Relationship Between Principals’ Supervisory Behaviour and Teachers’ Job Satisfaction
Chapter One
Purpose of the Study
The main purpose of this study therefore is to examine the principals’ supervisory behaviour and teachers’ job satisfaction in secondary schools in Eti-Osa Local Government Area of Lagos State.
Specifically, the study sets out to:
- examine the extent to which principals supervisory behaviours will influence teachers’ job satisfaction in schools;
- find out whether teachers’ job satisfaction will significantly influence teachers’ productivity
- determine if principal’s supervisory behaviors will enhance the teaching and learning in secondary schools
- ascertain whether principals supervisory behaviors will influence teachers’ commitment to work in secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Principal leadership behaviours
According to Marie and Neal (2011) leadership behaviour is a pattern of behaviours leaders prefer to use. Mosadeghrad and Yarmohammadiand (2006) defined leadership as a series of attitudes, characteristics and skills used by leaders in different situations in accordance with individual and organizational goals. There are as many leadership approaches as there are principals. Some of these leadership behaviours include autocratic, bureaucratic, charismatic democratic situational, transactional and transformational. The current study aimed to evaluate leadership behaviours from a behavioral perspective supported by four leadership behaviours of leader effectiveness which are directive, supportive, and participative and achievement oriented . Principals use different behaviours in different situations and with different teachers to motivate them to perform at their utmost potential. According to 17 Mosadegharad and Yarmohammadian (2006) a leader may adapt leadership behaviours to fit different situations. Roul (2012) carried out a study on principals‟ leadership behaviours in secondary schools of North Shoa, Ethiopia. The study employed a descriptive survey method. Out of a population of 30 secondary schools, 10 were selected through stratified random sampling technique. Data for the study was collected through questionnaire, interview, and focus group discussions. Data was analyzed through SPSS using frequency counts, percentages, correlation matrix and the t-test. From the findings laisses-faire leadership style was the dominant leadership style among principals of secondary schools in the zone. The sample was drawn from a rural setting and there was therefore need to compare the findings with an urban setting as intended by the current study. Moreover, the study was based on a culturally different country and given that Kenya is geographically different, a similar study was needed in order to report on the cross-cultural differences and similarities if any. In a recent related study Ngwala, (2014) carried out a study in Kangundo SubCounty, Kenya. Among other objectives, the study aimed to establish the leadership behaviours used by secondary school principals. A sample size of 20 principals and 160 teachers was identified for the study .The study employed a descriptive survey design which was found to be convenient as it ensured that the data obtained gave answers to the research design. The study targeted principals and teachers in public secondary schools and used stratified random sampling. Data was collected by use of questionnaires. A pilot study was 18 conducted to pre-test the reliability and validity of the instrument. The findings established that secondary school principals used a mix of autocratic, democratic and laissez-faire approaches. The study recommended that principals should not depend on only one leadership style in running their institutions but rather use a blend of the different leadership styles for better outcomes in their schools. Like the current study, Ngwalas‟ study used both principals and teachers to establish principal leadership behaviours. However, this study treated behavioral approaches administratively while the current study used four leadership behaviours (directive, supportive, participative and achievement oriented) from a psychological construct. Further, the study recommended that principals use a blend of behaviours in their daily endeavors. The four leadership approaches of the current study are by their nature situational;
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine relationship between principals’ supervisory behaviors and teachers’ job satisfaction in secondary schools . Eti-Osa Local Government Area of Lagos state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain relationship between principals’ supervisory behaviors and teachers’ job satisfaction in secondary schools in Eti-Osa Local Government Area of Lagos state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of relationship between principals’ supervisory behaviors and teachers’ job satisfaction in secondary schools in Eti-Osa Local Government Area of Lagos state.
Summary
This study was on relationship between principals’ supervisory behaviors and teachers’ job satisfaction in secondary schools in Eti-Osa Local Government Area of Lagos state. Three objectives were raised which included: examine the extent to which principals supervisory behaviours will influence teachers’ job satisfaction in schools, find out whether teachers’ job satisfaction will significantly influence teachers’ productivity, determine if principal’s supervisory behaviors will enhance the teaching and learning in secondary schools and ascertain whether principals supervisory behaviors will influence teachers’ commitment to work in secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Eti-Osa Local Government Area of Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
All leadership behaviours were found to have significant positive relationship with teachers‟ job satisfaction. Directive leadership was not preferred by experienced teachers while it is useful to inexperienced teachers seeking direction. Supportive leadership, being a caring approach, appeals to teachers when they need belongingness. Since participative leadership involves teachers in discussions it gives teachers ownership of decisions made in the school. Although achievement oriented leadership pushes and demands results from teachers but when the principal gives confidence in the teachers‟ ability here is reassurance. Applied appropriately, each behaviours has its place in giving teachers job satisfaction for the expected students‟ learning outcomes
Recommendation
School principals should endeavor to adopt leadership behaviours that will create an enabling environment for teacher job satisfaction to maximize academic results.
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