ABSTRACT
This study examined the development of leadership skills in schools; an assessment of the contribution of leadership skills to effective management of Caleb International and Supreme Foundation schools located in Kosofe Local Government Area of Lagos State. Literature review was carried out under relevant sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions using the questionnaire and the sampling technique. A total of one hundred and fifty (150) respondents were involved in this study to represent the entire population of the study. A total of four null hypotheses were formulated and tested using the pearson product moment correlational statistic and independent t-test statistic at 0.05 level of significance. Also, the bio-data and the responses of the respondents were analysed using the simple percentage frequency counts. At the end of the data analyses, the results obtained showed that: there is a significant relationship between authoritative and authoritarian leadership styles amongst school principals, there is a significant relationship between permissive leadership styles and democratic leadership styles of the principals, there is a significant difference in the leadership of principals who are skilful and those who are not, and there is a significant difference between the job performance of teachers who teach in schools where there is principal-teacher relationship and those who work in schools where there is none. Based on the results obtained at the end of the analysis, and the conclusions arrived at, at the end of the study, the researcher recommended that school leaders or administrators should seek government’s financial support in funding the secondary school system. They should ensure that atmosphere of peace and harmony is maintained. Principals also should create good and healthy school climate where academic work is carried out without hindrance.
CHAPTER ONE
INTRODUCTION
Background to the Study
Teacher education programme is saddled with the responsibility of nation building for the Nigerian as development society. The quality of the products from teacher training institutions determines the pace of the nation’s development.
Quality in the educational sector is considered in terms of exceptionally high standards, consistency, fitness for purpose, value for money (accountability) and transformative effects (Atanda 2007). Onuh (2006) claims that quality in education is a multidimensional concept which should embrace all functions and activities, teaching and academic programmes, research and scholarship, staffing, students, buildings, facilities, equipment, services to the community and academic environment (UNESCO 1998). There are five indicators of quality measures in an organization or the school system. They include highly trained staff; adequate funding; visionary leadership; Service to the community/academic environment and Research and academic activities
There are also some elements or indicators of good service delivery in schools or organizations. They are adequate staffing, population (enrolment of students), management of funds, and adequate management of infrastructure, accommodation and equipment, provision of adequate instructional materials, co-curricular activities, uniform input and output evaluation procedures and provision of scholarship facilities. In schools that are extremely good, we inevitably found an aggressive, professionally alert, dynamic principals determined to provide the kind of educational programmes deemed necessary no matter what (Gold, 2006).
In another development, (Hechinger, 2005) has this to say “I have never seen a good school with a poor principal or a poor school with a good principal. I have seen unsuccessful schools turned around into successful ones and, regrettably outstanding schools slide rapidly into decline. In each case the rise and fall could readily be traced to the quality of the principal. Leadership is the pre-eminence of one or a few individuals in a group in the process of controlling the societal phenomena”. By this definition, leadership is meant to be the central focus of a group of people (workers) in the working goals. Thus, by virtue of his/her special position in the group, the leader serves as the primary agent for the determination of group activities (Mumford, 2000).
Gbadamosi and Adebakin (2006) hold the view that a leader is one who inspires others to work willingly towards the achievement of a goal through maximum application of his/her personal qualities and capabilities. In order words, people are said to be leaders endeavour to the extent that they succeed in their attempt to influence others to perform a goal or an activity. In doing so, the leader is expected to have some basic attributes such as skill, intelligence, determination, imagination, endurance, charisma and courage. This means that leadership means the process of influencing the activities of an individual or group of individual in their efforts towards the accomplishment of goals and objectives of the organization (Hersey and Blanchard, 1999). From the above descriptions, one can affirm that leadership involves social influence and interaction between the leader and the subordinates, the aim of which is to achieve a stated goal.
Therefore, the importance of leadership in an organization or work environment cannot be overemphasized. This is because leadership concerns the total manner by which a manager influences the actions of the subordinates. This includes the issuing of orders that are clear, complete and within the capabilities of workers to accomplish. It also implies a continuing training activity in which subordinates are given instructions to enable them carry out the particular assignment in the existing situation (Makinde, 2005).
According to Eskor (2001), there are two broad views of leadership such as psychological and the sociological views. Eskor opines that the psychological view holds that the primary function of leaders is to develop an effective motivation system. The psychologists also believe that the leader must stimulate their subordinates in such a manner that they would be able to contribute positively to the organization’s achievement of goals and objectives. They think that the Maslow’s hierarchy of human needs is a model good enough for leaders to use in developing the most effective motivational system for their subordinates. They also hold the view that a motivational system which focuses on the entire needs of the subordinates (i.e.) physiological, safety, social, system and self-actualization, will have a higher probability of success than a system which covers the needs spectrum only in parts.
The above statements show that it is the leadership of the school that makes the difference between mediocrity and excellence.
A capsule description of the qualities and behaviours that characterize principals in successful schools; qualities that have surfaced again and again in the research literature, runs as follows:
(a) Effective principals have a strong vision of what their schools can be, and they encourage all staff to work towards realizing that vision (Gunge, 2000).
(b) They hold high expectations for both students’ achievement and teacher staff performance.
(c) They observe teachers in classrooms and provide positive constructive feedback aimed at solving problems and improvising instruction.
(d) They encourage excellent and efficient instruction time and design procedures to minimize disruptions.
(e) They use material and personal resources creatively.
(f) They monitor the individual and collective achievement of students and use the information to guide instructional planning (Adamson 2001).
Unfortunately, many less effective principals define their role as managers of the building and budget, keepers of the records, chief disciplinarians and communicators with everyone (Davis, 2000). According to Willower (2002); many less quality or effective principals leave teaching to teachers. Research on the activities and behaviours of principals indicate that most school principals spend very little time on curriculum and instructional matters; while few of them have been trained and prepared for instructional leadership.