IMPACT OF SCHOOL LEADERSHIP STYLES ON TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN ORUMBA SOUTH L.G.A, ANAMBRA STATE
The study investigated the Impact of School Leadership Styles on Teacher Performance in Secondary Schools in Orumba South L.G.A, Anambra State. Four purposes of study and four research questions guided the study. A descriptive survey design was adopted for the study. A total of one hundred and twenty-six (126) respondents served as sample. Four-point scaled structured questionnaire of 40 items was used as instrument for data collection. Mean and standard deviation were used for data analysis. Findings revealed that democratic decision-making, teamwork encouragement, recognition and rewards, consultation with teachers, provision of practical support, setting clear expectations, strategies to improve student outcomes, opportunities for idea sharing, etc. are leadership styles commonly employed by school leaders in secondary schools. Leadership styles such as democratic, transformational, instructional, participative, servant, charismatic, and transactional leadership positively affect teachers’ overall work performance. Conversely, autocratic, authoritarian, and laissez-faire leadership styles were also acknowledged by respondents as having negative effects on teachers’ morale and productivity. Factors such as principals’ personality, educational background, years of experience, communication skills, cultural values, training and professional development, gender, relationship with staff, age, and workload influence the leadership styles adopted in secondary schools. Practical strategies such as providing regular feedback, organizing professional development tailored to teachers’ needs, recognizing and rewarding good performance, etc. are effective ways school leaders can use leadership styles to help teachers work better and achieve good school results.. Based on the findings, recommendations were made.
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