SCHOOL PRINCIPALS’ LEADERSHIP STYLES AND PERSONALITY TRAITS AND JOB PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN EDO SOUTH SENATORIAL DISTRICT

ABSTRACT

This study examined school principals’ leadership styles, personality traits and job performance of secondary school teachers in Edo South Senatorial District. In doing so, six research questions were raised to guide the study while the corresponding hypotheses were formulated and tested at the 0.05 alpha level of significance. Correlational survey research design was employed for the study. Data were collected from 317 teachers, which were statistically determined and considered adequate at 5% level of significance to form our sample size. Stratified random sampling technique was employed in order to ensure proportional representation of 317 sample size in the selected public senior secondary schools in seven local government areas in Edo South Senatorial Districts. The data were collected from the sampled respondents through the use of a questionnaire and were analyzed using multiple regressions in line with the research questions and hypotheses. The findings showed that principals’ democratic and transformational leadership styles is a significant predictor of teachers’ job performance (r=.518, P 0.00);Principals’ conscientiousness had significant influence on democratic and transformational leadership styles as predictors of teachers’ job performance 0.03);Principals’ emotional stability as a dimension of personality trait has no significant influence on the model of democratic and transformational leadership styles in predicting teachers’ job performance 0.55);There is significant influence of principals’ extraversion on the model of democratic and transformational leadership styles in predicting teachers’ job performance 0.014); Principals’ openness as a dimension of personality trait has significant influence on the model of democratic and transformational leadership styles in predicting teachers’ job performance 0.00); and there is no significant influence of principals’ agreeableness on the model of democratic and transformational leadership styles in predicting teachers’ job performance 0.089). Based on the foregoing findings, the study recommends that principals should adopt democratic leadership and transformational leadership styles of administration in secondary schools as these leadership styles will enhance staff job performance and goal achievement in the schools.