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RESEARCH WORKS AND MATERIALS

TECHNICAL SECONDARY SCHOOL PRINCIPAL LEADERSHIP AND PRODUCTIVITY IN ABA URBAN

TECHNICAL Y PRINCIPAL AND IVITY IN ABA

 

ABSTRACT

This y aims to examine the leadership styles and productivity of secondary Technical school principals in urban Aba.

To conduct this research, four Aba Urban technical schools have been selected as the y area. The population is comprised of 10 teachers from each of the four chosen schools, totaling 40 teachers.

The questions will primarily be directed at the teachers at the selected secondary technical schools, as they have direct and daily contact with the principals and are in a better position to make an accurate assessment of their principals’ behavioral styles.

At the conclusion of the ies, it is anticipated that conclusions will be drawn regarding the impact of the prevalent leadership style of the selected principals on staff and ent productivity, as well as recommendations based on the findings.

 

CHAPTER ONE

1.1 INTRODUCTION

Leadership is the conduct of an individual who directs the activities of a group towards a goal; leadership entails setting an example for followers to follow.

According to Hemphil and loons (1955), leadership behavior is defined as the formal group’s behavior. Depending on the needs of those being led, their wishes, desires, and attitudes can be channeled toward the achievement of organizational objectives. A good leader inspires confidence in others when hopelessness and gloom are on the horizon.

The leadership qualities of secondary school principals are indispensable for effective administration and the projection and promotion of learning in schools. Good leadership behavior assists school administrators in achieving their educational goals and objectives, one of which is to improve and expand the human capacity for knowledge-based action. To lead is to direct in a particular direction, course, or action. (1975, Corbalhy)

To achieve this, a leader must first garner genuine respect for his own leadership abilities, and his leadership must be derived from functions, that is, what he is capable of doing and what he actually does, rather than from his status alone.

Principals should inspire confidence in the school’s staff, ents, and other interest groups through their leadership behavior. Given that a school is a social institution, the leadership style that should be adopted should be one that promotes productivity, fosters discipline in the workplace, and instills a work ethic in those being hired.

This y will investigate the leadership styles of school principals, the impact of these styles, and recommendations based on the findings.

1.2. PROBLEM STATEMENT

The leadership behavior or style is crucial because it is one of the determinants of an organization’s success or failure. In order for a company or group of people to be progressive, its leaders must maintain a high level of cooperation, motivation, and communication among its followers.

As the school’s linchpin, the leadership behavior of the principal has a substantial impact on the development and progress of teaching and learning in secondary schools. Teachers’ and ents’ performance in the field of learning may be hindered or boosted by the leadership style of their instructors. It can invariably lead to discord and disagreement between faculty and ents, principals and faculty, etc.

It is pertinent to note that the leadership behavior of principals should be one that promotes harmony, peace, and agreement in the management of schools so as to foster a conducive atmosphere for learning and a healthy environment for teachers or staffs with their principals, which will help ents become better members of society in the long run.

This y seeks to identify the leadership traits of secondary technical principals, as well as their strengths and weaknesses. Suggestions will also be made regarding the best leadership style to adopt in schools to foster a peaceful environment for the leader and the subordinate.

GOAL

To investigate the leadership style of technical school principals in Aba urban, as well as ways to improve their behavioral style in order to enhance the learning environment.

1.4 OBJECTIVES

The leadership styles of secondary technical school principals in Aba urban.

The effect of the principal’s leadership style on the employees.

3. Determine if age and experience influence the leadership behavior of these principals.

4. Determine the level of productivity of the various leadership styles of principals.

1.5 QUESTION

The following questions have been developed to assist in achieving the purpose of the y:

What are the leadership styles of technical secondary school principals in Aba urban?

Does the leadership style of principals have an impact on the relationship between staff and the principal?

Does age and experience influence the leadership style of technical school principals?

Does leadership influence the productivity of school employees?

 

1.6 SCOPE OF STUDY

The y will focus on only four secondary technical schools in urban Aba. This choice is made so that the researcher can conduct a thorough investigation of the work and produce a definitive result that will aid in making suggestions based on the findings.

This y will go a long way toward defining acceptable lines and boundaries for staff and principals, which will invariably aid in fostering a learning-friendly environment in schools.

 

 

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TECHNICAL Y PRINCIPAL AND IVITY IN ABA

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