INFLUENCE OF LEADERSHIP STYLES OF PRINCIPALS ON TEACHERS’ COMMITMENT TO WORK IN SECONDARY SCHOOLS IN NIGERIA
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Background to the Study
Educational institutions are significant places where next generations are assembled for training, learning enquiries. And are social systems where continuous teaching and learning are taking place. Such educational institutions always need qualitative planning and administration. In ensuring effectiveness of such educational environments, devoted and educated leaders are required who can handle a heavy weight of responsibility for their institution. In a school system, some principals find it difficult to appropriately adopt leadership style in controlling the affairs toward achieving educational objectives. It is imperative to school principals to ensure that school resources are well managed through proper selection and application of relevant leadership styles. In schools, proper adoption of leadership styles motivates teachers and learners to work passionately toward realization of educational objectives (Northouse, 2000). Indeed, leadership is the solution to myriad problems of any organization, educational or any other enterprise. Leadership is a great imperative in educational management, because, it significantly influences all school programmes towards the accomplishment of school objectives and attainment of educational goals. Ezeuwa (2005) observed leadership style of a principal as the act of adopting best alternative in influencing teachers’ behaviour so that to endeavour keenly and enthusiastically towards the achievement of education goals. In the same vein, Ukeje (1999) stressed that leadership styles in school reflect the alternative selection of influencing teachers to work keenly with passion towards the achievement of the corporate goals. In this regard, 15 schools need effectual leadership style to give planned results and bring job satisfaction to the teachers. School principals are believed to possess ability to influencing their teachers, parents and other stakeholders to make sure their schools successfully attain its pre-intended objectives by making sure that teachers do well in their responsibilities and learners perform well in their academic as anticipated. Theoretically, there are many kinds of leadership styles, the selection and application of each depend on the nature of organizational behaviour. Charlton (2000) remarked that adoption of appropriate leadership by the principal has a helpful influence on teachers’ commitments and job satisfaction in school organization. Also,Hannagan (2006) opined that there are many kinds of leadership styles in organizational management such as autocratic leadership style, democratic leadership style, transformational leadership style, transactional leadership styles, situational leadership style and laissez-fair leadership styles. Aida and Bahareh (2014) asserted that autocratic leadership style of principal is centered on the boss who holds all authority and responsibility to make decisions without respecting the subordinates. At a time, this kind of leadership style forces the subordinates to tirelessly work so as to promptly implement organizational policy toward the achievement of the set objectives. A principal can use this leadership style to mobilize staff in accordance with policy guidelines and individual differences. McGregor (1966) observed that human beings have been created in natural dislike of work and responsibility; they must be enforced to work toward the attainment of the set goals. Although, autocratic principals call for decision making process, but prioritize their opinions to be final conclusion. Objectives are sometime achieved, but this 16 style of leadership may create a climate of fear, where there is little or no more implementation of public opinions accordingly. A democratic principal enables participation of many stakeholders in school decision making process. Ahmad and Yekta (2010) stated that democratic leadership style of a principal consists of sharing the decision-making process with school members by promoting the interests of the subordinates and practicing social equality. The application of democratic leadership in secondary school management is paramount important when principals ensure that everyone by virtue of his human status, takes a part in the group's decisions. Even though, leadership still requires guidance and control, a principal as the chief executive officer in school should heartily involve staff, students, parents and other stakeholders into general school activities in order to have unanimous agreement in school’s control. Unlike other leadership styles, transformational leadership style has to do with ability of a principal to initiate positive change in school organizations through the application of logical strategies. In the view of Ali, Sidow and Guleid (2013), transformational principals motivate teachers to do more than they originally intended and often even more than they thought possible in the school. They set more challenging expectations and typically achieve higher performance. Statistically, transformational leadership tends to have more committed and satisfied followers. This is mainly so because transformational leaders empower followers. In the school system, a principal uses transformational leadership style to motivate teaching and non-teaching staff to work through high levels of school communication to meet educational goals. Thus, principals enhance staff productivity, skills and efficiency through chains communication 17 and high visibility within the school environment. Indeed, Amin, Shah and Tatlah (2013) examined that transformational leadership style requires the involvement of school community relationship to meet desired goals. It is imperative to note that transactional leadership style involves an exchange process, whereby followers get immediate and tangible rewards for carrying out the leader’s orders. This commensurate with the view of Antony (2007) who stressed that transactional leadership behavior include: clarifying what is expected of followers’ performance; explaining how to meet such expectations and allocating rewards that are contingent on meeting objectives. Principals using the transactional leadership style receive certain tasks to perform and provide rewards or punishments to team members based on performance results. In this style, principal, teaching and non-teaching staff and other school community set predetermined goals together, while employees agree to follow the direction and leadership of the principal to accomplish those goals. Also, a principal possesses power to review results and train or correct the staff; when they fail to meet goals, and receive rewards, such as bonuses, when they accomplish goals
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