Abstract
The aim of this study is to investigate the relationship between Principal Leadership Style and Teachers' Job Performance within public secondary schools in Oredo Local Government Area of Edo State. To achieve the purpose of this study, four research questions were raised.
The method adopted for this study was descriptive survey design. The population of the study 436 teachers across the 13 public secondary schools in Oredo Local Government Area. From which which schools were selected and 30% of the teachers in this schools formed the sample saize of 55 for teachers and 5 for principals. Two Research Instrument were created for data collection; the first was titled Principal Leadeship Style Questionnaire (PLSQ); while the second instrument was titled Teacher’s Job Perfromance Questionnaire (TJPQ). The Research Instrument was validated by the researcher’s supervisor. And a reliabality test was carried out to test internal consistency of the instrument, which produced a realiable cronbach coefficient of 0.81.
The findings revealed that democratic leadership significantly enhances job performance by promoting motivation, engagement, collaboration, and teamwork among teachers; Autocratic leadership is found to have a negative impact on job performance. It is generally perceived as detrimental to self-esteem, job satisfaction, and overall performance.; Laissez Faire Leadership Style showed mixed results. While it encourages creativity and innovation, it also leads to inconsistency and uncertainties, resulting in only a slight improvement in job performance; and Situational leadership is highly effective in improving job performance. It provides tailored support and adapts to changes, meeting the diverse needs of teachers. On the other hand; Principals rated teachers highly across various job performance indices in Oredo Local Government. The Study concluded that; Democratic and Situational Leadership Styles are most effective in enhancing teachers' job performance, while Autocratic Leadership is least effective. Laissez Faire Leadership has moderate positive impacts. The study recommended among many others that; School Principals should focus on democratic and situational leadership styles to enhance teacher motivation, engagement, and performance. These styles foster a supportive and collaborative environment, which is crucial for improving job performance. And also invest in professional development programs that help teachers develop skills in collaboration, innovation, and adaptability, which are key aspects of democratic and situational leadership.
