LEADERSHIP STYLES OF PRINCIPALS AND SCHOOL ORGANIZATIONAL PERFORMANCE
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LEADERSHIP STYLES OF PRINCIPALS AND SCHOOL ORGANIZATIONAL PERFORMANCE
Chapter one
INTRODUCTION
Background of the Study
Educational leaders play a crucial role in improving the effectiveness of teaching and learning and providing students with a high-quality education. Most educational professionals believe that administrators are the driving force and primary source of organisational development and academic advancement for students.
A leadership style is a leader’s approach to delivering guidance, executing plans, and motivating others. Leaders in several professions, including education, politics, and business, can demonstrate a variety of leadership styles. Leadership, specifically effective leadership, is just as important in Nigerian organisations as it is around the world.
Nigerian schools, like others throughout the world, strive for excellence in order to compete on a global scale. However, the situation in Nigeria is extremely complex, with many organisations entangled in a web of authoritarian hierarchies and traditional leadership approaches, as well as bureaucratic hierarchies combined with modern leadership approaches (Ajibade, 2000).
The role of school leadership in connection to students’ academic success has been thoroughly investigated. In this scenario, excellent leadership styles demonstrated by school leaders are regarded as the most essential tools for achieving and deciding the excellence and success of a school’s performance, particularly in terms of student achievement in curriculum and extracurricular activities.
Best services and good strategic management provided by the highest authority in the hierarchical level of school administration, particularly the principal, will drive pupils down the path of academic and nonacademic success.
Nowadays, school leadership emphasises the roles of transformative and instructional leaders. This is because the principal’s impact on student learning is ultimately what determines effectiveness.
The majority of research findings in the literature strongly suggest that the principal is the most significant individual in providing leadership for improved instruction and curricula (Akerele, 2007).
To improve high-academic excellence in educational performance, it is critical to address effective leadership styles used by school officials, as they play the most crucial influence in determining students’ academic excellence.
An effective leadership course can be extremely beneficial in developing leadership skills among personnel inside the organisation. The relationship between leadership and performance was both indirect and direct, demonstrating the need of training leaders through leadership development programs (Akinwumiju and Olaniyan, 2006).
Organisations make significant investments in Human Resource Development initiatives to help employees improve their job performance, job happiness, and job involvement.
These abilities can be improved by offering appropriate technical/non-technical training and coaching (Akinyemi, 2003). Leadership is now extensively recognised and validated through study.
Leadership development can be transmitted through experience learning, vicarious learning, and transformational learning, as leaders have the ability to inspire and drive others.
Leadership style development is becoming an increasingly important and strategic need for organisations in today’s commercial environment. Some developmental assignments can be completed concurrently with regular employment responsibilities, while others necessitate a temporary departure from one’s regular job (Yukl 2011).
Some existing employment may require you to establish new projects or start new ones while serving as a department representative on cross-functional teams. Training programs help organisational managers develop their communication and listening skills, inspire and support others, and communicate information (Bidwell, 2001).
Statement of the Problem
Much of the existing research on school leadership suggests that leadership has no direct impact on student progress. Kruger, Witziers, and Sleegers (2007) claimed that leadership no longer has a direct influence on academic outcomes, but rather indirectly influences instructional organisation and culture. It is critical to investigate the extent to which school leaders’ and leadership styles influence student achievement.
The literature study will include current data on the direct effects of school leadership on student success, as well as some indirect effects that school leaders may have on student accomplishment.
School leadership style weakness is not a new topic in school leadership research. Fullan (2001) revealed vulnerabilities in school leadership. Some principals are unable to successfully administrate the school, resulting in the school’s inability to function.
One of the principal’s key shortcomings is his bureaucratic leadership style, which leaves them unsure of their role as leaders responsible for generating teacher commitment to the school.
Teachers frequently blamed their principals for late salary and allowance payments. The idea is that principals may not have submitted their vouchers to the government for processing on time. Some of them may have believed that several principals’ leadership styles were at stake (Bolarinwa, 2002).
Many of them appear to believe that their principals did not guide them through the process of submitting vouchers to the government for salary and allowance payments. Many teachers believed that their principals’ leadership methods were questionable and left much to be desired.
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