THE EFFECTS OF LEADERSHIP STYLE ON LECTURERS AND NURSING STUDENTS PERFORMANCE IN MADONNA UNIVERSITY
THE EFFECTS OF LEADERSHIP STYLE ON LECTURERS AND NURSING STUDENTS PERFORMANCE IN MADONNA UNIVERSITY
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BACKGROUND OF THE STUDY
In Nigerian educational delivery, academic performance is a major source of concern. Parents, teachers, students, policymakers, and society as a whole all want to see students succeed in their academic work. Even in the absence of the necessary framework and resources, everyone expects a high level of performance at all times, and instructors are primarily held accountable for poor academic performance. Education is a critical strategy for societal advancement (Adeyemi, 2016). This approach necessitates meticulous planning at every level of its evolution, particularly in the development of human capital. Human resources, according to Adeyemi (2016), influence the rate of economic and social growth through the primary mechanism of formal education.
There is no doubt that academic accomplishment is critical at all levels; from the standpoint of an individual, a family, an organization (such as a school), and the country as a whole. Effective leadership is required for a profession to perform well in both academics and co-curricular activities (Bogler, 2013). Workplace leadership in educational institutions is thus a dynamic process in which an individual not only is responsible for the group's tasks but also actively seeks the collaboration and commitment of all group members in accomplishing group goals in a specific setting (Chapman, 2015). The success of any school, organization and establishment is largely rated upon the teachers/lecturers, leader or the manager of such an operation, like business, school or any organization. Leadership influence is desired in organizations to facilitate smooth and optimum achievement. Leadership is an instructional tool in an organization for behavior adjustment. It establishes the organization's goals and methods for achieving them. As a result, leadership in companies has been viewed as a motivator in which one person who serves as the head motivates others to achieve the organization's specific goals. However, according to Charlton (2014), fellowship is the essence of leadership; in other words, it is a person's readiness to follow that distinguishes him or her as a leader.
The efficiency of management abilities, personality, and engagement with stakeholders determine the effectiveness of a school (Chen, & Silverthorne, 2015). The job of administrators has evolved from that of an instructional leader to that of a transformative leader. Administrators' responsibilities go beyond those of instructional leaders to include administrative and managerial responsibilities (Cramers, 2017). The principal's relationship with teachers influences and impacts teachers' attitudes toward the school. Successful leaders are more concerned with people's relationships and motivation than with the establishment and maintenance of the system. Capacity development is the primary path to progress. A happy teacher is concerned about the well-being of her students. According to Davies and Wilson (2013), lecturers' work satisfaction is a major aspect in the school's dynamics and is regarded as the primary dependent variable in terms of school effectiveness. The school leadership's safe atmosphere, collaboration with colleagues, high parental involvement, and learning resources can all play a role in increasing effectiveness, increasing engagement in school, and promoting work satisfaction (Dinham, 2017). It is critical to collect and comprehend teacher job satisfaction and unhappiness as an indicator of how to better the education system.
Leadership is defined in a variety of ways in contemporary literature and studies. "Leadership is not mobilizing people to solve the problem because they know how to do it, but it is aiding people in dealing with the issue that is not requirements set" (Fuller, Young, Barnett, Hirsch, & Byrd, 2017). Leadership is a relationship between leaders and followers that is influential in terms of genuine changes and outcomes that reflect their joint aim. It referred to as "leadership as one of the most studied phenomena and less accessible to the planet" (Graen & Cashman, 2015). Leadership is frequently seen as a significant factor in an organization's success or failure (Hallinger, 2013). According to Fiedler (2017), leadership is defined as vision, transformation, influence, insight, and persuasive skills. Presentative provide opportunities to gain new skills and reward people for accomplishing the task. According to Martin (2015), leadership is the skill of transforming people and organizations in order to better the organization. In this regard, it establishes the task manager, explains, and supervises activities instructors construct relationships with themselves, other teachers, and students, so they encourage, inspire, and increase productivity among teachers, resulting in good performance of both teachers and students. Yulk defines leadership as a process that elevates one individual or group above others in order to facilitate structured activities and connections inside the group or organization (Nsubuga, 2018).
Leadership style has the capacity to motivate teachers to make a commitment to change and improve their learning in the school setting (Oyetunyi, 2016). Reeves (2018) provides a basic definition of leadership by referring to it as leadership and influence. According to him, the objective of stability is called "management," and the goal of enhancing management has a synergistic relationship that plays a key part in the school's performance. According to Ross and Gray (2016), modern principals will be able to think creatively as they restructure organizations through people and teams, as well as possess excellent interpersonal skills, be able to get along with others, and exercise high levels of intelligence and energy (Tichy, & Devanna, 2013). As a crucial component of management, the principal manages and controls the involvement of instructors in the teaching process and learning. Everything in the school is organised by the administrators. The efficiency of school management is determined by their competence, personality, and engagement with stakeholders (Waters, & Marzano, 2016). Administrators, according to Ukeje (2018), are one of the aspects that determine whether a company will succeed or fail (Waters, & Marzano, 2016). Leadership is critical to the effectiveness of educational change.
STATEMENT OF THE PROBLEM
The impact of leadership styles on teachers, particularly high-quality instructors, is quite complex. This leadership style affects educators' commitment, care, and dedication, which in turn affects the quality of education and student success (Wenlingsky 2015). According to York-Barr and Duker (2014), the capacities and skills of tutors continue to be the most important now if leadership wishes to develop and preserve an organizational culture that focuses on the continuous perfection of teachers and students. Many scholars have debated the relationship between administrators' leadership styles and instructors' and students' performance (Wenlingsky 2015). The debate concentrated on whether or not administrators' leadership styles influence the level of performance among teachers and students. Common observation in the educational system indicates that a principal's leadership style may have a significant impact on student performance. Various pupils' poor performance in some educational institutions is due to the leadership styles employed by some school principals and administrators (Wenlingsky 2015). Less attention has been paid to the relationship between administrators' leadership behavior and lecturers' performance. Furthermore, there is a need to investigate principals' opinions of their own leadership behavior in relation to its impact on student and lecturer performance. As a result, it is vital to evaluate teachers' impressions of their principals' leadership behavior and its impact on student achievement. There is a requirement to assess, investigate, comprehend, and characterize the principals' leadership style on the academic performance of students as well as the principals' leadership style on the performance of lecturers.
Leadership styles influence lecturer decisions, class time schedules, and teaching approaches in the majority of educational institutions. This, in turn, has an impact on students' academic and professional success. Low performance among professors will result in low performance among their students. Bureaucracy also exists in departments and has a significant impact on departmental performance owing to a lack of morale and commitment on the part of tutors, making it difficult for them to supervise their students' behavior, resulting in an overall low departmental performance (Suraya, & Yunus, 2012). College boards are appointed through a bureaucratic process, and there is a propensity to appoint incompetent members whose functions are confined to advisory capacity. As a result, the boards are inefficient and take an inordinate amount of time to make decisions and settle disagreements (Waters, & Marzano, 2016). Leadership styles and work performance at educational institutions have garnered a lot of attention in workplace research. This is because these characteristics are the primary predictors of performance. In parallel literature strands such as sales management and organizational behavior, leadership styles in particular have gotten a significant lot of attention (Suraya, & Yunus, 2012).
Surprisingly, however, these leadership styles have seldom, if ever, been researched in relation to tutors' and students' work performance, despite the fact that the majority of problems that develop in educational institutions are the result of a lack of service leadership. Despite the fact that service leadership has been identified as critical in educational institutions for providing higher levels of quality education services and performance, the question of how university administrators and leaders lead remains largely unanswered (Suraya, & Yunus, 2012).
By interviewing nursing lecturers and students at Madonna University, this quantitative design study investigates and defines the leadership styles and types of administrators. As a result, the researcher intends to investigate the various leadership styles and types exhibited by administrators, as well as their effects on lecturers' and students' academic performance, in order to propose a model that will at the very least maintain or improve overall performance of both lecturers and students.
OBJECTIVES OF THE STUDY
The primary objective of this study is to examine the effects of leadership style on lecturers and nursing students performance in Madonna university. Specifically but not limited to, this study seeks:
To determine the leadership styles predominantly used in Madonna University.
To examine the extent to which leadership styles adopted by the University affects lecturers of nursing in Madonna University.
To examine the extent to which leadership styles adopted by the University affects nursing students in Madonna University.
To identify if there is any significant relationship between leadership styles and lecturers performance in Madonna University.
To identify if there is any significant relationship between leadership styles and nursing students academic performance in Madonna University.
The following research questions will guide this study.
What are the leadership styles predominantly used in Madonna University?
To what extent has leadership styles adopted by the University affected lecturers performance in Madonna University?
To what extent has leadership styles adopted by the University affected nursing students performance in Madonna University?
Is there any significant relationship between leadership styles and lecturers performance in Madonna University?
Is there any significant relationship between leadership styles and nursing students academic performance in Madonna University?
The validity of following hypotheses are tested in this study:
Ho1: There is no significant relationship between leadership styles and lecturers performance in Madonna University.
Ha1: There is a significant relationship between leadership styles and lecturers performance in Madonna University.
Ha2: There is no significant relationship between leadership styles and nursing students academic performance in Madonna University.
Ha2: There is a significant relationship between leadership styles and nursing students academic performance in Madonna University.
SIGNIFICANCE OF THE STUDY
As a nursing student, the research investigator recognized a paucity of studies on the leadership styles of school administration, work satisfaction of lecturers, and academic performance improvement of nursing students in Nigeria. Hospital administrators can use the findings of this study to educate nurse managers on effective leadership styles and how these types improve staff nurses' work satisfaction. Implementing the right leadership style can boost nurse work satisfaction, resulting in lower turnover rates in hospitals and a reduction in overall resources spent on hiring and orienting new employees. Staff nurse happiness will be visible to patients in the form of improved patient care, which will result in higher patient satisfaction and a favorable perception of the hospital. The hospital will also gain from staff nurse satisfaction, which will be reflected in increased productivity, efficiency, and better patient outcomes.
Additionally, healthcare providers will use it as a literature review. This means that healthcare providers who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the effects of leadership style on lecturers and nursing students performance in Madonna university.
The result will also be beneficial to the society as it will show the different leadership styles obtainable in the society(churches, schools and business establishments/organizations), their advantages and disadvantages, and how it affects general performance.
SCOPE OF THE STUDY
This study will be focused on examining the effects of leadership style on lecturers and nursing students performance in Madonna University. It will also be focused on determining the leadership styles predominantly used in Madonna University, examining the extent to which leadership styles adopted by the University affects lecturers of nursing in Madonna University, examining the extent to which leadership styles adopted by the University affects nursing students in Madonna University, identifying if there is any significant relationship between leadership styles and lecturers performance in Madonna University and identifying if there is any significant relationship between leadership styles and nursing students academic performance in Madonna University.
This research will take place in Enugu State and the enrolled participants for this survey will be the lecturers and nursing students of Madonna University.
This study will use a sample size population of 260 respondents for its survey.
DEFINITION OF TERMS
Effects: a change which is a result or consequence of an action or other cause.
Leadership styles: A leadership style is a leader's method of providing direction, implementing plans, and motivating people. Various authors have proposed identifying many different leadership styles as exhibited by leaders in the political, business or other fields.
Lecturer: A lecturer is an academic rank within many universities, though the meaning of the term varies somewhat from country to country. It generally denotes an academic expert who is hired to teach on a full- or part-time basis. They may also conduct research.
Performance: It is defined as the action or process of carrying out or accomplishing an action, task, or function.
Nursing students: an individual who is enrolled in a professional nursing or vocational nursing education program.