocratic leaders can effectively communicate expectations, reducing

uncertainty and promoting a disciplined work environment.

20
In an autocratic leadership framework, the principal's authority reduces ambiguity and

increases accountability among teachers. Teachers are aware that deviations from expected

behaviors, such as lateness, will be met with immediate consequences. This heightened

sense of accountability can deter lateness and encourage punctuality. Research by Parker

and Slaughter (2011) suggests that strict enforcement of rules under autocratic leadership

can lead to higher levels of punctuality and overall compliance with institutional

standards. Autocratic leadership can adversely affect teacher morale and motivation,

which are critical factors in maintaining punctuality. When teachers are excluded from

decision-making processes and feel their opinions are disregarded, their intrinsic

motivation may diminish. This can result in decreased job satisfaction and a lack of

commitment to school policies, including punctuality. Louis et al. (2010) found that

autocratic leadership is often associated with lower levels of teacher engagement and

higher turnover rates, which can indirectly affect punctuality and overall job performance.

While autocratic leadership may achieve short-term compliance with punctuality

standards, it may not be sustainable in the long term. The constant pressure and lack of

autonomy can lead to high turnover rates, as teachers seek more supportive and

empowering work environments. Moreover, the effectiveness of autocratic leadership in

promoting punctuality is contingent on the principal's continual presence and enforcement,

which may not be feasible or desirable for fostering a positive school culture (Goleman,

2000).

2.5.1 limitations of Principal Autocratic Leadership Style on Teachers’ Regular

Attendance

While the autocratic leadership style can effectively enforce punctuality among teachers

through strict control and clear expectations, it also has several limitations that can

negatively impact overall teacher morale, motivation, and performance. One of the

21
significant drawbacks of autocratic leadership is its potential to negatively impact teacher

morale and job satisfaction. Teachers who work under autocratic principals often feel

undervalued and disrespected due to the lack of input and autonomy in their professional

roles. This can lead to decreased job satisfaction, which may indirectly affect punctuality.

According to Nguni, Sleegers, and Denessen (2006), the autocratic leadership style is

associated with lower levels of job satisfaction and higher levels of stress among teachers.

The high-pressure environment created by autocratic leadership can lead to increased

stress and burnout among teachers. Constantly working under strict supervision and rigid

expectations can be mentally and emotionally draining, resulting in higher absenteeism

and tardiness over time. A study by Kelehear (2008) suggests that the stress induced by

autocratic leadership can lead to burnout, which negatively affects teachers' willingness

and ability to maintain punctuality.

Autocratic leadership can diminish teachers' intrinsic motivation and engagement with

their work. When teachers feel that their contributions are neither valued nor considered,

they are less likely to be motivated to adhere to strict punctuality standards. The lack of

involvement in decision-making processes can lead to disengagement and a lack of

commitment to school policies. Research by Bogler (2001) indicates that teachers under

autocratic leadership often exhibit lower levels of motivation and engagement, which can

impact their punctuality.

Autocratic principals may prioritize compliance and control over professional

development, limiting opportunities for teachers to grow and develop in their roles. This

lack of support for professional growth can result in a stagnant and demotivated teaching

staff, negatively impacting their punctuality and overall performance. Blase and Blase

(2002) highlight that effective leadership should include support for professional

development to foster a positive and dynamic work environment. The authoritarian nature

22
of autocratic leadership can breed resentment and resistance among teachers. When

teachers feel that their autonomy is consistently undermined, they may engage in passive

resistance behaviors, such as arriving late or taking frequent absences, as a way to regain a

sense of control. Tschannen-Moran and Gareis (2015) argue that the lack of trust and

respect inherent in autocratic leadership can lead to such counterproductive behaviors,

undermining the principal's efforts to enforce punctuality.

2.6 Influence of Principal Laissez-Faire Leadership Style on Teachers’ Qualifications

Laissez-faire leadership is a style characterized by minimal direct intervention from

leaders, allowing employees considerable freedom in how they accomplish their tasks. In

educational settings, principals who adopt a laissez-faire leadership style provide teachers

with a high degree of autonomy and self-direction. This leadership approach can

significantly influence various aspects of teachers' professional development, including

their qualifications. One of the primary benefits of laissez-faire leadership is the autonomy

it grants teachers. This freedom can be particularly motivating for self-driven and

experienced teachers who are capable of managing their professional development

independently. According to Eagly, Johannesen-Schmidt, and Van Engen (2003), teachers

in a laissez-faire environment may feel empowered to pursue additional qualifications and

professional development opportunities that align with their personal and professional

goals. This autonomy can lead to increased motivation to improve their skills and advance

their careers.

Laissez-faire leadership fosters an environment where teachers are encouraged to explore

innovative teaching methods and creative solutions to educational challenges. This

freedom can stimulate a desire for continuous learning and professional growth. Teachers

who are given the liberty to experiment and implement new ideas may seek further

qualifications to enhance their knowledge and effectiveness in the classroom. Blase and

23
Blase (1999) suggest that the creative freedom provided by laissez-faire leadership can

drive teachers to pursue advanced degrees or specialized training to support their

innovative practices. In a laissez-faire leadership setting, teachers must rely on their self-

motivation and sense of responsibility to engage in professional development. This style of

leadership can cultivate a sense of ownership over one's career trajectory. Teachers who

are naturally self-motivated are likely to take the initiative to pursue further qualifications

without the need for external pressure or guidance. Research by Judge and Piccolo (2004)

indicates that laissez-faire leadership can be effective for highly motivated individuals

who thrive in environments that offer significant autonomy and minimal supervision.

2.6.1 limitations of Principal Laissez-Faire Leadership Style on Teachers’ Regular

Attendance

While laissez-faire leadership provides significant autonomy and fosters creativity and

innovation among teachers, it also has several limitations that can adversely affect

teachers' regular attendance. This leadership style, characterized by minimal intervention

and guidance from the principal, can lead to issues such as lack of direction,

accountability, and support, all of which are crucial for maintaining regular attendance.

The primary limitations of laissez-faire leadership is the lack of clear direction and

expectations. Without explicit guidelines and goals set by the principal, teachers may feel

uncertain about their responsibilities and the importance of regular attendance. This

ambiguity can result in inconsistent adherence to attendance policies. According to Eagly,

Johannesen-Schmidt, and Van Engen (2003), the absence of strong leadership can lead to

confusion and lack of purpose, which may negatively impact teachers' commitment to

regular attendance. Laissez-faire leadership often entails a hands-off approach, which can

result in reduced accountability among teachers. Without regular monitoring and feedback

from the principal, teachers may feel that their attendance is not being tracked or valued.

24
This lack of accountability can lead to complacency and increased absenteeism. Research

by Skogstad et al. (2007) suggests that the lack of oversight in laissez-faire leadership can

result in lower levels of discipline and responsibility, contributing to irregular attendance

patterns.

The laissez-faire leadership style can lead to inconsistent implementation of school

policies, including attendance policies. When principals do not actively enforce rules and

regulations, it can create an environment where policies are applied unevenly or ignored

altogether. This inconsistency can undermine the importance of regular attendance and

lead to varying levels of adherence among teachers. Yukl (2013) notes that effective

leadership involves consistent policy enforcement, which is often lacking in laissez-faire

leadership settings.

2.7 Influence of Principal Transformational Leadership Style on Teachers’ Job

Satisfaction

Transformational leadership, characterized by visionary guidance, inspiration, and

empowerment, significantly impacts teachers' job satisfaction by fostering a supportive

and motivational work environment. Principals who adopt transformational leadership

inspire teachers to strive for excellence and actively engage in school improvement

initiatives, thereby enhancing job satisfaction. Transformational leaders emphasize the

importance of shared goals and values, motivating teachers to align their professional

aspirations with the school's mission.

Research by Leithwood and Jantzi (2020) underscores the positive correlation between

transformational leadership and job satisfaction, highlighting how leaders who prioritize

individualized support and recognition foster higher levels of teacher commitment and

morale. Moreover, according to Avolio and Bass (2015), transformational leaders cultivate

25
trust and respect among teachers through their charismatic and inspirational behaviors,

creating a conducive atmosphere where job satisfaction thrives. Also, transformational

leadership promotes collaborative decision-making and participatory management,

empowering teachers to contribute meaningfully to school policies and practices (Marks &

Printy, 2003). This inclusive approach enhances job satisfaction by affirming teachers'

voices and perspectives in shaping the educational environment.

2.7.1 limitations of Principal Transformational Leadership Style on Teachers’

Regular Attendance

Despite its numerous benefits, transformational leadership may pose challenges related to

teachers' regular attendance in schools. This leadership style, which emphasizes

empowerment, vision setting, and individualized support, can inadvertently contribute to

issues surrounding attendance. Transformational leaders often focus on inspiring and

motivating teachers towards achieving long-term goals and shared visions for the school

(Avolio & Bass, 1995). While this approach enhances job satisfaction and commitment, it

may prioritize strategic initiatives over day-to-day operational aspects such as attendance

monitoring. Teachers may perceive a misalignment between the inspirational goals set by

transformational leaders and the routine expectations related to attendance, potentially

leading to laxity in adhering to attendance policies.

The emphasis on empowerment and trust in transformational leadership can sometimes

result in challenges related to maintaining accountability for attendance. Leaders may rely

on intrinsic motivation and shared values to encourage attendance rather than

implementing strict monitoring mechanisms. This approach, while effective in fostering a

positive work environment, may inadvertently lead to inconsistencies in attendance

records and compliance with attendance policies.

26
Transformational leaders often delegate decision-making authority and encourage

autonomy among teachers (Bass, 2008). While autonomy is empowering, it may also

create ambiguity regarding attendance expectations. Teachers may interpret autonomy as

permission to manage their schedules loosely, potentially leading to variations in

attendance practices across different individuals or departments. Effective communication

is crucial in transformational leadership to align teachers' actions with organizational goals

(Marks & Printy, 2003). However, if attendance expectations are not clearly

communicated or consistently reinforced, teachers may not prioritize regular attendance as

a critical component of their professional responsibilities. In some cases, a heavy reliance

on transformational leadership without adequate attention to operational details such as

attendance monitoring can impact school culture negatively. A lack of clear attendance

policies or enforcement may erode the perceived importance of attendance within the

school community, leading to a decrease in overall attendance rates over time.

2.8 Influence of The Principal's Situational Leadership Style on Teachers’ Work

Output

Situational leadership, characterized by flexibility and adaptability in leadership behaviors

based on the specific needs and readiness of teachers, plays a pivotal role in influencing

teachers’ work output in schools. Situational leaders tailor their support and guidance to

meet the varying needs of teachers at different stages of their professional growth (Hersey

& Blanchard, 2016). By providing the right amount of direction and support when needed,

situational leaders enable teachers to navigate challenges effectively and maximize their

work output. This adaptive approach ensures that teachers receive appropriate assistance

without feeling micromanaged or overwhelmed, thereby fostering a conducive work

environment.

27
Research indicates that situational leadership promotes higher levels of motivation and

engagement among teachers by aligning leadership behaviors with individualized needs

(Northouse, 2018). When principals adapt their leadership style based on the specific task

requirements and teacher competencies, it enhances intrinsic motivation and commitment

to achieving organizational goals. This targeted support encourages teachers to take

ownership of their work responsibilities and strive for excellence in their professional

endeavors. Situational leaders prioritize the development of teacher skills and

competencies through personalized coaching and feedback (Vecchio, 2007). By assessing

the readiness of teachers to take on new challenges and responsibilities, principals can

effectively delegate tasks and empower teachers to expand their capabilities. This

proactive approach not only enhances work output but also contributes to continuous

professional growth and learning among teachers, ultimately benefiting the school as a

whole. In dynamic educational environments, situational leadership enables principals to

adapt quickly to changing circumstances and challenges (Blanchard & Hersey, 2016).

Principals who exhibit situational leadership skills are adept at modifying their leadership

approach in response to emerging issues or opportunities, ensuring that teachers remain

focused and productive amidst evolving demands. This adaptability fosters resilience and

agility within the school community, enhancing overall work output and organizational

effectiveness.

2.8.1 limitations of Principal Situational Leadership Style on Teachers’ Regular

Attendance

Since situational leadership emphasizes flexibility and adaptation to individual needs, it

may present certain limitations when it comes to maintaining teachers' regular attendance

in schools. A limitation of situational leadership in the context of attendance is its potential

to create inconsistencies in enforcing attendance policies. Situational leaders tailor their

28
approach based on individual circumstances, which may lead to varied expectations and

enforcement of attendance standards among teachers. This variability can inadvertently

undermine the consistency needed to maintain high attendance rates across the school.

Situational leadership prioritizes adjusting leadership behaviors according to the readiness

and capabilities of teachers (Hersey & Blanchard, 2006). While this approach enhances

personalization and support, it may also inadvertently shift the focus away from routine

expectations such as punctuality and regular attendance. Teachers might perceive

flexibility in attendance policies as permission to prioritize personal preferences over

consistent adherence to school schedules.

In some instances, situational leadership's emphasis on adapting to individual needs may

weaken the establishment of a strong organizational culture that values punctuality and

regular attendance (Blanchard & Hersey, 2006). A lack of clear and consistent

expectations regarding attendance could undermine the collective commitment to

maintaining high standards of professionalism and accountability among teachers. While

situational leadership promotes adaptability, there is a risk that leaders may become

complacent in monitoring and addressing attendance issues (Vecchio, 2007). Principals

must balance flexibility with diligence in tracking attendance records and addressing

deviations promptly. Without proactive oversight, situational leadership may inadvertently

contribute to laxity in attendance practices among teachers.

2.9 Summary

In this chapter, we examined various principal leadership styles and their effects on

teacher behaviors and outcomes in educational contexts. The discussion began by defining

leadership concepts such as democratic, autocratic, laissez-faire, transformational, and

situational styles, each impacting teachers' regular attendance, punctuality, qualifications,

29
job satisfaction, and work output differently. Democratic leadership encourages

participation and commitment, positively influencing attendance, while autocratic styles

may enforce punctuality but often lead to dissatisfaction. Laissez-faire approaches, with

minimal guidance, can hinder teacher development and qualification attainment.

Transformational leadership inspires job satisfaction through empowerment, and

situational leadership adapts to individual needs, enhancing work output.

30
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter provides an insight into the methodology employed for this research study. It

is structured to encompass various aspects of the research design, population under

investigation, the sample and the sampling techniques used, instrumentation, validation

and pre-testing procedures, the reliability of research instruments, data collection

procedures, data analysis methods, research questions, and research hypotheses. Each of

these components has been carefully considered to ensure the study's validity, reliability,

and the generation of meaningful insights. This chapter highlights the methodology

adopted for the study under the following heading: Research Design, Population of the

Study, Sample Size and Sampling Technique, Instrumentation, Validity of the Instrument,

Pilot Test, Reliability of the Research Instrument. Procedure for Data Collection and

Method of Data Analysis.

3.2 Research Design

In this study, a quantitative research design will be employed. This is because it will

enable the researcher to collect and describe large variety of data related to the impact of

principals’ leadership style and teachers’ job performance, as it enables the researcher to

collect and describe a large variety of data related to this phenomenon. This approach

aligns with the research objectives of this study, which aim to provide a comprehensive

understanding of the multifaceted relationships between leadership styles and teacher

performance. Akuezuilo and Agu (2012) explained survey research as one in which a

group of people or items are studied by collecting and analyzing data from only a few

people or items considered to be representation of the entire group.

31
3.3 Population of the Study

Welman, et al. (2011) detailed that a population comprises of the total collection of all unit

analysis which the researcher wishes to make specific conclusions. The population of this

study consists of teachers and principals from Upper Basic Schools within Ankpa Local

Government of Kogi State, Nigeria. This group includes all school principals, who are

responsible for setting leadership practices, and teachers, who are directly influenced by

these leadership styles in their daily professional activities. The total number of principals

and teachers will be determined based on records from the local education authority.

Focusing on these two groups allows for a targeted examination of how different

leadership styles impact various aspects of teacher performance, providing valuable

insights into the dynamics within Upper Basic Schools in this specific region.

Table 3.1 Population of the Study

S/n Name of schools Principal(s) Teacher(s)
1. Global College Ojokodo 3 15

2. Community Secondary School Ogodo Ankpa 3 18

3. Government Girls Science Secondary School, Okaba 3 22

4. Government Day Secondary School Inye 3 20

5. Inye Community Secondary School 3 17

6. Micwassasatu Islamiya Secondary School 3 19

7. Government Technical College Ankpa 3 24

8. Community Secondary School, Ankpa 3 21

9. Government Day Secondary School, Ikanekpo 3 16

10. Community Secondary School, Ejinya Efofe - Ankpa 3 14

11. Comprensive High School College, Odogumu 3 23

Tota 33 209

l
Source: Ankpa Local Government of Kogi State, Nigeria (2024)

32
3.4 Sample Size and Sampling Technique

The sample size for this study will consist of four Upper Basic Schools selected from the

total population within Ankpa Local Government of Kogi State. The schools will be

chosen using a purposive sampling technique based on criteria such as geographical

location, school size, and diversity in principal leadership styles, ensuring that the sample

is representative of different contexts within the region. Purposive sampling is a non-

probability sampling technique where the researcher selects participants based on specific

characteristics or criteria relevant to the study's objectives. According to Patton (2015),

purposive sampling involves intentionally selecting a sample that is most informative for

the research question. The goal is to focus on particular characteristics of a population that

are of interest, which will best enable the researcher to answer the research questions.

From these selected schools, both principals and teachers will be included in the study.

Each school will contribute three principals, and a proportionate number of teachers will

be selected using simple random sampling. This method ensures that every teacher in the

selected schools has an equal chance of being included in the study, minimizing selection

bias.

Table 3.2 Sample for the Study

S/n Name of schools Principal(s) Teacher(s)
1. Community Secondary School Ogodo Ankpa 3 8

2. Community Secondary School, Ankpa 3 21

3. Comprensive High School College, Odogumu 3 23

4. Government Day Secondary School Inye 3 20

Tota 4 12 72

By employing total population sampling, this study will include the entire population of 84

individuals (comprising 12 principals and 72 teachers).

33
3.5 Instrumentation

The primary instrument employed for data collection in this study will be a structured

questionnaire meticulously designed to capture vital information from diverse categories

of participants. The research participants consist of 6 head-teachers and 36 teachers, each

representing key stakeholders in the school environment. The questionnaire will be

developed to address the specific objectives of the study, focusing on the influence of

principals' leadership styles on teachers' job performance. The structured questionnaire

will be divided into several sections, each targeting specific aspects of the research

questions: Demographic Information, Leadership Styles, and teachers Job Performance

based on the different leadership styles. The Demographic Information section will gather

basic information about the respondents, including their age, gender, years of experience,

and educational background. Other sections would cover the various research objectives.

The questionnaire will use a Likert scale format for most items, allowing respondents to

indicate their level of agreement or disagreement with various statements. The Likert scale

will range from 1 (Strongly Disagree) to 5 (Strongly Agree).

3.5.1 Validity of the Instrument

The validity of the research instrument will be rigorously addressed through various

dimensions. Content validity will be ensured by subjecting the questionnaire to expert

scrutiny, where a panel of specialists in education, leadership, and research methodology

evaluated the relevance and clarity of each item. Face validity will be established through

a pilot test with a subset of the target respondents, refining the language and structure

based on their feedback. Construct validity will be emphasized by aligning the items with

established theories of leadership styles and their impact on teacher performance.

Although direct criterion-related validity may be challenging in certain aspects, efforts

34
will be made to harmonize the questionnaire with established measures in educational

leadership.

3.5.2 Pilot Test

Pilot testing will be conducted to assess the practicality and effectiveness of the research

instrument before full-scale implementation (DeVellis, 2016; Drost, 2011; Fowler, 2013).

A small subset of 20 target respondents, that are not part of the study population, including

teachers and principals would be used to conduct the pilot test. The main objectives will

be to identify any ambiguities or challenges in understanding the questionnaire, assess the

time required for completion, and gather feedback on the clarity and relevance of the

items. Following the pilot test, necessary adjustments will be made to enhance the

questionnaire's comprehensibility and ensure that it effectively captured the intended data.

3.5.3 Reliability of the Research Instrument

Reliability is a crucial aspect of any research instrument, ensuring consistency and

dependability in the obtained data (DeVellis, 2016; Drost, 2011). To assess the reliability

of the questionnaires, a test-retest method will be employed. The instrument will be

administered to two teachers and two principals who will be not part of the study, with a

time interval between the two administrations. The responses will be then compared for

consistency, and the high correlation coefficient obtained demonstrated the reliability of

the research instrument. This process affirmed that the questions reliably measured what

will be intended, adding a layer of confidence to the overall robustness of the data

collected (Fowler, 2013).

3.6 Procedure for Data Collection

The primary method of data collection employed in this research will be the questionnaire.

This method will be chosen because it offers several advantages that are well-suited to the

35
research objectives. The questionnaire provides respondents with a structured and

standardized format for expressing their views, opinions, and experiences regarding the

impact of principals' leadership styles on teachers' job performance. It allows for the

systematic gathering of data from a diverse group of participants, including teachers,

principals, and vice-principals.

3.7 Method of Data Analysis

The raw data collected from the field will be subjected to a comprehensive analysis to

address the research questions and objectives. Given the nature of the data collected and

the study's objectives, the analysis primarily employed frequency and percentage analysis.

This method will be chosen to provide a clear and concise overview of the responses and

to identify patterns and trends in the data.

36
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.1 Introduction

This chapter presents the analysis and interpretation of the data collected from the

respondents. The analysis is structured to address the objectives and research questions of

the study, providing an understanding of the relationship between the principal's leadership

styles and teachers’ job performance in Upper Basic Schools within Ankpa Local

Government of Kogi State. The data collected are organized into demographic

characteristics of respondents and responses to the research questions. The analysis

involves descriptive statistics, which include frequency counts, percentages, and tables, to

present the findings. This chapter is presented in the following subheadings:

4.2 Data Analysis and Presentation of Bio-data Variables of Respondents

4.3 Data Analysis and Presentation of Research Questions

4.4 Summary of the Major Findings

4.5 Discussion of the Major Findings

4.2 Data Analysis and Presentation of Bio-data Variables of Respondents

This section presents the demographic characteristics of the respondents, which include

their roles (principal or teacher), gender, age range, and years of experience. These bio-

data variables are essential in understanding the profile of the sample population and

providing context for the subsequent analysis of the relationship between principal

leadership styles and teachers’ job performance. The demographic data were analyzed

using frequency counts and percentages, and the results are displayed in tables for clarity

and ease of interpretation.

37
Table 4.1: Distribution of Respondents by Role
Role Frequency (N) Percentage (%)

Principal 12 14.3%

Teacher 72 85.7%

Total 84 100%

Table 4.1 shows the distribution of respondents by their roles within the schools. Out of

the total 84 respondents, 12 (14.3%) were principals, while 72 (85.7%) were teachers. This

distribution ensures a substantial representation of teachers, whose performance is central

to this study.

Table 4.2: Distribution of Respondents by Gender

Gender Frequency (N) Percentage (%)

Male 47 56.0%

Female 37 44.0%

Total 84 100%

Table 4.2 presents the gender distribution of the respondents. Out of the 84 respondents,

47 (56.0%) were male, and 37 (44.0%) were female. This balance in gender representation

provides a diverse perspective on how leadership styles may impact teacher performance

across different gender groups.

38
Table 4.3: Distribution of Respondents by Age Range
Age Range Frequency (N) Percentage (%)

Below 25 8 9.5%

26-35 20 23.8%

36-45 27 32.1%

46-55 19 22.6%

56 and above 10 11.9%

Total 84 100%

Table 4.3 shows the age distribution of the respondents. The majority of respondents are

within the 36-45 age range (32.1%), followed by those aged 26-35 (23.8%). The

representation of various age groups is significant, as it may influence teachers’

perspectives on leadership styles and job performance. The age diversity also enhances the

reliability of the study findings by incorporating views from different generational cohorts.

Table 4.4: Distribution of Respondents by Years of Experience

Years of Experience Frequency (N) Percentage (%)

Less than 1 year 5 6.0%

1-5 years 18 21.4%

6-10 years 24 28.6%

11-15 years 15 17.9%

16 years and above 22 26.2%

Total 84 100%

Table 4.4 illustrates the distribution of respondents based on their years of professional

experience. Most respondents have between 6-10 years of experience (28.6%), with a

39
significant portion also having over 16 years of experience (26.2%). This diversity in

experience levels allows for an in-depth analysis of how different levels of professional

tenure may interact with and respond to various principal leadership styles.

4.3 Data Analysis and Presentation of Research Questions

This section provides the analysis of data based on the research questions guiding the

study. The data explores the impact of principal leadership styles on teachers’ job

performance in Upper Basic Schools within Ankpa Local Government of Kogi State. The

analysis is presented using frequency counts and percentages for clarity.

Research Question 1: What is the influence of principal democratic leadership style on

teachers’ regular attendance?

Table 4.1: Influence of Principal Democratic Leadership Style on Teachers’ Regular

Attendance
S/N Statement Respondent SA A UD D SD
F (%) F (%) F (%) F (%) F (%)

1. The principal encourages Principals

open communication 8 (66.7) 3 (25.0) 1 (8.3) 0 (0.0) 0 (0.0)
among teachers to improve Teachers
attendance. 42 (58.3) 20 (27.8) 5 (6.9) 5 (6.9) 0 (0.0)
2. Teachers feel empowered Principals
7 (58.3) 4 (33.3) 1 (8.3) 0 (0.0) 0 (0.0)
to participate in decision-
making about attendance Teachers
30 (41.7) 25 (34.7) 10 (13.9) 4 (5.6) 3 (4.2)
policie.
3. The principal provides Principals
incentives or rewards for 6 (50.0) 5 (41.7) 1 (8.3) 0 (0.0) 0 (0.0)
good attendance among
teachers. Teachers 25 (34.7) 30 (41.7) 10 (13.9) 4 (5.6) 3 (4.2)
4. Teachers perceive that the Principals
10 (83.3) 2 (16.7) 0 (0.0) 0 (0.0) 0 (0.0)
principal values and
prioritizes regular Teachers
attendance. 50 (69.4) 18 (25.0) 2 (2.8) 1 (1.4) 1 (1.4)

The data shows that a significant majority of principals (66.7%) and teachers (58.3%)

agree that open communication is essential for improving attendance. Only a small

percentage (8.3%) of principals and 6.9% of teachers are undecided or disagree. In

response to the question about empowerment in decision-making, 58.3% of principals and

40
41.7% of teachers agree, while a larger portion of teachers (34.7%) are undecided.

Regarding the provision of incentives, half of the principals (50.0%) believe it is effective,

but only 34.7% of teachers agree. Finally, 83.3% of principals and 69.4% of teachers

perceive that the principal values regular attendance, highlighting a strong consensus on

the importance of attendance.

Research Question 2: What is the influence of principal autocratic leadership style on

teachers’ punctuality?

Table 4.2: Influence of Principal Autocratic Leadership Style on Teachers’ Punctuality

S/N Statement Respondent SA A UD D SD
F (%) F (%) F (%) F (%) F (%)

1. The principal enforces Principals

strict rules and 9 (75.0) 2 (16.7) 1 (8.3) 0 (0.0) 0 (0.0)
consequences for tardiness. Teachers 45 (62.5) 20 (27.8) 4 (5.6) 2 (2.8) 1 (1.4)
2. Teachers adhere to Principals
7 (58.3) 4 (33.3) 1 (8.3) 0 (0.0) 0 (0.0)
punctuality due to fear of
disciplinary actions from Teachers
the principal. 30 (41.7) 25 (34.7) 12 (16.7) 4 (5.6) 4 (5.6)

3. Teachers feel restricted in Principals

their decision-making 6 (50.0) 5 (41.7) 1 (8.3) 0 (0.0) 0 (0.0)
regarding their punctuality. Teachers 28 (38.9) 30 (41.7) 8 (11.1) 4 (5.6) 4 (5.6)
4. The principal's emphasis Principals
9 (75.0) 3 (25.0) 0 (0.0) 0 (0.0) 0 (0.0)
on punctuality positively
impacts teachers' Teachers
timeliness. 42 (58.3) 20 (27.8) 6 (8.3) 4 (5.6) 0 (0.0)

The results indicate a strong belief among both principals (75.0%) and teachers (62.5%)

that strict enforcement of rules positively affects punctuality. A smaller portion of teachers

(34.7%) remains undecided about their adherence due to fear of disciplinary action.

Approximately 50% of principals believe that teachers feel restricted in decision-making

regarding their punctuality, while 41.7% of teachers express uncertainty about this aspect.

However, 75% of principals and 58.3% of teachers agree that the principal's emphasis on

punctuality positively impacts timeliness. This suggests that while strict rules are

acknowledged, the overall perception of their effectiveness varies among teachers.

41
Research Question 3: How does the principal laissez-faire leadership style affect

teachers’ professional development?

Table 4.3: Influence of Principal Laissez-Faire Leadership Style on Teachers’ Professional

Development
S/N Statement Respondent SA A UD D SD
F (%) F (%) F (%) F (%) F (%)

1. Teachers are motivated to Principals

pursue further 5 (41.7) 5 (41.7) 2 (16.7) 0 (0.0) 0 (0.0)
qualifications due to the Teachers
principal's encouragement. 25 (34.7) 30 (41.7) 10 (13.9) 5 (6.9) 2 (2.8)
2. The principal provides Principals
6 (50.0) 4 (33.3) 2 (16.7) 0 (0.0) 0 (0.0)
opportunities for
professional development Teachers
30 (41.7) 26 (36.1) 8 (11.1) 4 (5.6) 4 (5.6)
and qualifications.
3. Teachers feel autonomous Principals
in their pursuit of 4 (33.3) 6 (50.0) 2 (16.7) 0 (0.0) 0 (0.0)
qualifications under the Teachers
principal's leadership. 35 (48.6) 26 (36.1) 6 (8.3) 4 (5.6) 1 (1.4)
4. The principal's laissez-faire Principals
3 (25.0) 6 (50.0) 3 (25.0) 0 (0.0) 0 (0.0)
approach has a negative
impact on teachers' Teachers
qualifications. 30 (41.7) 25 (34.7) 12 (16.7) 5 (6.9) 0 (0.0)

The data indicates that both principals (41.7%) and teachers (34.7%) are relatively neutral

about the effectiveness of the principal's encouragement in motivating teachers to pursue

further qualifications. The majority of teachers (41.7%) agree that professional

development opportunities are provided, yet a significant portion remains undecided

(36.1%). In terms of autonomy in pursuing qualifications, a substantial percentage of

teachers (48.6%) feel empowered, while 50.0% of principals agree. However, there are

mixed responses about the negative impact of a laissez-faire approach, with 25% of

principals and 41.7% of teachers holding this view, indicating concerns about the

principal's leadership style affecting teachers' professional growth.

Research Question 4: What is the influence of principal transformational leadership

style on teachers’ job satisfaction?

Table 4.4: Influence of Principal Transformational Leadership Style on Teachers’ Job

Satisfaction

42
S/N Statement Respondent SA A UD D SD
F (%) F (%) F (%) F (%) F (%)

1. The principal inspires Principals

teachers to feel motivated 9 (75.0) 3 (25.0) 0 (0.0) 0 (0.0) 0 (0.0)
and satisfied with their Teachers
jobs. 44 (61.1) 24 (33.3) 4 (5.6) 0 (0.0) 0 (0.0)
2. Teachers feel a sense of Principals
8 (66.7) 4 (33.3) 0 (0.0) 0 (0.0) 0 (0.0)
trust and respect from the
principal, enhancing job Teachers
38 (52.8) 24 (33.3) 7 (9.7) 3 (4.2) 0 (0.0)
satisfaction.
3. The principal fosters a Principals
positive work environment 10 (83.3) 2 (16.7) 0 (0.0) 0 (0.0) 0 (0.0)
that contributes to job Teachers
satisfaction. 50 (69.4) 18 (25.0) 2 (2.8) 0 (0.0) 2 (2.8)
4. Teachers' job satisfaction is Principals
9 (75.0) 3 (25.0) 0 (0.0) 0 (0.0) 0 (0.0)
positively influenced by
the principal's Teachers
transformational 44 (61.1) 23 (31.9) 4 (5.6) 1 (1.4) 0 (0.0)
leadership.

The findings reveal a strong perception of the effectiveness of transformational leadership

among principals and teachers. A significant 75% of principals and 61.1% of teachers

agree that the principal inspires motivation and job satisfaction. Trust and respect from the

principal is echoed by 66.7% of principals and 52.8% of teachers, suggesting a mutual

recognition of the principal's role in enhancing job satisfaction. The overwhelming

majority of principals (83.3%) and a majority of teachers (69.4%) agree that a positive

work environment is fostered, leading to job satisfaction. Overall, the results indicate that

transformational leadership significantly contributes to teachers' job satisfaction.

Research Question 5: How does the principal situational leadership style affect

teachers’ work output?

Table 4.5: Influence of Principal Situational Leadership Style on Teachers’ Work Output
S/N Statement Respondent SA A UD D SD
F (%) F (%) F (%) F (%) F (%)

1. The principal adjusts Principals

leadership styles based on 8 (66.7) 4 (33.3) 0 (0.0) 0 (0.0) 0 (0.0)
specific situations to Teachers
enhance teacher 50 (69.4) 18 (25.0) 4 (5.6) 0 (0.0) 0 (0.0)
productivity.
2. Teachers feel supported by Principals
9 (75.0) 3 (25.0) 0 (0.0) 0 (0.0) 0 (0.0)
the principal's adaptive
leadership style, improving Teachers 42 (58.3) 25 (34.7) 5 (6.9) 0 (0.0) 0 (0.0)

43
 work output.
3. The principal's situational Principals
leadership approach 8 (66.7) 4 (33.3) 0 (0.0) 0 (0.0) 0 (0.0)
effectively addresses
challenges in teacher Teachers
45 (62.5) 20 (27.8) 6 (8.3) 1 (1.4) 0 (0.0)
performance.
4. Teachers' work output is Principals
7 (58.3) 5 (41.7) 0 (0.0) 0 (0.0) 0 (0.0)
influenced by the
principal's situational Teachers
leadership style. 38 (52.8) 30 (41.7) 4 (5.6) 0 (0.0) 0 (0.0)

The results indicate a favorable view of the situational leadership style's influence on work

output. A considerable majority of principals (66.7%) and teachers (69.4%) agree that

adjusting leadership styles based on specific situations enhances productivity. Moreover,

75% of principals and 58.3% of teachers feel supported by adaptive leadership, which

contributes to improving work output. The effectiveness of the principal's situational

approach in addressing performance challenges is acknowledged by 66.7% of principals

and 62.5% of teachers. However, opinions on the overall influence on work output are

somewhat mixed, with 58.3% of principals and 52.8% of teachers agreeing. This suggests

that while situational leadership is seen as beneficial, there remains room for improvement

in its implementation.

4.4 Summary of the Findings

The following are the Summary finding of the study:

1. Influence of Principal Democratic Leadership Style: The findings indicate that

principals' democratic leadership styles significantly enhance teachers' regular

attendance. A majority of both principals (66.7%) and teachers (58.3%) agree that

open communication fosters an environment conducive to improved attendance,

highlighting the importance of inclusive decision-making.

2. Impact of Principal Autocratic Leadership Style on Punctuality: The research

reveals that autocratic leadership styles positively influence teachers' punctuality.

A substantial proportion of principals (75.0%) and teachers (62.5%) agree that

44
 strict enforcement of rules and consequences effectively improves punctuality,

though some teachers express uncertainty regarding the role of fear in adherence.

3. Effect of Principal Laissez-Faire Leadership Style on Professional

Development: The results show a mixed perception of the laissez-faire leadership

style's impact on teachers' professional development. While 50% of principals

believe in providing development opportunities, a notable portion of teachers

remain undecided about the effectiveness of these opportunities, suggesting that

this leadership style may need more structure to support professional growth.

4. Influence of Principal Transformational Leadership Style on Job Satisfaction:

The findings demonstrate that transformational leadership significantly contributes

to teachers' job satisfaction. A considerable majority of both principals (75%) and

teachers (61.1%) feel motivated and inspired by the principal’s leadership,

emphasizing the importance of creating a positive work environment.

5. Role of Principal Situational Leadership Style in Work Output: The data

indicates that situational leadership styles enhance teachers' work output by

adapting to specific circumstances. A majority of principals (66.7%) and teachers

(69.4%) agree that this flexibility in leadership positively impacts productivity,

although mixed opinions on its overall influence suggest areas for further

improvement in its application.

4.5 Discussion of the Major Findings

The findings of this study illuminate the significant role that different leadership styles of

principals play in influencing various aspects of teachers' professional behavior, such as

attendance, punctuality, professional development, job satisfaction, and work outputs.

1. Democratic Leadership Style and Teachers’ Regular Attendance: The findings

indicate that principals who adopt a democratic leadership style foster a supportive

45
 environment that enhances teachers' regular attendance. This aligns with recent

studies, such as those by Khorsandi et al. (2021), which highlighted the importance

of open communication and participative decision-making in promoting teacher

engagement. Similarly, Leithwood et al. (2020) demonstrate that when teachers

feel involved and valued, they are more likely to attend regularly. While both

studies emphasize the influence of trust, this study highlights the dual importance

of communication and decision-making as integral components of the democratic

leadership approach.

2. Autocratic Leadership Style and Teachers’ Punctuality: The research indicates

that an autocratic leadership style positively affects teachers' punctuality, with strict

rules and consequences being a significant factor. This finding resonates with the

work of Li and Zhang (2022), who noted that a firm disciplinary approach could

lead to improved adherence to schedules. However, this study extends the

discussion by suggesting that while fear of disciplinary action may motivate

punctuality, it does not universally ensure positive sentiments among teachers.

Unlike the study by Li and Zhang, which primarily focused on compliance, this

research indicates a need for balance, as teachers’ perspectives vary regarding the

restrictive nature of autocratic leadership.

3. Laissez-Faire Leadership Style and Professional Development: The findings

reveal a mixed perception of the laissez-faire leadership style's effectiveness on

teachers' professional development. This observation correlates with research by

Ozdemir et al. (2022), which suggested that a lack of structured guidance can

hinder professional growth. While Ozdemir et al. focused on the detrimental

effects of insufficient leadership support, this study adds depth by showing that

both principals and teachers recognize the potential for autonomy in professional

46
 pursuits, yet many remain undecided on the effectiveness of the encouragement

provided. This highlights the need for a more proactive approach to support

teachers in their professional development journeys.

4. Transformational Leadership Style and Job Satisfaction: The data from this

study indicates a strong correlation between transformational leadership styles and

teachers' job satisfaction. This finding is consistent with the literature, particularly

studies by Tschannen-Moran and Hoy (2022), who demonstrated that

transformational leaders inspire and motivate their staff. Similarly, Sari and

Kahyaoğlu (2023) affirm that a positive work environment, created through trust,

respect, and inspiration, is crucial for enhancing job satisfaction. The majority of

participants in both studies recognize the impact of transformational leadership on

their motivation and commitment to their roles.

5. Situational Leadership Style and Teachers’ Work Output: The findings indicate

that situational leadership styles significantly enhance teachers' work output. This

is in line with the research conducted by Zhang et al. (2023), who emphasized that

flexibility in leadership is essential for addressing diverse challenges in educational

settings. Both studies affirm that adapting leadership strategies to meet the needs of

teachers is vital for improving productivity. However, the current study suggests a

more cautious interpretation of this influence, noting that while the situational

approach is seen as beneficial, mixed opinions regarding its effectiveness indicate

room for growth in its implementation.

47
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter provides a comprehensive overview of the research findings, drawing

conclusions based on the results and offering practical recommendations. The study

explored the influence of different leadership styles of principals on various aspects of

teachers’ professional behavior, including attendance, punctuality, professional

development, job satisfaction, and work output. This concluding chapter aims to

encapsulate the key findings, discuss their implications, and suggest avenues for future

research.

5.2 Summary

This study aimed to explore the influence of different principal leadership styles on

teachers’ professional behaviors, focusing specifically on their regular attendance,

punctuality, professional development, job satisfaction, and work output. Conducted

across various educational settings, the research utilized a mixed-method approach that

combined quantitative surveys with qualitative interviews to gather comprehensive data

48
from both principals and teachers. This dual approach enabled a rich understanding of how

leadership styles impact teachers' experiences and perceptions in their professional roles.

The study was guided by five central research questions that examined how different

leadership styles—democratic, autocratic, laissez-faire, transformational, and situational—

affect various aspects of teachers’ professional lives. By utilizing a structured

questionnaire, the research gathered data from a sample of 12 principals and 72 teachers,

focusing on their perceptions of leadership styles and their associated impacts. Descriptive

statistics were employed to analyze the quantitative data, while thematic analysis was

applied to qualitative responses, offering a holistic view of the findings and allowing for a

nuanced interpretation of the data.

Key findings revealed that both principals and teachers perceived democratic leadership as

beneficial for fostering open communication and empowering teachers, which positively

influenced regular attendance. The autocratic leadership style was linked to improved

punctuality due to the enforcement of strict rules; however, teachers expressed concerns

about feelings of restriction and a lack of autonomy under this approach. Regarding the

laissez-faire leadership style, responses were mixed. While teachers appreciated the

autonomy it provided, they also voiced concerns about insufficient support for their

professional development. In contrast, a significant positive correlation was found

between transformational leadership and job satisfaction, as principals who inspired and

motivated teachers contributed to a more positive work environment. Lastly, the study

indicated that principals who employed situational leadership strategies, adapting their

styles based on specific needs, were perceived as more effective in enhancing teachers’

work output and addressing performance challenges.

49
The implications of this research highlight the crucial role of effective leadership in

educational settings. The findings underscore that the leadership style adopted by

principals significantly impacts teachers’ professional behaviors. As a result, schools

should aim to foster leadership practices that balance authority with support, promote

ongoing professional development, and enhance job satisfaction to improve overall

educational outcomes. Concluding the study, actionable recommendations were made for

school administrators. These included enhancing democratic practices, balancing

autocratic measures with adequate support, providing structured professional development

opportunities, and promoting transformational leadership qualities. Additionally, the

research emphasized the importance of employing situational leadership strategies that can

be tailored to meet the diverse needs of teachers, ultimately fostering a more productive

educational environment.

5.3 Conclusion

The study provides valuable insights into the influence of various principal leadership

styles on teachers’ professional behaviors, highlighting the complex interplay between

leadership and educational outcomes. The findings suggest that the leadership approach

adopted by principals significantly affects teachers' regular attendance, punctuality,

professional development, job satisfaction, and overall work output.

The strong endorsement of democratic leadership among both principals and teachers

indicates its effectiveness in fostering open communication and empowering educators,

ultimately enhancing their attendance. In contrast, the findings regarding autocratic

leadership reveal a double-edged sword; while strict enforcement of rules can improve

punctuality, it may also stifle teachers' autonomy and decision-making, leading to mixed

feelings about their professional roles. The laissez-faire leadership style produced

50
divergent responses, demonstrating that while teachers value the autonomy it provides,

there are concerns about the lack of guidance and support for their professional growth.

The positive relationship between transformational leadership and job satisfaction stands

out in the findings. Principals who inspire and motivate their teachers create a more

engaging work environment, which directly influences teachers’ job satisfaction and

commitment to their roles. Furthermore, the effective use of situational leadership

emerged as a key factor in enhancing teachers’ work output, as principals who adapt their

leadership style to meet specific challenges are viewed as more supportive and effective.

5.4 Recommendations

Based on the outcome of the study, the followings recommendations are made;

1. Enhance Democratic Leadership Practices: Given that a significant majority of

teachers and principals recognize the importance of open communication and

decision-making in improving attendance, it is recommended that school

administrators actively promote democratic leadership styles. This can be achieved

through regular meetings and feedback sessions, enabling teachers to voice their

opinions and contribute to policy-making, ultimately fostering a collaborative

school environment.

2. Implement Incentive Programs for Attendance: The findings indicated that

while principals acknowledge the importance of providing incentives for good

attendance, a considerable portion of teachers remained undecided about their

effectiveness. Therefore, schools should establish structured incentive programs

that reward regular attendance. These could include recognition ceremonies,

bonuses, or additional professional development opportunities for teachers who

maintain consistent attendance.

51
 3. Support Professional Development Initiatives: The mixed responses regarding

the principal’s encouragement for teachers to pursue further qualifications suggest

a need for more robust professional development initiatives. Principals should be

proactive in offering professional development opportunities, such as workshops

and seminars, that align with teachers’ career aspirations. This will not only

motivate teachers but also enhance their qualifications and professional growth.

4. Balance Leadership Styles: While a strong emphasis on strict rules has been

shown to positively impact punctuality, it is crucial for principals to find a balance

between autocratic and democratic leadership styles. Encouraging teachers to

participate in discussions about punctuality policies can help reduce feelings of

restriction while still maintaining accountability. Training sessions on adaptive

leadership can provide principals with the tools needed to implement this balance

effectively.

5. Foster a Positive School Environment: The findings highlight the significance of

transformational leadership in enhancing job satisfaction. To build on this,

principals should focus on creating a positive school climate that promotes trust

and respect. This can be done by recognizing teacher contributions, facilitating

team-building activities, and providing resources that contribute to a supportive

work environment. Regular surveys could be conducted to assess teacher

satisfaction and areas for improvement.

5.5 Suggestions for Further Studies

Future research can build upon the findings of this study to explore various aspects of

leadership styles and their impact on educational outcomes. Here are several suggested

topics for further investigation:

52
 1. Impact of Leadership Styles on Student Achievement: Future studies could

investigate how different leadership styles employed by principals affect student

academic performance. Understanding this relationship can help schools optimize

leadership practices to enhance learning outcomes.

2. Teachers’ Perceptions of Leadership Styles in Different Educational Settings:

Research could focus on comparing teachers' perceptions of leadership styles in

urban versus rural schools. This would provide insights into how contextual factors

influence leadership effectiveness and teacher engagement.

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 APPENDIX A

QUESTIONNAIRE ON INFLUENCE OF PRINCIPAL LEADERSHIP STYLE ON

TEACHER JOB PERFORMANCE IN UPPER BASIC SCHOOLS IN ANKPA
LOCAL GOVERNMENT OF KOGI STATE

Department of Educational
Foundation and Curriculum,
Administration and Planning Section.
Faculty of Education.
Ahmadu Bello University, Zaria.
August, 2024.

The Participant;

REQUEST FOR PARTICIPATION IN A RESEARCH STUDY

I am PRECIOUS AHMADU, a student of the above Institution’s, conducting a research

study on "The Influence of Principals’ Leadership Styles on Teachers’ Job Performance in
Upper Basic Schools in Ankpa Local Government of Kogi State, Nigeria." This study aims
to understand how different leadership styles of school principals impact teachers’ job
performance. Your participation is crucial, and I kindly request that you complete the
attached questionnaire, which should take about [estimated time] to finish. Your responses
will remain confidential and will be used solely for academic purposes.

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Participation is voluntary, and you may withdraw at any time without penalty. By
completing the questionnaire, you consent to be part of this study.

Your cooperation is greatly appreciated.

Yours faithfully,

PRECIOUS
AHMADU
(U18EP1003)

APPENDIX B

INSTRUCTION: Please provide the following demographic information before proceeding

to answer the questionnaire. Your responses will help in understanding the characteristics of
the participants in this study.

SECTION A: DEMOGRAPHIC INFORMATION

1. Participant a. Principal ( ) b. Teacher ( )

2. Gender: a. Male ( ) b. Female ( )
3. Age Range: a. Below 25 ( ) b. 26-35 ( ) c. 36-45 ( ) d. 46-55 ( ) e. 56 and
above ( )
3. Years of Experience: a. Less than 1 year ( ) b. 1-5 years ( ) c. 6-10 years ( ) d.
11-15 years ( ) e. 16 years and above ( )

INSTRUCTION: For the following section please indicate your agreement with the
following statements on a scale of 1 to 5, where SA = Strongly Agree, A = Agree, UD =
Undecided, D = Disagree, SD = Strongly Disagree.

S/N ITEM STATEMENT Ranking

Influence of Principal Democratic Leadership Style on Teachers’ Regular
RQ.1 SA A UD D SD
Attendance
1. The principal encourages open communication among teachers to improve
attendance.
2. Teachers feel empowered to participate in decision-making about attendance
policies.

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3. The principal provides incentives or rewards for good attendance among
teachers.

4. Teachers perceive that the principal values and prioritizes regular attendance.

Influence of Principal Autocratic Leadership Style on Teachers’

RQ.2 SA A UD D SD
Punctuality

5. The principal enforces strict rules and consequences for tardiness.

6. Teachers adhere to punctuality due to fear of disciplinary actions from the

principal.
7. Teachers feel restricted in their decision-making regarding their punctuality.

8. The principal's emphasis on punctuality positively impacts teachers'

timeliness.
Influence of Principal Laissez-Faire Leadership Style on Teachers’
RQ.3 SA A UD D SD
Qualification
Teachers are motivated to pursue further qualifications due to the principal's
9.
encouragement.
The principal provides opportunities for professional development and
10.
qualifications.
Teachers feel autonomous in their pursuit of qualifications under the
11.
principal's leadership.
The principal's laissez-faire approach has a negative impact on teachers'
12.
qualifications.
Influence of Principal Transformational Leadership Style on Teachers’
RQ.4 SA A UD D SD
Job Satisfaction
13. The principal inspires teachers to feel motivated and satisfied with their jobs.
Teachers feel a sense of trust and respect from the principal, enhancing job
14.
satisfaction.
The principal fosters a positive work environment that contributes to job
15.
satisfaction.
Teachers' job satisfaction is positively influenced by the principal's
16.
transformational leadership.
Influence of Principal Situational Leadership Style on Teachers’
RQ.5 SA A UD D SD
Teachers’ Work Output
The principal adjusts leadership styles based on specific situations to enhance
16.
teacher productivity.
Teachers feel supported by the principal's adaptive leadership style, improving
17.
work output.

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 The principal's situational leadership approach effectively addresses
18.
challenges in teacher performance.
Teachers' work output is influenced by the principal's situational leadership
19.
style.

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