| dc.description.abstract | Leadership is a very vital concept in school administration. Poor leadership does not enhance proper task performance. There was evidence from the reviewed literature that the performance of hcadtcachcrs in their leadership positions was not as expected. Hence there was a need to investigate this through a study.
The purpose of this study was to determine whether what the teachers perceived their head teachers did related to what they expected them to do in their leadership styles. The study was to establish the effect or head teachers' sex, age, academic qualifications and administrative experience on their leadership styles. The study was also to determine the effect 0 I' teachers' sex, age. acadern ic qual i fications and teachi ng experience on their expectations of headteachers' leadership styles. In addition, the study was to identify problems encountered by both headtcachcrs and teachers in school administration and the possible solutions to the problems encountered.
Based on ex post (acto research design, objectives and hypotheses. research instruments were designed. I lead teachers' questionnaires had two parts while teachers' questionnaires had four parts. By using pearson product-moment correlation co-efficient and Spearman-Brown Prophesy the reliability of the research instrument after a pilot study was 0.(.)I. Pearson product-moment correlation co-efficient, two tailed t-tcsts and analysis of variance (ANOY A) were used to test null hypotheses at significance level of
0.05. Stratified random sampling was used to select respondents lor the study. out of the sample or 70 headteachcrs and 350 teachers, 67 questionnaires were collected from
headtcachcrs while 330 were collected from teachers, These represented return rate of
95.71 %, fur head teachers and '-)4.29(% for teachers.
The major findings were:
There was no significant relationship between teachers' perceptions and their
-cxpcctatious of headtcachers' leadership styles.
2 l lcadtcachers were perceived as high In initiating structure and low in consideration but were expected to be high both in initiating structure and consideration.
3 There was no significant difference between hcadteachers' sex and their
leadership styles both in initiating structure and consideration.
4 Female headteachers were perceived as high in initiating structure than mule hcadtcachers but male head teachers were perceived as high in consideration than
female headteachers.
Major recommendations were:
I. There is need lor head teachers to balance between initiating structure and consideration. They should improve in their response to teachers' interests.
2. l lcadtcachcrs with higher academic qualifications' should be appointed to head schools.
3. l leadtcachers should be encouraged to seek further education so as to improve in
their leadership skills.
4. Some mixed schools should be converted into pure boys' and girls' boarding schools.
Suggestiolls lor further research were: -
I. The study can be replicated in other districts especially urban centres to compare with these findings.
2. The study can be extended to include perceived and expected hcadtcachers' leadership styles and orgnnizationul climate or schools.
J. The study can be carried out using students' perceptions and their -:expectations of"
hcadteachcrs leadership styles.
4. The study can also bc extended to include perceived and expected hcadteachers' leadership styles and their effect on student performance | en |
