PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STYLE AS CORRELATE OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN DELTA STATE, NIGERIA

Abstract

The purpose of the study was to determine principals’ transformational leadership style as correlate of
teachers’ job performance in secondary schools in Delta State. Four research questions were raised for
the study while four null hypotheses were tested at 0.05 level of significance. Correlation research
design was adoption for the study. 11, 445 teachers in 467 public secondary schools in Delta State
consisted the population of the study. The sample of this study was made up of 480 teachers in public
secondary schools which was obtained through multi-stage sampling procedure. Principals’
Transformational Leadership Style Questionnaire (PTLQ) and Teacher Job Performance Questionnaire
(TJPQ) were used to collect data. The instruments for data collection was validated by three experts.
The reliabilities of PTLQ and TJPG were determined using Cronbach alpha method. The reliability
coefficients of 0.82, 0.80, 0.84 and 0.86 were obtained respectively for the four clusters in PTLQ. The
general reliability of the PTLQ showed a result of 0.83 which is a high coefficient. The reliability
coefficient of 0.86 was obtained for the TJPQ which was high to prove it as reliable. Data collected
were analyzed using Pearson Moment Correlation Coefficient and t-test. The findings of the study
revealed that a high positive relationship existed between principals’ inspirational motivation and
teachers’ job performance; a very high positive relationship between principals’ intellectual stimulation
and teachers’ job performance; a moderate positive relationship existed between principals’
individualized consideration and teachers’ job performance while a high positive relationship between
principals’ idealized influence and teachers’ job performance. The implications of the study were
brought to the fore and it was recommended among others that principals should design manpower
development exercises in line with the individual needs of their teachers so as to enhance teachers’ job
performance. Lastly, suggestions for further studies were made