The Role of Leadership Styles on Teachers Working Morale in Primary Schools
Chapter One
Objectives of the Study
The main objectives of this study is to find out the role of leadership styles on teachers working morale in primary schools, specifically the study intends to:
- Investigate the leadership styles practiced in primary schools.
- Examine the teachers‟ perception on the exercised leadership styles.
- Find out different ways in which the practiced leadership style affect teachers Morale.
- Find out the most effective leadership style(s) that influence teachers‟ working morale.
CHAPTER TWO
LITERATURE REVIEW
Contingency Theory of Leadership
The theory was proposed by Edward Fielder in his landmark 1964 article “A contingency model of leadership effectiveness.” The contingency theory emphasizes the importance of leader’s personality and the situation in which that leader operates .He outlines two styles of leadership, task- motivated and relationship motivated. Task refers to task accomplishment and relationship-motivation refers to interpersonal relationship. North House (2007) noted that, the Central to contingency theory is the concept of the situation which characterized by three factors which are lead member relations deal with the general atmosphere of the group and the feeling such as trust, loyalty, and confidence that the group has for its leader also task structure is related to the task clarify and the means to task accomplishment and the last one is positioned. Power relates to the amount of the reward – punishment authority the leader has over member of the group. Vroom and Yelton (1983) noted that, the effectiveness of a decision procedure depends upon a number of aspects of the situation, the importance of the decision, quality and acceptance, the amount of relevant information possessed by the leader and subordinates. The contingency theory has implication to the leadership styles as Kimmelman (2010) mentions that, the contingency theory is supported by empirical research, it broadens understanding of leadership by considering the impact of the situation, personality assessment data about the leader enable to develop leadership profiles for their organizations
Path Goal Leadership Theory
Another theory of leadership style is path goal theory advocated by Martine Evans and Robert House; it has its roots in expectancy theory. Its theory emphasis on how leaders can facilitate task performance by showing subordinates how performance can be instrumental in archiving desired reward. The theory argued that people are satisfied with their work and will work hard if they believe that their work will lead to things that are highly valued. The theory emphasizes that the managerial behaviors should be motivating or satisfying to the extent that it increases goal attainment by subordinates and clarifies the path to these goals. Defining path goal theory Burns (2000) determined job satisfaction was measured by the amount of leader direction and the structures of the task. Leaders Encourage and support the followers in achieving their goals. The leader makes the path clear and easy by removing roadblocks. North house, (2010) pointed out that, path –goal theory is a useful theoretical framework for understanding how various leadership behaviors affect the satisfaction of subordinates and their work performance; Also, it attempts to integrate the motivation principles of expectancy 13 theory into theory of leadership as well as provides a practical model that underscores and highlight the important ways leaders help subordinates.
Leadership Styles There are many dimensions of describing leadership styles. Rue and Byars (2003) proposed three basic leadership styles which are autocratic, laissez-fair and democratic. The main difference among these styles is where the decision-making function rests. Autocratic leader makes most decisions for the group. The employees are very conscious of his or her position. Under this leadership style he or she has little trust and faith in members of the group. This leader believes that pay is just a reward for working and the only reward that will motivate employees. All orders are issued to be carried out, with no questions allowed and no explanations given. Production is good when the leader is present, but poor when the leader is absent (Rue & Byars, 2003).
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 the role of leadership styles on teachers working morale in primary schools. public primary schools in Ewekoro LG, Ogun 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 the role of leadership styles on teachers working morale in primary schools. 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 the role of leadership styles on teachers working morale in primary schools.
Summary
This study was on the role of leadership styles on teachers working morale in primary schools. Three objectives were raised which included: Investigate the leadership styles practiced in primary schools, examine the teachers‟ perception on the exercised leadership styles, find out different ways in which the practiced leadership style affect teachers Morale and find out the most effective leadership style(s) that influence teachers‟ working morale. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary schools in Ogun state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It was concluded that head teacher leadership style is a critical variable in teachers’ working morale. The evident in the finding of this study which showed that the school with best performance teachers participate in decision making, there were high cooperation between head teachers and their subordinates which influences high teacher morale for the teachers, hence high student performance while the least performing school practices mostly Autocratic leadership style which demoralized teachers to work hard hence poor students academic performance The result of the study confirms the positive influence of Democratic leadership style such as encourage teachers in decision making and make them feel like valuable members of the team rather than be coerced into more compliance by their head teachers, they responded more positively to the head teacher who were able to share their vision with them in a positive manner and encourage them to advance that is democratic leadership style. The findings of this study have therefore led the researcher to conclude that the Autocratic leadership style and Laissez-faire leadership style is not the best way of leadership style in primary school. The better leadership style is the Democratic leadership style which influences high morale of teachers
Recommendation
Basing on the research the findings the researcher recommends that, head teachers should use Democratic styles of leadership in their school administration in order to in hence better working morale of the teacher upon student academic performance. Their use of Autocratic leadership style demoralizes teachers to work hard, hence poor academic performance. The use of Laissez-faire leadership style should be discouraged by head teachers as it could not bring a better teacher working morale. The ministry of education should organize regular inspection to schools to monitor the style of leadership used by head teachers that could enhance better working morale of teachers. This is necessary in order to achieve the objective of primary education as entrenched in the national policy of education. There needs to lay emphasis on the adoption of this kind of leadership where each member of the school gives an opportunity to contribute to the school vision, mission and objectives. Also the government should emphasize more training and workshops by the ministry of education and other interested partners to empower teachers so as to make prudent decisions that are focused on the attainment of the school’s education goals. Besides, there need to engage teachers in leadership training in school management so as to adopt practices that strategically place their schools on the map for quality grades.
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