TRANSFORMATIONAL LEADERSHIP STYLE OF PRINCIPALS AND HUMAN RESOURCE MANAGEMENT IN PUBLIC SECONDARY SCHOOLS
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TRANSFORMATIONAL
LEADERSHIP STYLE OF PRINCIPALS AND HUMAN RESOURCE MANAGEMENT IN PUBLIC
SECONDARY SCHOOLS
ABSTRACT
This study
was conducted to investigate transformational leadership style of principals in
human
resource
management in public secondary schools in South East Nigeria. The study was
guided
by four
research questions with four corresponding null hypotheses formulated.
Literature
relevant to
the study was reviewed. Descriptive survey research design was adopted for the
study. The
population of the study consisted of 25, 220 principals and teachers in 1,244
public
secondary
schools in the five South East states of Nigeria, out of which 1, 250
comprising 1000
teachers and
250 principals, were sampled using proportionate stratified random sampling
technique. A
structured questionnaire titled Transformational Leadership Style of Principals
and
Human
Resource Management Questionnaire. (TLSPHRMQ) with reliability of 0.95 was used
for data
collection. 1,250 copies of the questionnaire were distributed and 1,233 were
returned.
Data
collected were analyzed using mean and standard deviations to answer the
research
questions,
while t-test statistics was used to test the null hypothesis at .05 level of
significance.
The results
indicated that principals of public secondary schools in South East Nigeria
fairly
(great
extent) adopt transformational leadership style, sometimes (little extent)
adopt
transactional
leadership style and once in a while (very little extent) adopt laizzez faire
leadership
style. It was also found that the principals adopt transformational leadership
style and
staff
development, staff motivation and staff discipline to a great extent. The null
hypotheses
tested
showed that there is no significant difference between the mean ratings of
principals and
teachers on
leadership styles of principals, there is no significant difference between the
mean
ratings of
principals and teachers on the extent principals adopt transformational
leadership in
staff
discipline. Other findings include; there is significant difference between the
mean ratings
of
principals and teachers on the extent principals adopt transformational
leaderships style in
staff
development and that there is significant difference between the mean rating of
principals
and teachers
on the extent principals adopt transformational leadership style in staff
motivation.
Based on the
findings, the researcher recommended among others that school board of
different
states in
South East Nigeria who are responsible for appointing new principals should
make it a
point of
duty to train them in transformational leadership style, and that educational
policy
makers on
their part should make a policy for in-service training of principals in
transformational
leadership
practices, so that those principals who are already making use of
transformational
leadership
style in their different schools will be encouraged.
xi
1
CHAPTER ONE
INTRODUCTION
Background
of the Study
Nigeria as a
nation is faced with the challenges of a developing nation which are;
domestic and
external constraints to growth among which include; lack of employment
generation,
policy implementation and lack of follow-up of the policy among others. To
confront
these
challenges of the 21st century, the Nigerian government under former president
Goodluck
Jonathan
came up with the Transformational Agenda, which is geared towards bringing
Nigeria
to the
league of world’s 20 leading economies by the year 2020. One of the focuses of
the
Transformational
Agenda is investing in human resources to transform the Nigerian people into
active
agents for growth and national development. Human resources are one of the
resources
utilized in
achieving the goals and objectives of an organization. Human resources are the
workers, in
an organization. Hence as educational organizations are critical to the success
of any
national
agenda, (Balarabe 2012), their human resources really need to be influenced and
directed
towards its strategic objectives. This could be attained through an effective
leadership
that is
proactive, encourages followers to do what is required to help them attain
unexpected
goals. This
influence could be achieved through transformational leadership style.
Leadership
is the central process of an organization. Oboegbulem and Onwurah (2011)
defined
leadership as a process of influencing, directing, acquiring normative personal
characteristics
and power, and coordinating group activities to make individuals in an
organization
strive willingly towards the attainment of organizational goals. Ade (2003)
defined
leadership
as a social influence process in which the leader seeks the voluntary
participation of
subordinate
in an effort to reach organizational objectives. Hoy and Miskel (2013) noted
that
1
2
leadership
is a social process in which an individual or a group influences behaviour
towards, a
shared goal.
Ibukun (2008) remarked that without leadership, an organization can best be
described as
a scene of confusion and chaos. This means that a good organizational structure
alone may
not solve the problem of school organization or any educational enterprise as
whole.
This is why
Nwankwo (2007), argues that good organizational structure requires effective
leadership
to achieve set objectives. Leadership influences, coordinates, energizes and directs
the
subordinates
to achieve set objectives among others. It is a social process, which seeks
ways to
use the
subordinates to achieve the organizational objectives. When leadership is in
action, the
leader
succeeds in using the subordinates under him/her to achieve the organizational
objectives
For the
purpose of this study, leadership can therefore be defined as a social process,
used
to influence
the behaviour of subordinates in order to achieve the objectives of an
organization.
Leadership
visualizes what needs to be achieved, and goes all the way choosing appropriate
activities,
skills as the case may be to achieve them. By implication, the leader
persuades,
influences
and co-ordinates the members in the group, so that they can willingly strive with
maximum
energy to discharge their allocated duties and responsibilities for high level
of
productivity
in the organization.
Leadership
theories can be featured generally as being concerned with who leads (i.e.
characteristics
of leaders) how they lead (i.e., leader behaviours) under what circumstances
they
lead (i.e.,
situational theories, contingency theories), or who follows the leader (i.e.
relational
theories)
Cleveland, Stockdale and Murphy,2000). Examples of all four approaches to
leadership
are trait
approaches which is a conventional vision that great leaders possess special,
traits that
distinguish
them from other people, behavioural approaches; which focuses on what leaders
do
rather than
what traits they possess, contingency theories.
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