irennadi, blessing iheoma - university of nigeria, nsukka · 2015-09-16 · and female secondary...

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IRENNADI, BLESSING IHEOMA

TRANSFORMATIONAL LEADERSHIP BEHAVIOURS

AND FEMALE SECONDARY SCHOOL PRINCIPALS

EFFECTIVENESS IN OWERRI EDUCATION

ZONE 1, IMO STATE

Education

DEPARTMENT OF EDUCATIONAL

FOUNDATIONS

MADUFOR, CYNTHIA

Digitally Signed by: Content manager‟s Name DN : CN = Webmaster‟s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

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ZONE 1, IMO STATE

BY


PG/M.ED/09/51333

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION, UNIVERSITY OF

NIGERIA, NSUKKA.

SUPERVISOR: DR. (MRS) CHIAHA, G. T. U.

AUGUST, 2012

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TITLE PAGE




ZONE 1, IMO STATE

BY


PG/M.ED/09/51333

A THESIS PROPOSAL PRESENTED IN PARTIAL

FUFILMENT

OF THE REQUIREMENT FOR THE AWARD OF

MASTERS DEGREE IN EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION, UNIVERSITY OF

NIGERIA, NSUKKA.

SUPERVISOR: DR. (MRS) CHIAHA, G. T. U.

AUGUST, 2012

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APPROVAL PAGE

THIS PROJET WORK HAS BEEN APPROVED FOR THE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF

NIGERIA, NSUKKA

BY

___________________ __________________

Dr. Chiaha, G.T.U DR. D.U. Ngwoke

Supervisor Head of Department

___________________ ___________________

Dr. S. C. Ugwuoke Prof. G. C. Unachukwu

Internal Examiner External Examiner

_______________________

Prof. I. C. S. Ifelunni

Dean Faculty of Education

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CERTIFICATION PAGE

IRENNADI BLESSING IHEOMA, a Postgraduate student in the

Department of Education with Registration Number PG/ M.Ed /09 /51333

has Satisfactory Completed the Requirements for Course and Research

Work forthe Degree of Master of Education in Administration and

Planning.

The Work embodied in this thesis report is original and has not been

submitted in parts or in full for any other Diploma or Degree of this or any

other University.

________________ ________________

Dr. G. T. U Chiaha Irennadi, Blessing I

( Supervisor) (Student)

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DEDICATION

This work is dedicated to Almighty God for his divine protection

throughout the programme.

It is secondly dedicated to my beloved mother Mrs. P. Osinachi (Edede)

for her love for education and understanding throughout the period of this

programme.

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ACKNOWLEDGEMENT

A research work of this nature could not have been possible but for the

immense assistance received from many sources, I therefore place on record

my profound gratitude and indebtedness to my supervisor Dr Chiaha G. T. U,

whose invaluable contributions sustained this work to its logical conclusion.

The researcher will forever remain grateful to her.

Also deserving special thanks are Prof. N. Ogbonnaya, Prof. (Mrs)

Onwurah, Asso. Prof. J. C. Omeje, Prof. I. C. S. Ifelunni, Prof. G. C.

Unachukwu, Dr. S. C. Ugwuoke, Dr. P. Onwuasoanya, Dr. K. O. Usman, Dr.

Ejionueme, L. K whose suggestions and constructive criticisms sharpened the

focus of this work.

Equally, the researcher owes special thanks to her mother Mrs. P.

Osinachi, Mr. & Mrs. Jude Obioma, Chief & Mrs. Gervason Madu (Jeff), Prof.

C.C Okoro, Sir & Lady I.I. Nnokwe, Mr. & Mrs. Pius Iwuoha, Mr. & Mrs.

Dennis Irennadi, Mr. & Mrs Stephen Irennadi, Mr. & Mrs Eugene Irennadi,

Mr. & Mrs Moris Irennadi, Mr. & Mrs Chinwendu Irennadi, Ekene Irennadi,

Mrs. Eunice Emenike, Mr. & Mrs. Solomon Emenike, Mr. Mike E. Ike, Mr.

Roland Iheme for all their assistance and contribution during the hard moments

of this work.

Finally, the researcher feels deeply grateful to Prof. E. I. C Agwu, Mrs.

Rose Agatha O, Mrs Evelyn O, Edward, Ogechi, Nkeiru, Peace, Mary-Jane,

Mbaji Isaac, Uchenna, Chimazuru, Osinachi Jude Irennadi, Ijeoma Ben, Mr

kelechi Tassie for their immeasurable contribution towards the success of this

work.

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ABSTRACT

The study examined transformational leadership behaviours and female

secondary school principals‟ effectiveness in Owerri education zone I of Imo

state.The study adopted a survey design approach in which five research

questions were posed and five null hypotheses tested. The population of the study

consisted of comprises of all the 139 principals in Owerri education zone, 56

males and 88 females, 2165 teachers, (563 males and 1602 females) as well as

2526 final year senior secondary school students made up 893 males and 1633

females making a total of 4830 (1512) males and 3318 females. Simple random

sampling and stratified random sampling techniques were used in selecting the

number of respondents for the study. An instrument titled “Female Principals‟

Transformational Leadership Behaviour Rating Scale” (FPTLBRS), and

unstructured interview schedule, and academic records.The instrument contained

30 items that dealt with transformational leadership behaviours and female


state.The 30 items were trial-tested on a sample of 3 principals and 20 teachers.

The data obtained were computed using Crombach Alpha method. This gave an

overall score of 0.96. The five research questions were analyzed using mean

ratings and Standard Deviation, while t-test statistics was used to test the five null

hypotheses at 0.05 level of significance. An overview of the overall results

showed that female principals to small extent have idealized influence on their

staff and students, female principals inspirationally motivate their staff and

student to small extent, female principals have individualized consideration for

their staff and students to a small extent, female principals intellectually stimulate

their staff and students to a small extent and female principal transformational

leadership behaviour of female principals is predicators of final year students‟

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academic performance to a small extent. Considering the results of the study, the

researcher recommends that; being a transformational leader, the school principal

should inspire staff and students to try harder by personally thanking them

(through thank you cards or texts and any other means for a job well done) and

should always speak in positive terms. Equally, principals should articulate a

compelling vision for the future and should involve staffs and students in

decision-making, set high level goals and ensure that the goals are attainable.

Based on the findings of the study, limitations of the study were identified and

suggestions for further studies were made.

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TABLE OF CONTENTS

Title Page i

Approval Page ii

Certification Page iii

Dedication iv

Acknowledgements v

Abstract vi

Table of Contents vii

List of Table viii

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 7

Purpose of Study 8

Significance of the Study 9

Scope of the Study 11

Research Questions 12

Hypothesis 13

CHAPTER TWO: LITERATURE REVIEW

Conceptual Framework 14

Concept of transformational leadership Behaviours (TLBs) 14

Historical Development of Transformational Leadership 25

Transformational Leadership and Organizational Productivity 28

Leadership behaviours and school administration in Nigeria 29

Characteristics of male and female principals 33

Theoretical Framework

Houses Theory of Charismatic Leadership 33

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Bass Transformational Leadership Theory 33

Coger and Kanwergo‟s Charismatic Leadership Theory 34

Emerging Global Model Plus 34

Collegial Model 35

Empirical Studies

Transformational Leadership Behaviours in Companies 36

Transformational Leadership Behaviours in Universities 40

Transformational Leadership Behaviours of School Administrators 41

Transformational Leadership Behaviours of Females 43

Summary of Reviewed Literature 44

CHAPTER THREE: RESEARCH METHOD

Design of the Study 47

Area of Study 48

Population of the Study 48

Sampling and Sampling Technique 49

Instrument for Data Collection 50

Validation of the Instrument 50

Reliability of the Instrument 51

Method of Data Collection 51

Method of Data Analysis 52

CHAPTER FOUR: RESULTS

Research Question 1: The Extent Female Principals Have Idealized

Influence on their Staff and Students 53

Research Question 2: The Extent Female Principals Inspirationally

Motivate their Staff and Students 55

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Research Question 3: The Extent Female Principals Have

Individualized Consideration for Their Staff and Students 57

Research Question 4: The Extent Female Principals Intellectually

Stimulate their Staff and Students 59

Research Question 5: Transformational Leadership Behaviours of the

Principals Predicators of Final Year Students‟ Academic Performance 61

Hypothesis 1: The Significant Difference between the Mean Ratings of

the Principals and Teachers with Regards to the Extent Female Principals

have Idealized Influence on their Staff and Students 63

Hypothesis 2: The Significant Different Between the Mean Ratings of

Teachers and Principals With Regards to the Extent Female Principals

Inspirational Motivate their Staff and Students 64

Hypothesis 3: The Significant Different between the Mean Ratings of

Principals and Teachers with Regards to the Extent Female Principals

have Individualized Consideration for their Staff and Students 65


Principals and Teachers with Regards to the Extent Female Principals

Intellectually Stimulates their Staff and Students 66


Teachers and Students with Regards to the Extent Transformational

Leadership Behaviour of the Principals‟ are Predicators of Final Year

Students‟ Academic Performance 67

Findings of the Study 68

CHAPTER FIVE: DISCUSSIONS, IMPLICATIONS,

RECOMMENDATIONS, LIMITATIONS, SUGGESTIONS,

CONCLUSION AND SUMMARY

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Discussion of Results 70

Implication of the Study 78

Recommendations 80

Limitations of the Study 81

Suggestions for Further Studies 82

Conclusion 82

Summary of the Study 85

References 89

APPENDICES

Appendix I (Female Principals‟ Transformational Leadership Behaviour

Rating Scale (FPTLBRS) 94

Appendix II (Study Population Distribution) 97

Appendix III (LGA Used For the Study) 97

Appendix IV (List of Schools in Owerri Zone I) 98

Appendix V (Reliability Co-Efficient) 99

Appendix VI (Analysis) 115

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CHAPTER ONE

INTRODUCTION

Background to the Study

Most administrators and managers are usually concerned about how to

achieve organizational goals and how to improve productivity. The growth of

every organization depends largely on good leadership. Oraegbunam (2004)

defined leadership as the ability to initiate action and to motivate as well as to

direct others towards the fulfillment of a common goal. Achieving organizational

goals greatly depends on the nature and activities of leadership.

Leadership is an essential position in every organization. The nature of

leadership behavior exhibited by administrators and managers has a lot of impact

on the achievement of the organizational objectives as well as productivity

(Mgbodile, 2003). Leadership behavior is an important aspect of every

organization. This informed the reason why Simic (1998) maintained that one of

the natures of leadership behaviour exhibited by administrators and managers is

leadership behaviour. This is because without leadership no objective can be

achieved. The leader is the catalyst that makes things happens in organizations.

He/she is the one responsible for the planning, organizing, monitoring,

supervising quality control, budgeting, sourcing for and allocating resources to

the various units of the organization. Infact without leadership nothing can be

achieved. This is probably why leadership studies have been taken very seriously

to ensure higher productivity.

A lot of studies have been carried out on how best to make organizations

achieve maximum productivity. Chiaha (2009) adulated that one of such studies

is one put forward by James McGregor Burns in 1998 that led to the new concept

of leadership termed, transformational leadership. Transformational leadership is

a process by which “leaders and followers encourage one another to greater

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levels of ethics and enthusiasm. Abdaziz, Amirishak, Ahaghani & Othman

(2009:10) described transformational leadership, not as a set a specific

behaviours but rather as a process by which “leaders and followers encourage one

another to higher levels of morality and motivation.” They continued to stress

that these leaders are individuals that appeal to higher ideals and moral values

such as justice and equality and can be found at various level of any

organization. The current situation in the educational sector in Nigeria especially

Imo state, suggests that transformation is indeed called for at all levels of the

educational system and even beyond.

Leadership has been severally defined as efforts to get things done through

others by coordinating, organizing or directly. However the main purpose of

leadership is for goal attainment. How best to make organizations achieve

maximum productivity is the concern of transformational leaders.

Transformation is a complete change, usually into something with an improved

appearance or usefulness (Encarta, 2010).

The term transformational leadership emanated from the word transforms

which means making major positive changes in forms, nature and functions of

the phenomenon being transformed. Transformational leadership according to

Chiaha (2009) was first used by Burns who described transformational leaders as

those leaders who accomplish extraordinary things against all odds, like turning

around a failing company, or school.

Leadership behaviour entails leaders being interested in the needs and

potentials of followers so as to develop them. This leadership behaviour

according to Bass (1999) involves idealized influence (or being charismatic),

inspirational motivation, intellectual stimulation of subordinates, as well as

individualized consideration, which implies being interested in the needs and

potentials of followers so as to develop them. Highlighting the tenets of the

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transformational leadership behavior, Horming (2001) indicated that

transformational leaders are high in moral and ethical values, express genuine

trust and interest in followers, have inspirational vision, genuine trust, are

innovative and leader mentors.

Transformational leadership behaviour involves those actions and

performances which make leaders lead his followers to perform beyond

expectations by achieving high goals. Onwurah and Chiaha (2008) adulated that

transformational leadership behaviour aims at raising the consciousness of others

and appeal to powerful moral values and ideals. The leader is able to transform

followers beyond the dishonourable emotions of jealously, greed and fear, to

higher principles of liberty, justice and humanitarianism. He helps his followers

become better individuals. Such leader seeks to elevate and empower others to

higher levels. This leadership behaviour can influence peers and subordinates.

Baldwin, Bomer & Rubin (2008) maintained that workers who work under a

transformational leader are more satisfied, more optimistic about the future, less

likely to leave their jobs, more likely to trust their leaders and also perform

higher, than employers who work for leaders who do not display transformational

behaviours.

Transformation leadership is not limited in anyway to only top chief

executives in big conglomerates or to the gifted administrators and managers but

can be applied even in the school system. It can be taught, studied and learnt.

This implies that both male and female secondary school principals have the

opportunity of becoming transformational school leaders and so Imo state

secondary school principals can equally posses these very important and useful

leadership behaviours.

Secondary education is one of the levels of Nigeria Education system. It is

the education children receive after primary education and before the tertiary

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stage (Federal Republic of Nigeria (FRN), 2004). The underline principle here is

that secondary schools should be able to provide the individuals for useful living

within the society and higher education. However, it appears that secondary

schools are not living up to expectation in discharging its obligations. No wonder

Leithwood, Bagley and Cousins (1994) suggested that a significant improvement

on performance as a result of the effect of transformational leadership behaviours

on teacher will perceive outcomes.

Transformational leadership leads to school effectiveness which is

measured in the schools final year students‟ academic performance. Effectiveness

means how successful, especially in producing a strong or favorable impression

on people (Afe, Ezeonu & Edozie, 2004). When students perform well especially

in external examinations, it is usually seen as the principals‟ effective managerial

effort. This has to be on the basis of individual capacities and ability “with the

intension of allowing them reach higher levels of achievement” (Chekwa,

2001:5).

There are many benefits beneficiary‟s gains from transformational leaders.

Intellectual stimulation is one of the paybacks beneficiary‟s gains from

transformational leaders. It involves awareness and changing followers‟

awareness of problem and their capacity to solve them (Kelly 2003).

Transformational leaders persuade subordinates to propose new and controversial

ideas without fear of punishment or ridicule. They impose their own ideas

“judiciously but not at any cost” (Simic, 2003:12). On the part of Padsakoff,

Mackenzie, & Bommer (1996) transformational leaders helps in articulating a

vision; providing an appropriate model; fostering the acceptance of group goals;

communicating higher performance expectations; providing individualized

support; and providing intellectual stimulation.

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Charismatic leadership often leads to transformations through the efforts of

both leaders and subordinates. This informed the reason why Simic (1998)

uphold that transformational leaders build confidence and trust and as well

provides a role model that followers seek to emulate. This entails that one of the

roles of transformational leaders involves responding to specific unique needs of

individual in organization to ensure that they are carried along in the

transformation. This has to be on the basis of individual capacities and ability

“with the intension of allowing them reach higher levels of achievement”

(Chekwa, 2001:5). This leadership behaviours has been found to be very

beneficial in organizations as well as schools, especially the ailing ones, such as

many Nigerian secondary schools. The above dimensions of leadership

behaviours therefore aroused the interest of the researcher to investigate the

extent to which the female principals apply them for school effectiveness in

Owerri education zone I of Imo state.

Statement of the Problem

Owerri is the capital of Imo state and the secondary school community

members in the education zone I are usually made up of the wards and wives of

important personalities in the state. Again, most of the tertiary institutions in the

state are situated in this zone. This makes the zone very volatile in periods of

students‟ crisis. As a result government is concerned about leadership of the

schools in the zone. Thus government officials are interested in peace and

academic excellence in the zones. Also the current state administration is

particularly interested in restoring the lost glory of education and in transforming

the decaying school system in the state. This study will then identify

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transformational leadership behaviours of the principals for school effectiveness

in Owerri education zone I of Imo state.

It appears that slight differences exist in the application of transformation

leadership behaviours by male and female leaders. While some studies claim a

better application by females. Others argue that no differences exist in

transformational leadership of males and females. In Imo state, there are many

male and female principals. Against these back drops, it had become necessary to

identify the transformational leadership behaviours of female principals. The

problem of this study put in question form therefore is; what is the

transformational leadership behaviours and female secondary school principals‟

effectiveness in Owerri education zone I of Imo state?

Purpose of Study

The main purpose of this study is to investigate transformational leadership

behaviours and female secondary school principals‟ effectiveness in Owerri

education zone I of Imo state. The specific objective of the study seeks to:

1. Find out the extent to which female principals in the zone apply

idealized influence on their staff and students;

2. Investigate the extent to which female principals in the zone

inspirationally motivate their staff and students;

3. Ascertain the extent to which female principals in the zone have

individualized consideration for staff and students.

4. Identify the extent to which female principals in the zone intellectually

stimulate staff and students, and;

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5. Find out if transformational leadership behaviours of the female

principals are predicators of final year senior secondary school student

academic performance.

Significance of the Study

The benefits that shall accrue from this study will be of both theoretical

and practical significant. Theoretically, the study will add to the existing

transformational leadership theories such as Houses theory of charismatic

leadership, bass transformational leadership theory, Coger and Kanwergo‟s

charismatic leadership theory, Emerging Global Model plus and theory of

educational management such as Collegial model. It will build a theoretical

framework that can be rest on upon when designing measures to investigate


effectiveness in Oweeri education zone 1 of Imo state. Practically, this study if

successfully completed will benefit the following individuals and stakeholders

such as students, teachers, principals, schools Boards Ministries and future

researchers, considering the importance of transformational leadership

behaviours.

Students will benefit from this study immensely; the findings and

recommendations of this study will provide them with the benefits of

transformational leadership behaviours. This will be achieved through the use of

effective transformational leadership of the school principals.

Teachers will also benefit from this study because they are the

implementers of educational policies; they are also stakeholders in education.

Whatever that affects education also affects teachers and the success of any

educational system depends to a large extent on the quality of its teachers. Since

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emphasis is placed on the use of effective transformational leadership of

behaviours, the recommendations of this study will inform teachers on the

appropriate methods and approaches that will help to stimulate students in

actualizing educational objectives of secondary schools.

The study will throw light into the controversial issues of female

leadership and will benefit policy makers in taking appropriate decisions

concerning making better and more use of females as principals for restoring the

lost glory of secondary school education in Imo state. It will also provide

information on whether transformational leadership is being applied for

improving secondary school educational standard and for transforming the

system of education, through the use of effective transformational leadership of

the school principals.

The study will also be of immense benefit to school board ministries

especially, Owerri Education Zone 1 and Imo state in general. It will help in

identifying, if female principals are effective enough for transformation of

schools in the zone, and for managing difficult schools be it all male, all female

or mixed schools.

Lastly, future researchers will consider this study a veritable material. They

will benefit from the findings and recommendations of this study in that it will

serve as a source of literature.

Scope of the Study The geographical scope of study covered all state secondary schools in the

zone, including technical schools and study centers. The content scope involved

the four leadership behaviours, of idealized influence, inspirational motivation

individualized consideration and intellectual stimulation and prediction of

students‟ academic achievement.

Research Questions

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The following research questions were formulated;

1. To what extent do female principals have idealized influence on their staff

and students?

2. To what extent do female principals inspirationally motivate their staff and

student?

3. To what extent do female principals have individualized consideration for

their staff and students?

4. To what extent do female principals intellectually stimulate their staff and

students?

5. Are transformational leadership behaviours of the principals predicators of

final year students‟ academic performance?

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Hypotheses

The following five null hypotheses were formulated and tested at 0.05

level of significance.

Ho1 There is no significant difference between the mean ratings of the

principals and teachers with regards to the extent female principal have

idealized influence on their staff and students.

Ho2 There is no significant different between the mean ratings of teacher and

principals with regards to the extent female principals inspirational

motivate their staff and students.

Ho3 There is no significant different between the mean ratings of respondents

with regards to the extent female principals have individualized

consideration for their staff and students.

Ho4 There is no significant difference between the mean ratings of respondents

with regards to the extent female principal intellectually stimulates their

staff and student.

H05 Are transformed leader behaviour of the principals‟ predicators of final

year students‟ academic performance.

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CHAPTER TWO

REVIEW OF LITERATURE

The review of literature in this study was organized under the conceptual

framework, theoretical framework, review of empirical studies and summary of

literature review.

Conceptual Framework

Concept of transformational leadership Behaviours (TLBs)

Historical development of Transformational Leadership

TLBS and organizational productivity.

Concept of secondary schools.

Leadership behaviours and school administration in Nigeria.

Concept of school principals.

Characteristics of male and female principals.

Concept of effectiveness


Transformational leadership Theories

Houses theory of charismatic leadership.

Bass transformational leadership theory.

Coger and Kanwergo‟s charismatic leadership theory.

Emerging Global Model plus.

Theory of Educational management

Collegial model

Empirical Studies

Studies in transformational leadership behaviours in companies.

Studies in transformational leadership behaviours in universities.

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Studies in transformational leadership behaviours of school

administrators.

Studies in transformational leadership behaviours of females.

Summary of Reviewed Literature

Conceptual framework

Concept of Transformational Leadership Behaviours (TLB)

Transformational leadership behaviours occur when both the leaders and

followers motivate one another and raise their morals to a very high level. It is

ultimately moral in that it increases the level of conduct and ethical aspirations

of both the leader and the followers with a transforming effect on both,

(Baldwin, Bommer & Rubin, 2008). The implication of this is that

transformational leadership entails close relationship between the leader and the

subordinates. Thus, power is shared among the leader and his followers. That is

why a transformational leader does not see power as limited but extensive to all

concerned.

In the same vein, Chiaha (2009) noted that transformational leadership

behaviours (TLB) transform followers and inspire them to succeed highly.

According to Certo (2000), it is a leadership that inspires organization to

succeed by increasing their values, such as justice and integrity. It is a

leadership behaviour that seeks to arouse and satisfy higher needs. It engages

the whole person by asking followers “to transcend their self-interest for the

sake of the organization or team”. (Baldwin, Bommer & Rubin 2008:24). This

leadership behaviour was compounded by McGregor Burns and developed by

Bass. (Podsakoff, MaCkenzie & Bommer, 1996) who identified a model of

transformational leadership behaviour that synthesises all other leadership

models. Burns (1978) sees transformational leaders as those that induce

followers to act for certain goals that represent, the values and motives, wants,

needs, aspirations and expectations of both leaders and followers. Supporting

this, Chiaha (2008) asserts that the goal of transformational leaders is to inspire

followers to connect with the leaders vision. The connection is possible because

of the genuine concern such leaders have for their followers who in return give

in their trust. This leader is highly trusted by the followers who in turn have a

lot of confidence in his subordinates. By acting as role model, they the

transformational leaders inspire their subordinates to act selflessly for a

common goal.

In well over 100 empirical studies, transformational leadership has been

found to be consistently related to organizational and leadership effectiveness.

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(Bryman 1992, Love, Kroeck and Sivasubramanlam, 1996). These leaders

believe in change and transformation, they articulate their vision, foster

acceptance of group goals and provide individualized support. (Podsakoff,

Makenzie & Bommer, 1996). Consequently their followers have great trust and

respect towards them and are motivated to do more than they are expected to

do. In so doing, the transformational leaders change the mind sets, attitudes and

beliefs of their subordinates or followers thereby making them perform beyond

expectation.

Following the Global Model – Plus, the top five most common traits of this

great leadership, ranked in order of highest frequency will be explored in this

study. They are, role model, intellectual stimulation, individualized support,

vision/inspirational and ethics (Abduaziz, Amirishak, Adbghani & Othman,

2009). These are very similar to the six models identified by Podosakoff et al

already cited which are described as follows;

Articulating Vision/Inspirational Motivation

Provide a guide for the manager and the community. Vision aims at

identifying new opportunities for the school and developing, articulating &

inspiring others. It captures peoples heart and mind. It is essential that managers

repeat the vision often, explain the significance of the vision to the community;

appeal to higher community values; uses metaphor; uses emotional appeal;

speaks in positive terms; use the term “we” instead of “I”. The vision should

also be very clear and understandable, in line with that of the employers of

superiors (Chiaha, 2009). These can be achieved through motivational

speeches, conversations and other public displays of optimism and enthusiasm,

highlighting positive outcomes and stimulating team work (Simic 2003).

Inspirational motivation is also about motivating the whole organization while

the leader challenges the workers to high standards. This study will ascertain

the extent to which female principals articulate vision and inspirationally

motivate staff and students.

Providing an appropriate model

It is very important that school managers show good example. Why role

modeling is so powerful is that it sets a cue that the particular behaviour is

important. It is expected that the school manager should show through his/her

behaviours that the vision is not just a lip service but show that it is very

important to the management. This is probably why Abduaziz, Amirishak,

Abdahani & Othman (2009), stress that in role modeling, the transformational

leader serves as a charismatic model to their employees. The leaders are also

very influential as they are charismatic. The study will investigate the extent

female principals provides appropriate model for effective administration.

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Fostering the acceptance of group goals

The managers behaviour should lead to cooperation among community

members and getting them to work together towards achieving the school super

ordinate goal. The super ordinate goal according to Chiaha (2009), is the goal of

all members of the school community. Group goal is very essential because it

makes all concerned committed to its achievement. It also provides a sense of

purpose, a rallying point and common objective of the community. This is why

it is essential to get both micro and macro communities involved in any form of

transformation. To foster group goals Chiaha (2009) in separate studies

suggests that the manager should encourage people to work together by moving

closely together and by encouraging informal contacts; continually reuniting

people that everyone is in it together and success for each person depends upon

the group success. This study will find out if female principals foster group

goals for school effectiveness.

Communicating high performance expectation

The school manager‟s behaviour should aim at cooperation and

demonstration of his/her expectations for excellence, quality and high

performance on the part of the community. According to Baldwin, Bommer &

Rubin (2008), communicating high performance expectation works partly

because of the Pygmalion effect it has on the followers. This is based on the

premise that if you form certain expectations of people, communicating through

behaviour cues. They will respond by adjusting their behaviours, resulting in

the original expectations coming true.

Therefore to communicate high performance expectations, the principal

has to set high standard for the community, communicate this high standard and

the confidence in their ability to achieve these standards. Leaders are people

that help to accomplish high performance and encourage the community to seek

high performance. This study will ascertain the extent female principals

communicate high performance, expectations to staff and students.

Providing individual support

To achieve this, the school manager exhibits behaviours that indicate that

he/she encourages members of the school community and is concerned about

their progress and output and needs. It makes the followers feel valued, and

capable, of being liked. Chiaha (2009) stressed that providing individualized

support serves as a buffer to workers stress, increases job satisfaction, and

enhances organization productivity level. This study will determine the extent

to which female principals in Owerri education zone provide individualized

support to their staff and students.

28

Provision of intellectual stimulation and cooperation

This is yet another very crucial element for effective school administration.

It gives rise to job satisfaction in that when teachers as inspirationally motivated

they tend to perform beyond expectation. The need for intellectual stimulation

and cooperation of teachers and students cannot be overemphasized in the

school system. There is need for continued experimentation and research for

improved classroom interaction. The principal therefore owes it as a duty to

stimulate teachers through provision of the needed research materials for their

duties.

The above supports Adbaziz et al (2009) assertion that transformational

leaders support their employees in various needs they may have, be it official or

personal. This implies that principals should challenge their subordinates and

make them rethink on how work can be better performed.

This shows that, it is high time school managers of today made significant

changes in their school administration, to usher in the long expected

transformation in the entire educational system. This study will investigate the

extent to which female principals provide intellectual stimulation and

cooperation.

It appears that leaders and administrators have finally found an answer to

the improvement of productivity and goal achievement through the application

to transformational leadership behaviours. Several studies indicate that the

application of transformational leadership behaviours has shown significant

effectiveness in many organizations especially those with difficulties

(Machenzie, Podaskoff & Rich, 2001). In a study concerning a school setting,

Leithwood, Bagley and Cousins (1994) recorded a significant improvement on

performance as a result of the effect of transformational leadership behaviours

on teacher perceived outcomes.

It was also found that financial performance and commitment increased

among many bank managers trained in transformational leadership behaviours,

more than those without the training (Barling, Weber and Kelloway, 1996). In

the same vein, Machenzie, Padsakoff and Rich (2001) found that Sales

managers who used transformational leadership skills recorded more sales from

their representatives, with increased sales performance than those without the

skills. Some studies show that females perform better than males in

transformational leadership (Ponopolous 2003, Bass 1999), while others

indicate that there seem to be no significant difference between male and

female transformational leadership behaviours (Chun, Loot, Rice & Sanches

2004). This study is however not interested in comparisms, but in identifying

the extent to which female principals in Imo education zone apply this

29

wonderful leadership for school effectiveness. Eintein (2003) identified the

following attributes of transformational leadership behaviours.

Authentic transformational leadership which builds genuine

trust between leaders and followers.

Transformational leaders concentrate on terminal values

such as integrity and fairness. They see the responsibility

for their organizations development and impact on society.

They increase the awareness of what is right, good,

important and beautiful when they help to elevate

followers’ needs for achievement and self-actualisation,

when they foster in followers higher moral maturity and

share interest for the good of their groups, organizations or

society.

The truly transformational leader seeks the greatest good

for the greatest number of people, is concerned about doing

what is right and honest, is likely to avoid stretching the

truth or going beyond the evidence of what he/she wants,

sets appropriate example to followers about the values and

accurate communication in followers.

There is a moral justification for the transformational

leaders to achieve value congruence between the leaders

and the led. When it is achieved, both are more satisfied

emotionally. Much of this result in leaders being seen by

followers as more considerate, competent and successful

and followers are more satisfied with their jobs.

Leaders and followers in transformational organizations

are predicated less on position of authority and more on

interdependence work. Therefore relationships centers on

common purposes.

The above attributes suggest that transformational leadership seems to be the best

leadership style when a system is decaying or needs pragmatic change, such as

the current educational system in Imo state. This implies that transformational

leadership can lead to school effectiveness which is measured in this study as

possession of some of the above attributes and final year students‟ academic

performance Olga, 2001; Chiaha & Onwurah (2008); Warrilow; (2011)

maintained that when workers are satisfied in their jobs they perform better and

this is an indication of school effectiveness. Again, the issue of student academic

achievement has been as indication of any school performance. When students

perform well especially in external examinations, it is usually seen as the

30

principals‟ effective managerial effort. This study will investigate if the female

principals‟ transformational leadership, is a predicator of final year academic

achievement.

The final year, Senior Secondary School, Three (SSS III) students

academic achievement will be measured by their scores in the compulsory

subjects of Mathematics and English which govern all science and arts related

subjects respectively. This implies that an achievement in Mathematics and

English indicates achievement in all other school subjects. For this reason

performance in Mathematics and English will be used in this study to measure

academic achievement of SSS III student.

Padsakoff, Mackenzie, & Bommer (1996) identified six leadership

behaviours resulting from transformational leadership as follows, articulating a

vision; providing an appropriate model; fostering the acceptance of group goals;

communicating higher performance expectations; providing individualized

support; and providing intellectual stimulation.

Hall, Wysocki, Keprer (2002: 2), identified four dimensions of

transformational leadership as idealized influence (attributes and behaviour) plus

individualized consideration plus inspirational motivation plus intellectual

stimulation, which they summed up to give Performance Beyond Expectation.

This study is interested in this additive effect of transformational leadership as all

the four components are required and must be present to result to Performance

Beyond Expectation.

Idealized influence is just about building confidence and trust and

providing a role model that followers seek to emulate. (Simic, 1998). This is

linked to charisma as charismatic leadership often leads to transformations

through the efforts of both leaders and subordinates.

Inspirational motivation is related to idealized influence but it is basically

about motivating the entire organization to adopt a new paradigm or mind set

about issues leading to effectiveness and transformation which can be achieved

through motivational speeches like, “I have a dream” of Martin Luther King. This

encourages creativity and imagination and future development.

Individualized consideration involves responding to specific unique needs

of individual in organization to ensure that they are carried along in the

transformation. This has to be on the basis of individual capacities and ability

“with the intension of allowing them reach higher levels of achievement”

(Chekwa 2001:5).

Intellectual stimulation involves awareness and changing followers‟

awareness of problem and their capacity to solve them (Kelly 2003)

Transformational leaders question assumption and beliefs and encourage

creativity, innovation and ideation. They persuade subordinates to propose new

31

and controversial ideas without fear of punishment or ridicule. Also they impose

their own ideas “judiciously but not at any cost”. (Simic 2003:12). This study is

interested in the above four dimensions and will seek to find out the extent to

which the female principals apply them for school effectiveness.

Historical Development of Transformational Leadership Behaviours

Efforts to see that workers perform highly led to the continuous search and

research for and on the best leadership style that could make workers to perform

highly. This gave rise to the modern transformational leadership style. This

wonderful leadership style was discovered by McGregor Burns (1978), and

further developed by Bernard, Bass twenty five years later. The emergence of

transformational leadership style seems to be the best thing that have happened

to managers and administrators in organizations and more importantly leaders

of this millennium who are interested in the millennium developement goals

and welfare of their organizations or groups. Transformational leadership is

flexible adaptable and seek continuous improvement. Johnson (2004) noted that

the leader inspires his followers to perform beyond expectations. Initially it was

believed that this heroic leadership style can only be possessed by the gifted at

very top management positions but currently it has been known that this

leadership style is not limited in any form (Baldwin, Bommer & Rubin, 2008).

In the same vein, Fullam (2001) claim that effective leadership behaviour

emerged around 1970s when the public become increasingly more demanding

for better achievements in the public and private organization. The goals of

transformational leaders are to inspire followers to connect with the leaders

vision. This connection is possible because of the genuine concern these leaders

have for the follower, who in return give their trust.

Need for Transformational Leadership

The importance of transformation leadership have been ascertained by

several studies which show that it significantly increases organizational

effectiveness and positively linked with long team customer satisfaction (Olga,

2001). This implies that if the principals apply transformational leadership

students, teachers, parents and guardians and the supervisory bodies are likely

to be more satisfied with the school administration.

In light of the above, Olga (2001) also further indicated that

transformational leadership generates higher commitment to the organization

from the employees and increases their thrust in management and

organizational citizenship behaviours. This underscores the need for

transformational leadership especially for teachers and students who are more

likely to increase their performance beyond expectation with this leadership

behaviour.

32

Studies also show that it enhances employees satisfaction with their jobs

and with the leader, thus reducing stress while increasing well being (Bryman,

1992). This implies that transformational leadership behaviour can result to the

ever expected teacher job satisfaction and well being as well as students high

academic achievement. This study is interested in determining if it is a

predicator to students academic achievement and teacher job satisfaction.

33

Transformational Leadership and Organizational Productivity

Transformational leadership behaviours (TLBS) transform followers;

inspire people to perform beyond expectation and to succeed highly. Chiaha

(2009) maintained that transformational leadership behaviours inspires

organization to succeed as well as increase their values; such as justice and

integrity. It is a leadership that seeks to arouse and satisfy higher needs to

engage the whole person by asking followers to transcend their self interest for

the sake of the organization or team (Baldwin, Bommer & Rubin (2008: 24).

Other studies have shown that transformational leadership behaviours have

been very helpful to many organizations churches and multinational

organizations. The Methodist Ministers rated high in transformational

leadership behaviours was reported to have greater Sunday-Church attendance

and membership growth (Onnen, 1981). Multiple banks, financial performance

and commitment increase for 20 managers trained in transformational

leadership behaviours versus the performance of another group that did not

received the training. Banking unit performance was higher in banks led by

transformational leadership (Gryer & Starer, 1998), while sales managers who

used transformational leadership behaviours has sale representatives that had

increased sale performance (Padsakoff, Mckenzie & Bommer 2000). With

transformational leadership behaviour, employees are “more satisfied more

optimistic about the future, less likely to leave their jobs, more likely to trust

their leaders and perform higher than” employees who work for leaders without

these behaviours, observed (Baldwin, Bommer & Rubin 2008:24). On the

contrary some studies carried out in Nigeria show that school administrators do

not apply these behaviour to very great extent (Onwurah & Chiaha, 2007) and

(Onwurah, Ogbunanya & Chiaha, 2007). Probably this could be the reason for

the deplorable conditions in Nigerian schools.

In light of the above, Barling, Weber & Kalloway (1996) indicate that the

application of transformational leadership behaviours have shown significant

effectiveness in many organizations that were going down. Similarly,

Leithwood, Begley & Cousins (1994), studied school settings and recorded

significant improvements in the school performances resulting from indirect

effects of transformational leadership on teacher perceived outcomes. Bass

(1999) reported that transformational leadership behaviour was applied to save

Chrysler cooperation which was on the verge of collapsing and it later became

the most viable organization of the time. Horming in Chiaha (2007) indicated

that transformational leaders are high in moral and ethical values, express

genuine interest in followers, have an inspiration vision, genuine trust; are

innovative and leader mentors. Transformational leadership behaviours are

those actions and performances which make the leader lead his followers to

34

perform beyond expectations by achieving high goals set by the leaders. The

above studies showed that transformational leadership behaviours, where

applied have been productive in that it improved the organizations‟

productivity. This is because the leaders aim at transforming the followers

beyond dishonourable emotions of jealousy, greed and fear to higher principles

of liberty, justice and humanitarianism.

Transformational Leadership Behaviours in School Administration in

Nigeria

Transformational leadership behaviour as previously indicated is a

relatively new style of leadership. (Onwurah, Ogbuanya & Chiaha 2007;

Onuwurah & Chiaha 2008) in different studies found that technical college

administrations and primary school head teachers respectively, in Nigeria, apply

these behaviours only to a small extent. Similarly, Bass (1998) & Tremmel

(2003) upholds that females are more likely to be transformational leaders and

more effective than males. In a study carried out by Chiaha (2009), she found

that woman administrators richly apply transformational leadership behaviours

in universities. She concluded that, women administrators in Nigerian

Universities can effectively maintain world class standard status if given the

opportunity.

Application of transformational leadership behaviours is a veritable means

of achieving effectiveness of organizational goals. No wonder Barling, Weber

& Kelloway (1996); Leithwood, Begley & Cousins (1994), maintained that

application of transformational leadership behaviours have shown significant

effectiveness in many organizations that were going down. Transformational

leadership behaviours in school administration is dedicated to studying school

setting, recorded significant improvements in the school performance resulting

from indirect effects of transformational leadership on teachers-perceived

outcome.

Women in School Administration

One of the current phenomenons in management is the issue of suitability

of women for organizational leadership and senior management positions. A

cursory look at the profile of senior management positions in public and private

organizations in Nigeria readily indicates that the proportion of women

occupying such positions are indeed very small when compared with their male

counterparts. This has raised important ethical and moral questions as well as

caused concern in management decisions regarding the rationale to invest or not

equally in male and female staff development, as strategy to boost the available

labour force (Barnett, 2003). This concern has generated so much sentiments

and emotions which are summarized in such related terms as gender in-balance

35

in management position. Nwosu (2000) observed that to pursue a

developmental policy without women in focus would be wasteful and a self

defeating venture. Women are endowed with unique characteristics which are

beneficial in solving organizational problems. The uniqueness and potentialities

in women can only be fully identified and harnessed by involving them in

organizational decision making and leadership positions.

Women in school administration have shown remarkable difference in

behaviours among male and female managers and administrators. Chiaha

(2009) noted that females are more effective than males and this may be

because as observed in Igbo land, women are undoubtedly built strong and

beautiful, they are multitalented natural managers from heaven. The researcher

further celebrated that women are natural leaders who combine talent with

beauty, manipulation and management to control people. This view was also

supported by Ponopolous (2003) in her study of gender difference in

transformational leadership using field leaders of southwest water policy

students which showed that females exhibit traits of transformational leaders.

However there was equal transformational leadership traits between male and

female police students in Ponopulous (2003) study. From the above literature, it

is observed that women have the potentials of being transformational leaders.

However it is necessary to ascertain the situation in Owerri education zone I. It

is essential to find out if female principals in the area apply the transformational

leadership behaviours for effective school administration. Although in a study

carried out by Chiaha (2009) few women are found to be in the helm of affairs,

in Nigeria the situation of principal in Owerri education zone is different.


For the theoretical framework of this study, a brief x-ray of the theories of

transformational leadership theories and theories of educational management

that relates to the topic under study are imperative. They are organized under

the following headings:

Transformational leadership Theories

Houses theory of charismatic leadership.

Bass transformational leadership theory.

Coger and Kanwergo‟s charismatic leadership theory.

Emerging Global Model plus.

Theory of Educational management

Collegial model

36

Houses theory of charismatic leadership, Bass’s transformational leadership

theory, Conger and Kabnungo’s charismatic leadership theory.

These theories were espoused by Adbuaziz, Amirishak, Abdghani &

Othman (2009). The above transformational leadership behaviour theories have

much in common. The main idea in these theories is that leaders can accomplish

extraordinary things against all odds, such as reviving a failing organization or

establishing a successful company. They also stress on the importance of

inspiring subordinates, administrative, dedication and unquestioned loyalty

through articulating a clear and compelling vision.

Transformational leadership theory focuses on developing mutual trust,

fostering leadership abilities of others and setting goals that go beyond the

short-term needs of the workers. The transformational leadership theory

propounded by Bass identified four aspects of effective leadership which

includes charisma, inspiration, intellectual stimulation and consideration. The

theory assumes that all leaders who exhibit these qualities will inspire

subordinates to be high achievers and put the long-term interest of the

organization ahead of their own short-team interests.

These theories is of great relevant to this study because, this study seek to

investigate the extent of application of transformational leadership behaviours

by female principals in Owerri education zone of Imo state with a view to

finding out if the principals are effective, and if students achieve highly

academically.

Emerging Global Model - Plus

This model was developed by Abdaziz, Amirishak, Abdghani & Othman,

(2009). The model synthesized five traits of transformational leadership and

added another, Ethics. It is assumed that ethical leaders have the right

behaviours and right attitudes to carry out their responsibilities which are a

necessity and modern sustainability.

This model also adulated that leaders must recognize the shifting

importance of core business and support functions. The success of this shift lies

in identifying the critical factors required in enlisting and developing key

workers to become agents of change for the organization. The model assumes

that if EGM-plus is applied, it will enable the organization to be dynamic and

forward looking and consequently lead to the satisfaction of all members of the

organization.

The relevant of this model to the on going study is that the current study

will adopt the traits of this model and investigate the relationship between the

TLBS of the principals and students academic achievement.

Theories of Educational Management

Collegial Theory

37

The theory was propounded by Bush (2003). The main idea in this theory

is that organization determines policies and makes decisions through a process

of discussion leading to consensus. Collegial theory is associated with school

transformation in terms of effectiveness and improvement. This theory is

strongly in support of orientation and as such, advocates approaching it based

on prescription rather than description. This is to say that collegial theory, just

like the transformational leadership behaviours, are applied when the need

arises. The situation in Imo secondary schools involving, low standards and low

morals and morals of teachers calls for collegial theory and transformation. In

addition secondary schools, have authority of expertise.

The implication of collegial theory to this study is that teachers are experts

and have authority over their duties based on expertise. They form teams based

professionalism, just as schools are departmentalized based on

professionalization.

Collegial theory is of great relevant to this study because, this study

will attempt to find out the extent to which transformational leadership

behaviours are applied by female principals in secondary schools, making use

of the features of the collegial theory.

Review of Empirical Studies

The empirical studies presented below are grouped as follows studies in;

Transformational leadership behaviours in companies.

Transformational leadership behaviour of university, college and

school administrators.

Transformational leadership behaviours of females.

Studies in Transformational Leadership Behaviours (TLBs) in Companies

Comparing TLBs in successful and unsuccessful companies, Jandashi,

Zarei & Farjani (2008) used a descriptive survey design to study 125 companies

using a random sampled population of 68 and 80 persons from successful and

unsuccessful companies respectively in Qom province of Iran. The data was

collected via questionnaires and analyzed using means, median, mode, standard

deviation, t-test and freedom ranking test. They found that leaders in successful

companies possess more transformational leadership traits than those from

unsuccessful companies.

Although the current study is not concerned with comparisms, it identified

the extent to which female principal apply TLBs in secondary school. Like the

38

above study, it will make use of sampled population, questionnaire, means,

standard deviation but Z-score. It will also adopt the descriptive survey design.

Studies on transformational leadership and employee empowerment (EE)

on job stress, was carried out by Gill, Flashner, & Bhutani (2010), using a survey

research design with a population of Indians hospitality industry employees and a

convenience sample of 266 employee out of 900. The instrument was a

questionnaire with which data was collected and analyzed using multiple linear

regression, measures of central tendency, variance. Skewness and Kurtosis, were

calculated on all the items. A confirmatory factor analysis was run on the sixteen

items of the questionnaire using a Principle Component Rotation and Variance. It

was found that transformational leadership and employee empowerment are

correlated and joint effect at transformational leadership and employee

empowerment was attributed to the high correlation between transformational

leadership and employee empowerment.

The current study is only interested in identifying the impact of TLBs as a

predictor of student achievement. Like the above study, it will establish the extent

to which TLBS are being applied by the female principals. Through collection of

data by questionnaire, interview and observation. The analysis will involve

measures of central tendencies (Means (X

) standard deviation (sd), and multiple

linear regression to answer the research questions Hypotheses will be tested using

analyses of variance (ANOVA).

The problem of how to acquire transformational leadership skills has been

the concern of many leadership experts. To answer the question, „Can

transformational leadership be studied and learnt?‟, Juliana Barling from Queens

University Canada and Kevin Kollaway of St. Mary‟s University Canada as

reported by Olga (2004:42) showed that, using quasi experimental design, they

found that transformational leadership can be learnt through training (individual

coaching sessions and workshops) using brainstorming, watching videos and

demonstration of various leadership styles and development of specific action

plans to enhance individual‟s transformational leadership styles. They also found

that managers can become transformational through daily and gradual practices

in transformational behaviours. They suggest that mangers can start becoming

transformational by:

Making their decisions more transparent and being

consistent in their reasoning with employees.

Building respect and trust for employees.

Displaying more enthusiasm and optimism.

Communicating the message that, I know you can do

it I trust you.

39

Getting employees to think about work.

Related problems in new ways instead of giving

ready answers and solutions to problems. They can

find out from employees what they think or how a

problem can be solved.

Making time to pay attention to individual concerns

and personally thanking them for their efforts.

The relevance of this study to the current one is on the assumption that if

the principals in Owerri education zone I are not formally trained in TLBS, they

can acquire same through workshops or daily best practices. The current study

will take cognizance of Kelloway‟s and Barling‟s suggestions and find out if the

principals make their decisions transparent, are consistent in their reasoning with

staff and students, display enthusiasm and optimism, communicate to teachers in

an inspiring manner; get staff to think about their work related problems in new

ways and pay individual attention to teachers effectiveness.

Studies in Transformational Leadership Behaviours (TLBS) in Higher

Institutions

Abduziz, Amirishak, Abdghani & Othman (2009) studied TLBS towards

world class university status: Emerging Global Model Plus. The main purpose of

this study was to highlight issues relating to leadership for a particular university

to achieve world class status and to develop an Emerging Global Model Plus for

the practical implementation, to fulfill the intended purpose. They based their

investigation on secondary data from literature on transformational leadership,

through meta-analytic approach where traits were identified. Evidence of the

effect of leadership was provided in seven studies. They concluded that

transformational leadership is important in making a particular university world

class. Ethics was added as a new dimension of transformational leadership trait.

Others already identified, are intellectual stimulation, inspirational motivation,

role model, individualized support and cooperation.

This study is relevant to the current one in that a measure of ethics traits

will not be included in the study. Their study distinguished common traits and

proposed a conceptual framework that will provide a strong foundation to cope

with any emerging global challenges and development for any university ready to

rise up and prepare for world class status. The current study is interested in this

40

study which provided a framework necessary for the principal to adopt if they

want to achieve world class status for their schools.

Studies in Transformational Leadership of School and College Heads

Barnett (2003) carried out a survey to investigate the relationship between

transformational at transactional leadership behaviours of school principals and

New South Wales state secondary schools and some selected teachers outcome

and school learning environment constructs. Using 52 randomly selected schools

with 458 teachers responding to a Multifactor Leadership Questionnaire Form,

developed by Bass and Avilo (1997) to measure leadership behaviour and a

school learning Environment Questionnaire developed by Fraser which was

factor analyzed to determine the validity. He found that one transformational

factor vision; one transformational -transactional hybrid factor- individualized

consideration and one non-leadership factor Laissez –faire factors were evident.

An analysis of school learning environment identified seven factors while four

out-come factors, overall satisfaction with leadership, perception of teacher

influence, perception of teacher effectiveness and teacher control were

incorporated. For the relationship analysis multilevel modelling analysis was

used, but contrary to expectation, teacher outcomes like satisfaction with

leadership is more closely and highly correlated with individualized

consideration than vision. The leadership behaviour factors demonstrated

different correlations with each of school learning and environmental factor. This

implies maximum impact at any effort of modifying school learning

environment.

The current study will make use of survey and will be concerned with only

female school principals, TLBS and their applicability. It will adopt Bass &

Avilo‟s Transformational Leadership inventory in a modified version. Also

impact of TLBS on students academic achievement and teacher outcome will be

obtained.

Onuwurah, Chiaha & Ogbuanya (2007) carried out a study which

investigated, the application of transformational leadership behaviours of

technical college administrators in the era of Globalization. It adopted a survey

research design. Six research questions and one null hypothesis guided the study.

A random sample of 54 administrators and 398 teachers were used for the study

while a Transformational Leadership Behaviour Application Questionnaire

(TLAQ) with a coefficient reliability of 0.91 was administered on the sample

using a four-point rating scale response option. The result of the study among

others, showed that the administrators have the technical skills of TLBS but

applied them to a small extent. They also lacked the theoretical applicability, the

result of the study have implications for managing technical education with

41

regards to the use of the modern TLBS. The study among others, recommended

that as a matter of urgency, special training or workshops should be organized for

technical college administrators on transformational leadership to ensure the

achievement of the millennium development goals by the targeted year.

Onuwrah & Chiaha (2008) also carried out a study titled “Application of

transformational leadership behaviours by primary school Head teachers: A

reform for the attainment of Millennium Development Goals. It was a survey

study. Six research questions and one null hypothesis guided the study. The

sample comprised 147 head teachers and 193 teachers randomly selected for the

study. The findings showed a positive inclination to the application of

transformational leadership behaviours by the administrators of primary schools

to a large extent but not a very large extent. The researchers observed that the

head teachers have technical skills to enable them apply transformation

leadership behaviours to a very great extent but lack the theoretical knowledge of

its applicability.

Transformational Leadership Behaviours of Females

Chiaha (2008) conducted a study titled, „transformational Leadership

behaviour of Nigerian University women administrators‟. She used a descriptive

survey design and posed six research questions and one null hypothesis to guide

the study. Mean, standard deviation and t-test statistics were used to analyze the

data collected. The result showed that Nigerian University women administrators

averagely apply TLBs. She concluded that female university administrators are in

a position to transform Nigerian Universities for the attainment of the much

desired world class standard and recommended that female administrators in

Nigerian Universities should not wait to be placed at the helm of affairs but

should provide necessary assistance to the university from whatever positions

they are in. The current study is concerned with females who are at the helm of

affairs in their institutions.

Using Police student field Officers, Ponopolous (2008) compared

transformational leadership of males and females. She employed the use of

descriptive survey, interview and observations and found that there were equal

leadership traits between male and female officers. However females have the

potential of being transformational leaders. The current study will not compare

male and female principals leadership but is interested in investigating the female

principals transformational leadership behaviours. It will also make use of

descriptive survey research design.

Summary of Literature Review

The review focuses on the concepts of transformational leadership

behaviours, secondary school, and principals while the theoretical framework

centered on the theory of educational management and transformational

42

leadership styles. The empirical studies reviewed transformational leadership

behaviours in companies, organizations and institutions as well as those of

females. The summary indicated that although studies have been carried out on

female transformational leadership behaviours no study, to the knowledge of the

researcher, has been done on transformational leadership behaviours of female

principals in Owerri education zone I and this created a gap which this study

intends to fill.

The literature reviewed on the concepts of the major variables and sub

variables of the study show that transformational leadership behaviours are one

of the current identified leadership styles. They are seen as the behaviours of

charismatic leaders that focus on full participation of all members as well as their

concern both individually and collectively for the achievement of organizational

and group goals. It is a leadership that motivates subordinates by appealing to

their believe and values such that they perform beyond expectation in times of

transformation. Likewise secondary schools and their principals were defined as

post primary institutions and their executive heads respectively.

The theoretical framework focuses on transformational leadership theories

while the study is anchored on the Emergency Global Model, Plus and the

Collegial Model theory of Educational Management.

Empirical studies reviewed centered on transformational leadership

behaviours in companies, universities and schools. Also transformational

leadership behaviours of female administrators were reviewed. There is a general

view that there may be a difference between male and female leadership

behaviours and that transformational leadership behaviours help in improving

and or transforming organizations, including schools.

Although the review has shown that studies has been carried out in TLBs in

universities, colleges and primary school, no studies known to the researcher has

been conducted in TLBs of secondary school principals in Owerri education zone

I, especially those of female principals and so, this is the lacuna this study

attempts of fill.

43

CHAPTER THREE

RESEARCH METHOD

This chapter discusses the method and procedures to be adopted in

carrying out the study. This involves the design of the study; area of study;

population of the study, sample and sampling techniques; instrument for data

collection; validation of the instrument, reliability of the instruments; method of

data collection and method of data analysis.

Design of the Study

The study adopted a descriptive survey research, which involves

individuals and collection of their opinions on a given subject (leadership and

effective administration). According to Nworgu (1991), this design is used to

collect data on a given population so as to describe or present the facts of that

population as it is. Ali (1996) asserted that descriptive survey research design is

one in which a group of people or items are studied by collecting and analyzing

data from a few people or items that are representative of the entire group. This

design was chosen in line with the above experts‟ views which are to identify and

describe the transformational leadership of female principals and their

effectiveness in secondary school administration in Owerri Education zone of

Imo state.

Area of Study

The study was conducted in Owerri education zone I of Imo state.

Owerri education zone I is one of the education zones in Imo state. It is located

at the centre of Imo state. There are five local government areas (LGAS) in

Owerri education zone I. They include Ikeduru, Mbaitolu, Owerri municipal,

Owerri north, and Owerri west. The choice of this area was made due to the fact

that Owerri education zone I is a metropolitan community and the researcher

observed that transformational leaders in the zone are low in moral and ethical

values, expresses ingénue trust and as well, parade boring vision which is evident

that transformation is indeed called for at all levels of the educational system in

the zone, secondary schools in particular.

Population of the Study

The study population comprised of all the 139 principals in Owerri

education zone, 56 males and 88 females, 2165 teachers, (563 males and 1602

females) as well as 2526 final year senior secondary school students made up 893

males and 1633 females making a total of 4830 (1512) males and 3318 females.

Source: Owerri Secondary School Management Board 2012 Gazette. (See

Appendix 1, page 97).

47

44

Sampling and Sampling Technique

A proportionate multistage sampling technique was adopted to select a

sample of the population in line with Nwanna (1982), that recommended a 40%

or more sample study where the population runs in a few hundreds or 20% where

it runs in many hundreds and five (5%) if in several thousands. The sampling will

therefore be proportionately distributed (see App. II).

Firstly, three local government areas out of the five that make up Owerri

education zone I were selected using random sampling technique. They include

Ikeduru, Owerri municipal and Owerri west local government areas. Secondly,

all the principals in Owerri education zone, made up of 139 principals (56 males

and 88 females) will be used for the study due to fewness of the number. Thirdly,

489 teachers (139 males and 350 females representing 40% of 1222 teachers in

the three local government areas will be selected using simple random sampling

technique. Fourthly, 574 (156 males and 417 females) final year SSS students

representing 40% of the total 1434 SSS students in the three LGA will be

selected by random sampling. This implies that a sum total of 1202 (351 males

and 851 females) respondents will be used for this study (see Appendix II, page

97).

Instrument for Data Collection

Three instruments were used for data collection, structured rating scale

titled, Female Principals‟ Transformational Leadership Behaviour Rating Scale

(FPTLBRS), an unstructured interview schedule, and academic records. The

rating scale (FPTLBRS) was completed by the principals; teachers and final year

students will be in two sections. Section A, was designed to collect the

demographic data of the respondents while section B was designed to collect data

for answering the research questions. This section has five clusters in line with

the research questions. It was a modified version of Chiaha 2009 Nigeria

University Women Administration Rating Scale (NUWARS) which in turn is a

modified version of Multifactor Leadership Questionnaire form of Bass and

Avilo 1997. The interview schedule consists of question to elicit further

information on the research questions.

Validation of the Instrument

The rating scale and interview schedule were face validated by three

experts, two in educational administration and planning and one in measurement

and evaluation. All the experts were from the University of Nigeria, Nsukka.

45

The experts were requested to assess the suitability of the language,

relevance of the items in addressing the research questions bearing in mind the

purpose of study. Their correction consequently led to corrections and

modification as follows: The question items were reduced from 52 – 30. Seven

items were restructed and finally drafts of the instruments were produce. (see

Appendix V & VI). The Mathematics and English language scores will be

converted to standardized scores.

Reliability of the Instrument

The rating scale, FPTLBRS was trial tested using three principals and 20

teachers from Aboh Mbaise LGA in Owerri zone II which is outside the area of

study but with the same characteristics with the study population. Since the

clusters contain non-dichotomously scored items the internal consistency of the

rating scale was determined using Cronbach Alpha Correlation Coefficient which

yielded a reliability coefficient (r) of 0.72, 0.65, 0.59, and 0.74 for cluster 1,2,3,

and 4 respectively and, an overall of 0.69 for the entire instrument. This was

considered reliable enough for the study. (See Appendix VII)

Method of Data Collection

Data was collected by hand through direct delivery method which involved

the use of five trained research assistants in data collection. They retrieved the

instruments as soon as they were completed. As for the interview, data were

collected immediately. This means that interview was conducted by the

researcher alone. Records of the school result was scrutinized and Mathematics

and English language scores of 2010 and 2011 WAEC examinations obtained.

Method of Data Analysis

For the data analysis, mean scores(x) and standard deviation (sd) were used

to answer the five research questions. Real limits of numbers were used to arrive

at the decision level as follows:

Real Limits of Nos Decision Level

3.50 & above Very Large Extent (VLE)

2.50 – 3.49 Large Extent (LE)

1.50 – 2.49 Small Extent (SE)

0.00 – 1.49 Very Small Extent (VSE)

Also, the null hypotheses were tested at 0.05 probability level using z-

scores.

46

CHAPTER FOUR

This chapter presents the analysis of data collected. The results are

presented in line with the research questions and the hypotheses that guided the

study as shown in tables 1 to 10 below:

Research Question 1: To what extent do female principals have idealized

influence on their staff and students?

Table 1:

Mean scores of principals, teachers and students on the extent female principals have

idealized influence on their staff and students

S/N Items Principals Teachers Students

Overall

x DL

x SD x SD x SD

1. Seek for respect

from the teachers

and students

3.54 0.49 3.55 0.4

9

3.54 0.50 3.55 VLE

2. Pay personal visits

to students homes

to show support

1.74 0.43 1.7.5 0.4

4

1.76 0.44 1.74 SE

3. Be a model to staff

and students

1.74 0.43 1.75 0.4

3

1.76 0.44 1.74 SE

4. Have confidence

that staff will

perform highly as

you expect

2.19 0.50 2.20 0.5

0

2.22 0.51 2.19 SE

5. Inspire staff and

students to try

harder

1.84 0.65 1.85 0.6

4

1.84 0.65 1.84 SE

6. Personally thank

staff and students

(through thank you

cards or texts and

1.55 0.49 1.54 0.4

8

1.55 0.49 1.54 SE

47

any other means for

a job well done).

7. Speak in positive

terms

2.05 0.23 2.09 0.2

1

2.06 0.24 2.05 SE

Total 2.09 0.46 2.05 0.4

4

2.08 0.45 2.09 SE

Key: SD= Standard Deviation, DL= Decision Level, X= Mean, LE= Large Extent, SE= Small

Extent

Table 1 shows the opinions of principals, teachers and students on the

extent female principals have idealized influence on their staff and students in

Owerri education zone I of Imo state. All the items except item 1, female

principals seeking for respect from the teachers and students was rated very large

extent in the opinion of both respondents with the mean of 3.55 and standard

deviation 0.50. Also, 2 and 3, female principals paying personal visits to students

homes to show support and being a model to staff and students, have idealized

influence on the staff and students to a small extent in the opinion of both

respondents with the mean of 1.74, 1.75, 1.76; 1.74, 1.75, 1.76 and standard

deviation 0.43, 0.44, 0.44; 0.43, 0.43 and 0.44 respectively. Equally, item 4 and

5, female principals having confidence that staff will perform highly as you

expect and inspiring staff and students to try harder, leads to idealized influence

on the staff and students to a small extent in the opinion of both respondents with

the mean of 2.19, 2.20, 2.22; 1.84, 1.85, 1.84 and standard deviation 0.50, 0.50,

0.51; 0.65, 0.64 and 0.65 correspondingly. Likewise, item 6 and 7, female

principals personally thank staff and students (through thank you cards or texts

and any other means for a job well done) and speaking in positive term, have to

idealized influence on the staff and students to a small extent in the view of both

respondents with the mean of 1.55, 1.54, 1.55; 2.05, 2.09, 2.06 and standard

deviation 0.49, 0.48, 0.49; 0.23, 0.21 and 0.24 respectively. The overall mean

score for both respondents show a cluster mean of 2.09. This indicates a decision

level of small extent. Therefore, the table confirms that female principals have

idealized influence on their staff and students to small extent.

Research Question 2: To what extent do female principals inspirationally

motivate their staff and students?

Table 2:

Mean scores of principals, teachers and students on the extent female principals

inspirationally motivate their staff and students


Overall

x DL

x SD x SD x SD

53

48

8. Articulate a

compelling vision

for the future

2.64 0.47 2.66 0.4

8

2.67 0.47 2.66 LE

9. Stress goal

achievement

1.64 0.72 1.65 0.7

2

1.64 0.73 1.64 SE

10. Talk about their

most important

values and beliefs

2.70 0.45 2.69 0.4

8

2.67 0.47 2.70

LE

11. Involve teachers in

decision-making

1.50 0.50 1.49 0.5

1

1.50 0.50 1.50 SE

12. Involve students in

decision-making

1.74 0.69 1.75 0.6

9

1.75 0.69 1.74 SE

13. Always articulate

your vision before

your subordinates

set out to work

3.70 0.45 3.69 0.4

5

3.70 0.45 3.70 VLE

14. Set high level goals 1.89 0.52 1.90 0.5

4

1.89 0.52 1.89 SE

15. Ensure that the

goals are attainable

1.70 0.45 1.69 0.4

5

1.69 0.45 1.70 SE

Total 2.18 0.52 2. 17 0.5

0

2.14 0.51 2.18 SE


Extent, VLE= Very Large Extent

Table 2 displays the opinion of Principals, teachers and students on the

extent female principals inspirationally motivate their staff and student in Owerri

education zone I of Imo state. Item 8 and 10, female principals, articulating a

compelling vision for the future and talking about their most important values

and beliefs inspirationally motivate their staff and student to a low extent in the

opinion of both respondents with the mean of 2.64, 2.66, 2.67; 2.70, 2.69, 2.67

and standard deviation 0.47, 0.48, 0.47; 0.45, 0.48 and 0.47 respectively.

Meanwhile, item 13, female principals always articulating her vision before the

subordinates set out to work inspirationally motivate her staff and students to a

very large extent in the opinion of both respondents with the mean of 3.70, 3.70,

3.70 and standard deviation 0.45, 0.45 and 0.45. Equally, item 9, 11 and 12,

female principals stressing goal achievement, involving teachers in decision-

making and involving students in decision-making inspirationally motivate their

49

staff and student to low extent in the opinion of both respondents with the mean

of 1.64, 1.65, 1.64; 1.50, 1.51, 1.50; 1.74, 1.75, 1.75 and standard deviation 0.72,

0.72, 0.73; 0.50, 0.50, 0.50; 0.69, 0.69 and 0.69 correspondingly. Also, item 14

and 15, female principals Setting high level goals and ensuring that the goals are

attainable inspirationally motivate her staff and students to a very large extent in

the opinion of both respondents with the mean of 1.89, 1.90,1.89; 1.70, 1.69, 1.69

and standard deviation 0.52, 0.54, 0.52; 0.45, 0.45 and 0.45 respectively. The

overall mean score for both respondents show a cluster mean of 2.18. This

indicates a decision level of small extent. Therefore, the table shows that female

principals inspirationally motivate their staff and student to small extent.

Research Question 3: To what extent do female principals have

individualized consideration for their staff and students?

Table 3:

Mean scores of principals, teachers and students on the extent female principals have

individualized consideration for their staff and students


Overall

x DL

x SD x SD x SD

16. Consider each

individual staff

students needs

2.86 0.72 2.84 0.72 2.85 0.72 2.84 LE

17. Take cognizance of

staff and students

abilities and

aspiration on

individual bases

1.71 0.55 1.69 0.72 1.71 0.55 1.70 SE

18. Be appreciative of

staff performances

1.84 0.65 1.84 0.65 1.85 0.65 1.84

SE

19. Allow staff to seek

your attention

support and

assistance anytime

and anywhere

1.50 0.50 1.49 0.51 1.50 0.50 1.50 SE

20. Encourage

committee work

2.74 0.43 2.75 0.43 2.74 0.43 2.74 LE

21. Ensure that staff

help to accomplish

high performance

1.54 0.49 1.54 0.49 1.55 0.49 1.54 SE

22. Encourage staff to

seek help from you

1.83 0.65 1.85 0.65 1.84 0.65 1.84 SE

23. Work to build

positive

2.75 0.62 2.84 0.62 2.87 0.62 2.76 LE

50

relationships among

subordinates

Total 2.09 0.55 2. 06 0.52 2.08 0.53 2.09 SE


Extent, VLE= Very Large Extent

Table 3 shows the opinions of Principals, teachers and students on the

extent female principals have individualized consideration for their staff and

students in Owerri education zone I of Imo state. Item 16, 20 and 23, female

principals, considering each individual staff students needs, encouraging

committee work and working to build positive relationships among subordinates

have individualized consideration for their staff and students to a low extent in

the opinion of both respondents with the mean of 2.86, 2.84, 2.85; 2.74, 2.75,

2.74; 2.75, 2.84, 2.87 and standard deviation 0.72, 0.72, 0.72; 0.43, 0.43, 0.43;

0.62, 0.62 and 0.62 respectively. Also, item 17, 18 and 19, female principals,

taking cognizance of staff and students abilities and aspiration on individual

bases, being appreciative of staff performances and allowing staff to seek your

attention support and assistance anytime and anywhere have individualized

consideration for their staff and students to a small extent in the opinion of both

respondents with the mean of 1.71, 1.72, 1.71; 1.84, 1.84, 1.85; 1.50, 1.50, 1.50

and standard deviation 0.55, 0.72, 0.55; 0.65, 0.65, 0.65; 0.50, 0.50 and 0.50

correspondingly. Likewise, item 21 and 22, female principals, ensuring that staff

help to accomplish high performance and encouraging staff to seek help from her

have individualized consideration for their staff and students to a small extent in

the opinion of both respondents with the mean of 1.54, 1.54, 1.55; 1.83, 1.85,

1.84 and standard deviation 0.49, 0.49, 0.49; 0.65, 0.64, 0.65 respectively. The

overall mean score for both respondents show a cluster mean of 2.09. This

indicates a decision level of small extent. Therefore, the table shows that female

principals have individualized consideration for their staff and students to small

extent.

Research Question 4: To what extent do female principals intellectually

stimulate their staff and students?

Table 4:

Mean scores of principals, teachers and students on the extent female principals

intellectually stimulate their staff and students


Overall

x DL

x SD x SD x SD

24. Do the right things

rather than doing

2.50 0.67 2.49 0.6

7

2.49 0.67 2.49 LE

51

things

25. Seek different

perspectives when

solving problems.

1.51 0.50 1.49 0.5

0

1.50 0.50 1.51 SE

26. Often challenge old

ways of doing

things.

1.51 0.50 1.95 0.4

9

1.95 0.49 1.95 SE

27. Like taking risks 3.84 0.35 3.84 0.3

5

3.85 0.35 3.84 VLE

28. Be economical in

resource

management

3.44 0.80 3.45 0.8

0

3.44 0.80 3.55 VLE

29. Encourage staff not

to think like

yourself

1.40 0.49 1.39 0.4

9

1.40 0.49 1.40 VSE

30. Encourage staff to

undertake staff

development

programmes

2.68 0.45 2.70 0.4

5

2.69 0.46 1.84 SE

Total 2.41 0.53 2. 40 0.5

2

2.38 0.50 2.41 LE


Extent, VLE= Very Large Extent, VSE= Very Small Extent

Table 4 shows the views of principals, teachers and students on the extent

female principals intellectually stimulates their staff and students in Owerri

education zone I of Imo state. Item 24 seeks to find out if female principals do

the right things rather than doing things, it discovered that female principals

intellectually stimulates their staff and students to a low extent in the opinion of

both respondents with the mean of 2.50, 2.49, 2.49 and standard deviation 0.67,

0.67 and 0.67 respectively. Meanwhile, item 25, 26 and 30, female principals

seeking different perspectives when solving problems, often challenge old ways

of doing things and Encourage staff to undertake staff development programmes

intellectually stimulates their staff and students to a small extent in the opinion of

both respondents with the mean of 1.51, 1.49, 1.50; 1.51, 1.95, 1.95; 2.68, 2.70,

2.69 and standard deviation 0.50, 0.51, 0.50; 0.50, 0.49, 0.49; 0.45, 0.44 and 0.46

correspondingly. Also, item 27 and 28, female principals like taking risks and

being economical in resource management was rated very large extent in the

opinion of both respondents with the mean of 3.84, 3.84, 3.85; 3.44, 3.45, 3.44

and standard deviation 0.35, 0.34, 0.35; 0.80, 0.81 and 0.80 respectively. Equally,

52

item 29, female principals encouraging her staff not to think like her dropped to a

very small extent in the opinion of both respondents with the mean of 1.40, 1.39,

1.40 and standard deviation 0.49, 0.48 and 0.49. The overall mean score for both

respondents show a cluster mean of 2.41. This indicates a decision level of small

extent. Therefore, the table shows that female principals to small extent,

intellectually stimulate their staff and students.

Research Question 5: Are transformational leadership behaviours of the

principals predicators of final year students’ academic performance?

Table 5:

Mean scores of teachers and students on the extent of transformational leadership behaviours

of the female principals as predicators of final year students’ academic performance

S/N Items Teachers Students

Overall

x DL

x SD x SD

31. Does your school

principals have vision

and mission statement

for the school?

3.79 0.40 3.78 0.41 3.79 VLE

32. Do you know the

principal‟s vision and

mission?

3.39 0.80 3.40 0.79 3.39 LE

33. Is your principals

charismatic?

1.79 0.40 1.78 0.40 1.79 SE

34. Do you like your

principals?

2.00 0.63 2.01 0.62 2.00 SE

35. Does your principals

like you?

1.55 0.49 1.54 0.49 1.54 SE

36. Would you like to be

like your principals?

1.69 0.84 1.70 0.84 1.69 SE

37. Does your principal

motivate your teachers

and students?

1.79 0.40 1.79 0.40 1.79 SE

38. If your principals is

transferred, will you

like to go to with her

to the school she is

been transferred to?

1.34 0.47 1.35 0.47 1.34 VSE

39. Does your principals

encourage creative and

innovation?

2.10 0.42 2.13 0.41 2.12 SE

40. Have your students

improve in their

1.79 0.40 1.78 0.40 1.79 SE

53

WASSCE since the

assumption of duty of

your current

principals?

Total 2.22 0.53 2.23 0.54 2.22 SE Key: SD= Standard Deviation, DL= Decision Level, X= Mean, LE= Large Extent, SE= Small Extent, VLE= Very Large Extent, VSE= Very

Small Extent

Table 5 shows the views of teachers and students on the extent of

transformational leadership behaviours of the principals as predicators of final

year students‟ academic performance in Owerri education zone I of Imo state. All

the items except item 31, whether the school principals has vision and mission

statement for the school was rated very large extent in the opinion of both

respondents with the mean of 3.79, 3.78 and standard deviation 0.40 and 0.41.

Equally, item 32, whether teachers and students know the principal‟s vision and

mission was ranked large extent in the opinion of both respondents with the mean

of 3.39, 3.40 and standard deviation 0.80 and 0.79. Also, item 33, 34 and 35,

whether the school principal is charismatic, if they like their school principals

and their school principals like them was rated small extent in the opinion of both

respondents with the mean of 1.79, 1.78; 2.00, 2.01; 1.55, 1.54 and standard

deviation 0.40, 0.41; 0.63, 0.62; 0.49 and 0.49 respectively. Likewise, item 36,

37, 39 and 40, whether teachers and students like to be like their principals,

whether their principals motivates them, whether their principals encourage

creative and innovation and whether students improve in their WASSCE since

the assumption of duty of your current principals were rated small extent in the

opinion of both respondents with the mean of 1.69, 1.70; 1.79, 1.78; 2.12, 2.13;

1.79, 1.78 and standard deviation 0.84, 0.83; 0.40, 0.41; 0.42, 0.41; 0.40 and 0.40

correspondingly. The overall mean score for both respondents show a cluster

mean of 2.22. This indicates a decision level of small extent. Therefore, the table

shows that transformational leadership behaviour of female principals as

predicators of final year students‟ academic performance to small extent.

Hypothesis 1

There is no significant difference between the mean ratings of the

principals and teachers with regards to the extent female principals

have idealized influence on their staff and students.

Table 6: z-score analysis of the differences between the mean scores of principals and teachers

with regards to the extent female principals have idealized influence on their staff and

students

GROUP N Mean SD z-cal Df z-crit Decision Principals 139 2.09 0.46 1.23 626 7.99 NS

Teachers 489 2.05 0.44

Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at

0.05 probability level.

54

Table 6 presents the summary of the z-score analysis on the difference

between principals and teachers with regards to the extent female principals have

idealized influence on their staff and students in Owerri education zone 1 of Imo

state. The z-score analysis shows that the calculated z-value 1.23 is less than the

z-critical value of 7.99 at 626 degree of freedom and at 0.5 level of significant.

Since the calculated z-value is less than the z-critical value, the null hypothesis

stands accepted. Therefore, there is no significant difference in the responses of

principals and teachers on the extent female principals have idealized influence

on their staff and students in Owerri education zone 1 of Imo state with the mean

of principals (2.09) respondents being almost equal to that of the teachers (2.05)

respondents.

Hypothesis 2

There is no significant different between the mean ratings of teachers

and principals with regards to the extent female principals

inspirational motivate their staff and students.


with regards to the extent female principals inspirational motivate their staff and

students


Teachers 489 2.17 0.50

Table 7 shows the summary of the z-score analysis on the difference

between principals and teachers with regards to the extent female principals

inspirational motivate their staff and students in Owerri education zone 1 of Imo

state. The z-score analysis shows that the calculated z-value 1.62 is lower than

the z-critical value of 9.03 at 626 degree of freedom and at 0.5 level of

significant. Since the calculated z-value is less than the z-critical value, the null

hypothesis stands accepted. Therefore, there is no significant difference in the

responses of principals and teachers on the extent female principals

inspirational motivate their staff and students in Owerri education zone 1 of Imo

state with the mean of principals (2.18) respondents being nearly equal to that of

the teachers (2.17) respondents.

Hypothesis 3

There is no significant different between the mean ratings of

principals and teachers with regards to the extent female principals have

individualized consideration for their staff and students.



55


with regards to the extent female principals have individualized consideration for their

staff and students


Teachers 489 2.06 0.52

Table 8 displays the summary of the z-score analysis of the difference

between principals and teachers with regards to the extent female principals have

individualized consideration for their staff and students in Owerri education

zone 1 of Imo state. The z-score analysis shows that the calculated z-value 1.36 is

less than the z-critical value of 9.14 at 626 degree of freedom and at 0.5 level of



responses of principals and teachers on the extent female principals have

individualized consideration for their staff and student in Owerri education

zone 1 of Imo state with the mean of principals (2.09) respondents being closely

equal to that of the teachers (2.06) respondents.

Hypothesis 4

There is no significant difference between the mean ratings of the

respondents with regards to the extent female principals intellectually

stimulates their staff and students.


with regards to the extent female principals intellectually stimulates their staff and

students


Teachers 489 2.40 0.52

Table 9 shows the summary of the z-score analysis of the difference

between principals and teachers with regards to the extent female principals

intellectually stimulates their staff and student in Owerri education zone 1 of Imo

state. The z-score analysis confirms that the calculated z-value 1.71 is less than

the z-critical value of 9.88 at 626 degree of freedom and at 0.5 level of



responses of principals and teachers on the extent female principals intellectually

stimulates their staff and student in Owerri education zone 1 of Imo state with the





56

mean of principals (2.41) respondents being almost equal to that of the teachers

(2.40) respondents.

Hypothesis 5

There is no significant difference between the mean ratings of teachers

and students with regards to the extent transformational leadership

behaviour of the principals’ are predicators of final year students’

academic performance


with regards to the extent transformational leadership behaviour of the

principals’ are predicators of final year students’ academic performance GROUP N Mean SD z-cal Df z-crit Decision Principals 139 2.61 0.44 1.02 626 9.96 NS

Teachers 489 2.60 0.43

Table 10 displays the summary of the z-score analysis of the difference

between principals and teachers on whether transformed leader behaviour of the

principals‟ are predicators of final year students‟ academic performance in

Owerri education zone 1 of Imo state. z-score analysis confirms that the

calculated z-cal 1.02 is less than the z-critical value of 9.96 at 626 degree of

freedom and at 0.5 level of significant. Since the calculated z-value is less than

the z-critical value, the null hypothesis stands accepted. Therefore, there is no

significant difference in the responses of principals and teachers on the

transformed leadership behaviour of the principals‟ as predicators of final year

students‟ academic performance in Owerri education zone 1 of Imo state with the

mean of principals (2.61) respondents being almost equal to that of the teachers

(2.60) respondents.

Summary of the findings

Based on the research questions and the null hypotheses which guided the

study, a number of findings were made. The result revealed that:

1. Female principals have idealized influence on their staff and students to a

small extent

2. Female principals inspirationally motivate their staff and students only to a

small extent



57

3. Female principals have individualized consideration for their staff and

students to a small extent.

4. Female principals intellectually stimulate their staff and students to a small

extent

5. Transformational leadership behaviour of the principals is predicators of

final year students‟ academic performance to a small extent.

6. There is no significant difference between the mean ratings of the


idealized influence on their staff and students.

7. There is no significant different between the mean ratings of teachers and

principals with regards to the extent female principals inspirational

motivate their staff and students

8. There is no significant different between the mean ratings of principals and

teachers with regards to the extent female principals have individualized

consideration for their staff and students

9. There is no significant difference between the mean ratings of principals

and teachers with regards to the extent female principals intellectually

stimulates their staff and students.

10. There is no significant difference in the responses of principals and

teachers on the transformed leadership behaviour of the principals‟ as

58

predicators of final year students‟ academic performance in Owerri

education zone 1 of Imo state

CHAPTER FIVE

DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS,

LIMITATIONS, SUGGESTIONS, CONCLUSION AND

SUMMARY

This chapter presents the findings of the study based on the research

questions and null hypotheses that guided the study. Also contained in the paper

are the implications of the research findings, recommendations, limitations,

suggestions for further research, summary and conclusion.

Discussion of Results

The results of research question one (table 1) shows the opinions of

principals, teachers and students on the extent female principals have idealized

influence on their staff and students in Owerri education zone I of Imo state. It

was discovered that female principals to small extent have idealized influence on

their staff and students. By this result, it implies that staff and students achieving

organizational goals greatly depend on the nature and activities of the school

principals as their leadership. This is in line with Oraegbunam (2004) that

leadership is the ability to initiate action and to motivate others as well as to

directing them towards the fulfillment of a common goal.

In line with Oraegbunam‟s opinion, it was discovered in item 1 that

principals actually seek for respect from the teachers and students, but in item 2,

do not pay personal visits to students homes to show support and not seen as a

model to staff and students. However, it was discovered in item 4 that principals

have no confidence that staff will perform highly as expect and as well, do not

inspire staff and students to try harder (item 5). Equally, the study discovered in

item 6 that principals do not personally thank staff and students (through thank

you cards or texts and any other means for a job well done) and as well, do not

always speak in positive terms (item 7). Generally, it was discovered that female

principals to small extent have idealized influence on their staff and students.

70

59

Also, the results of research question two (table 2) showed that female

principals inspirationally motivate their staff and student to small extent. This

directs the need for principals to involve staff and students in decision-making

and as set high level goals and ensure that the goals are attainable. This is the

reason why Chekwa (2001) stated that individual capacities and ability is ensured

with the intension of allowing them reach higher levels of achievement.

Comparing the findings with Chekwa‟s opinion, it was discovered in item

8 that female principals do not articulate a compelling vision for the future. Also,

the study revealed in ten that principals always talk about their most important

values and beliefs but do not involve teachers in decision-making. Equally, it was

discovered in item eleven that female principals do not involve student in

decision-making and as well in item fourteen, do not set high level goals and

ensure that the goals are attainable. Rather, they always articulate their vision

before involving the subordinates (item thirteen). In general, the findings of the

study revealed the opinions of principals, teachers and students that female

principals inspirationally motivate their staff and student to small extent.

The results of research question three (table 3) also indicated that female

principals has individualized consideration for their staff and students to a small

extent. This directs the need for transformational leaders to articulate a vision;

providing an individualized consideration for their staff and students. This is in

concord with Padsakoff, Mackenzie, & Bommer (1996) that transformational

leaders should help in articulating a vision; providing an appropriate model;

fostering the acceptance of group goals; communicating higher performance

expectations; providing individualized support; and providing intellectual

stimulation instructional materials increase the speed of learning, save the

teacher‟s time and efforts, increase learner‟s interests and facilitates the retention

of what is learned.

Comparing the findings with Padsakoff‟s, Mackenzie‟s, & Bommer‟s

opinions, it was discovered in item sixteen that principals do not consider each

individual staff and students needs and as well in item seventeen, do not take

cognizance of staff and students abilities and aspiration on individual bases. Also,

it was discovered in item eighteen that principals are not appreciative of staff

performances and do not allow staff to seek your attention support and assistance

anytime and anywhere (item nineteen). Equally, it was revealed in item twenty

that principals do not encourage committee work; ensure that staff helps to

accomplish high performance (twenty one). In the same vein, the study

discovered in item twenty two that principals do not encourage staff to seek help

from them and as well in item twenty three, do not work to build positive

relationships among subordinates. Generally, the findings of this study revealed

60

the opinions of principals, teachers and students that female principals has

individualized consideration for their staff and students to a small extent.

Equally, the result of research question four (table 4) showed that female

principals intellectually stimulate their staff and students to a small extent. This

directs that leadership bahaviour entails leaders being interested in the needs and

potentials of followers as well as to develop them. This informed the reason why

Bass (1999) stressed that idealized influence (or being charismatic), inspirational

motivation, intellectual stimulation of subordinates, as well as individualized

consideration, which implies being interested in the needs and potentials of

followers so as to develop them.

In line with Bass‟s opinion, it was discovered in item twenty four that

female principals do not do the right things rather than doing things. Equally, it

was revealed in item twenty five that female principals do not seek different

perspectives when solving problems and as well, do not often challenge old ways

of doing things (item twenty six). Also, they do not encourage staff to undertake

staff development programmes. Meanwhile, they like taking risk and as well are

not economical in resource management. Equally, the study discovered in item

twenty nine that female principals do not encouraging her staff to think like her.

In general, the findings of this study revealed the opinions of principals, teachers

and students that female principals intellectually stimulate their staff and students

to a small extent.

Also, the result of research question five (table 5) confirms

transformational leadership behaviour of female principals as predicators of final

year students‟ academic performance to a small extent. This entails that

transformational leadership behaviour involves those actions and performances

which make leaders lead his followers to perform beyond expectations by

achieving high goals. This is in line with Leithwood, Bagley and Cousins (1994)

that a significant improvement on performance as a result of the effect of

transformational leadership behaviours on teachers will perceive outcomes.

In line with Leithwood‟s, Bagley‟s and Cousin‟s opinions, the study

discovered in item thirty one that female principals has vision and mission

statement for the school to a very large extent but teachers and students do not

know the principal‟s vision and mission. (thirty two). The findings also revealed

in item thirty three that school principal is not charismatic and as a result,

teachers and students do not like to be like their principals (thirty four). Also, the

study discovered in item thirty seven that school principals does not motivate

teachers and students. Equally, it was discovered in item thirty eight that school

principals does not encourage creative and innovation. Also, it was revealed in

item forty that students have not improved in their WASSCE since the

61

assumption of duty of current principal. Generally, the findings of this study

revealed the opinions of principals, teachers and students that female principal

transformational leadership behaviour is predicators of final year students‟

academic performance to a small extent.

In response to hypothesis 1 as shown in (table 6), there is no significant

difference between the mean ratings of the principals and teachers with regards to

the extent female principals have idealized influence on their staff and students.

From the findings of the study, it was discovered that female principals to small

extent have idealized influence on their staff and students. The insignificant

difference which is in favour of principals that have higher level of mean score

(2.09) than that of teachers (2.05) and students (2.08) can be obvious for various

reasons such as, principals actually seeking for respect from the teachers and

students, but do not pay personal visits to students homes to show support and as

well, not seen as a model to staff and students. Also, female principal have no

confidence that staff will perform highly as expected and as well, do not inspire

staff and students to try harder.

The results from the computations in hypothesis 2, (table 7) discovered

that there is no significant different between the mean ratings of teacher and

principals with regards to the extent female principals inspirational motivate

their staff and students. The insignificant difference occurred in favour of

principals that have greater level of mean score (2.18), than the teachers (2.17)

and students (2.17) can be noticeable for various reasons such as, female

principals not articulating a compelling vision for the future. Also, female

principals always talking about their most important values and beliefs but do not

involve teachers in decision-making. Equally, the insignificant difference can be

evident for female principals not involving staffs and students in decision-making

and as not setting high level goals and ensuring that the goals are attainable.

Equally, the results from the computations in hypothesis 3, (table 8)

showed that there is no significant different between the mean ratings of


individualized consideration for their staff and students. The insignificant

difference occurred in favour of principals that have greater level of mean score

(2.09), than the teachers (2.06) and students (2.08). This result can be detectable

for various reasons such as, female principals not considering each individual

staff and students needs and as well not taking cognizance of staff and students

abilities and aspiration on individual bases. Also, the insignificant difference

occurred as a result of female principals for not being appreciative of staff

performances and not allowing staff to seek their attention and assistance anytime

62

and anywhere. Equally, not encouraging committee work; ensuring that staff

helps to accomplish high performance, encouraging staff to seek help from them

and as well not working to build positive relationships among subordinates.

In response to hypothesis 4 as shown in (table 9) indicated that there is no

significant difference between the mean ratings of principals and teachers with

regards to the extent female principals intellectually stimulates their staff and

students. The insignificant difference happened in favour of principals that have

greater level of mean score (2.41), than the teachers (2.40) and students (2.38).

This result can be evident for various reasons such as, female principals not doing

the right things rather than doing things. Equally, not seeking different

perspectives when solving problems and not often challenging old ways of doing

things, and as well, not encouraging staff to undertake staff development

programmes.

In response to hypothesis 5 as shown in (table 10) showed that is no

significant difference between the responses of teachers and students on the

transformational leadership behaviours of the principals‟ as predicators of final

year students‟ academic performance. The insignificant difference happened in

favour of teachers that have greater level of mean score (1.61), than the students

(1.60). This result can be plain for various reasons such as, female principals not

being charismatic, not motivating teachers and students and as well not

encouraging creative and innovation.

Implications of the Study

An insight into the transformational leadership behaviours and female


state has some important educational implications. The implications of the

findings as related to education and administration practices are hereby

highlighted.

From the findings of this study, it can be deduced that school principals

needs to inspire staff and students by pay personal visits to their homes to show

support if they must perform highly as expected. This implies that school

principals have a very big role to play if staff and students must perform highly

as expected in school. Principals-teacher-student relationship must go beyond the

classroom level to getting to know the student from his or her background,

emotional state, and academic challenges.

Being that the findings of the study revealed that female principals

inspirationally motivate their staff and student to small extent. The study went

further revealing the cause of the small extent as female principals not involving

staff and student in decision-making. This implies that school principals should

endeavour to use the style of leadership that will encourage and motivate staff

and students by involving them in decision-making.

63

The findings of the study also indicate that female principals have

individualized consideration for their staff and students to a small extent. By

implication, school principals need to consider each individual staff and student‟s

need and as well take cognizance of their abilities and aspiration on individual

bases. Also, school principals need to appreciative of staff performances and

should allow staff to seek their attention support and assistance anytime and

anywhere and as well, encourage committee work in other to help staff and

students to accomplish high performance.

Also, the findings of the study revealed that female principals intellectually

stimulate their staff and students to a small extent. This implies that school

principals should seek different perspectives when solving problems and should

often challenge old ways of doing things as well as encouraging staff to

undertake staff development programmes if they must intellectually stimulate

their staff and students.

Equally, the findings of the study confirm transformational leadership

behaviour of female principals as predicators of final year students‟ academic

performance to a small extent. By implication, the school principal should be

charismatic and should as well encourage creative and innovation so as to help

students improved in their final year academic performance.

Recommendations

Based on the findings of the study, the researcher recommends that;

As transformational leaders, principals should pay personal visits to

students homes to show support and should always act as models to staff

and students.

Being a transformational leader, the school principal should inspire staff

and students to try harder by personally thanking them (through thank you

cards or texts and any other means for a job well done) and should always

speak in positive terms.

Principals should articulate a compelling vision for the future and should

involve staffs and students in decision-making, set high level goals and

ensure that the goals are attainable

64

As a transformational leader, principal should take cognizance of staff and

students abilities and aspiration on individual bases and also should be

appreciative of staff performances and allow staff to seek their attention,

support and assistance anytime and anywhere.

Equally, principals should encourage committee work and ensure that staffs

are guided to accomplish high performance as well as encouraging and

building positive relationships among subordinates.

Principals should do the right things rather than doing things. And should

seek different perspectives when solving problems.

Principals as transformational leaders should often challenge old ways of

doing things and encourage staff to undertake in staff development

programme.

As transformational leaders, principals should motivate teachers and

students by encouraging creative and innovation so as to help them perform

highly as expected.

Limitations of the Study

In the course of carrying out this study, the researcher experienced the

following challenges:

Owerri education zone 1 of Imo State is large and some secondary schools

selected for the study are located in rural areas, this made the research work very

tiresome and quit expensive for the researcher. Also, constraints in explaining the

questionnaire to the respondents were time consuming. Equally, limitation of

time in visiting the schools and the request to obtain permission from school

principals was also depressing.

Suggestions for Further Studies

65

Based on the findings and the limitations of the study, the researcher

suggested that further research can be carried out in the following areas:

1. Examining how transformational principals motivate teachers and students

to encourage creative and innovation

2. Investigating how transformational principals encourage committee work

to ensure that staff are guided to accomplish high performance

3. Finding out how transformational principals take cognizance of staff and

students abilities and aspiration on individual bases to accomplish high

performance

4. Examining how transformational principals articulate a compelling vision

for the future by involving staffs and students in decision-making

Conclusion

This research study examined the transformational leadership behaviours

and female secondary school principals‟ effectiveness in Owerri education zone I

of Imo state. Based on the findings of the study, the following conclusions were

drawn;

It was discovered that female principals to small extent have idealized

influence on their staff and students. By this result, it implies that staff and

students achieving organizational goals greatly depend on the nature and

activities of the school principals as their leadership.

The study also revealed that female principals inspirationally motivate

their staff and students to small extent. This directs the need for principals to

involve staff and students in decision-making and as set high level goals and

ensure that the goals are attainable.

The study revealed the opinions of principals, teachers and students that

female principals have individualized consideration for their staff and students to

a small extent. This gives direction that transformational leaders to articulate a

vision; providing an individualized consideration for their staff and students is

highly imperative.

Also, the study discovered that female principals intellectually stimulate

their staff and students to a small extent. This directs that leadership bahaviour

66

entails leaders being interested in the needs and potentials of followers as well as

to develop them.

Equally, the study revealed that female principals transformational

leadership behaviour is predicators of final year students‟ academic performance

to a small extent. This directs that transformational leadership behaviour involves

those actions and performances which make leaders lead thier followers to

perform beyond expectations by achieving high goals.

Based on the findings of the study, the researcher recommends that as

transformational leaders, principals should pay personal visits to student‟s homes

to show support and should always act as models to staff and students. Also,

being a transformational leader, the school principal should inspire staff and

students to try harder by personally thanking them (through thank you cards or

texts and any other means for a job well done) and should always speak in

positive terms. Equally, principals should articulate a compelling vision for the

future and should involve staffs and students in decision-making, set high level

goals and ensure that the goals are attainable. Likewise, as a transformational

leader, principal should take cognizance of staff and students abilities and

aspiration on individual bases and also should be appreciative of staff

performances and allow staff to seek their attention, support and assistance

anytime and anywhere. Also, principals should encourage committee work and

ensure that staffs are guided to accomplish high performance as well as

encouraging and building positive relationships among subordinates. In the same

vein, principal as transformational leaders should often challenge old ways of

doing things and encourage staff to undertake staff development. Likewise,

principals as transformational leaders should motivate teachers and students by

encouraging creative and innovation so as to help them perform highly as

expected.

Findings from the study also revealed that there is no significant difference

between the mean ratings of the principals and teachers with regards to the

extent female principals have idealized influence on their staff and students.

Likewise, there is no significant different between the mean ratings of teachers

and principals with regards to the extent female principals inspirational

motivate their staff and students. Also, there is no significant different between

the mean ratings of principals and teachers with regards to the extent female

principals have individualized consideration for their staff and students.

Equally, there is no significant difference between the mean ratings of

respondents with regards to the extent female principals intellectually stimulates

their staff and student. In the same vein, there is no significant difference in the

responses of principals and teachers on the transformed leadership behaviour of

the principals‟ as predicators of final year students‟ academic performances.

67

Summary of the Study

This research study examined the transformational leadership behaviours

and female secondary school principals‟ effectiveness in Owerri education zone I

of Imo state. The conceptual framework focused on transformational leadership

Behaviours (TLBs), historical development of transformational leadership,

organizational productivity, leadership behaviours and school administration in

Nigeria, concept of school principals, characteristics of male and female

principals and concept of effectiveness. The theoretical framework dealt on

houses theory of charismatic leadership, Bass transformational leadership theory,

Coger and Kanwergo‟s charismatic leadership theory, emerging Global Model

plus and collegial model. Five research questions and five null hypotheses were

stated to guide the study. Instrument titled Female Principals‟ Transformational

Leadership Behaviour Rating Scale (FPTLBRS), was developed by the

researcher to guide the study. 40 items instrument that focused on the


effectiveness was developed and validated by three experts from Faculty of

Education, University of Nigeria, Nsukka. The reliability of the instrument was

determined, using trial testing method.

The population of the study comprised all the principals in Imo State,

teachers and students in Owerri education zone 1 of Imo State. The respondents

who provided the data for the study were principals, teachers and students. The

direct delivery method was used to administer and collect data. The researcher

employed the services of two trained research assistants. Simple random

sampling technique was used to draw the sample size from the population. The

five research questions were analyzed using mean and Standard Deviation, while

the z-test statistics were used to test the five null hypotheses at 0.05 level of

significance.

An overview of the overall results showed that female principals have

idealized influence on their staff and students to small extent. This directs that

staff and students achieving organizational goals greatly depend on the nature

and activities of the school principal as their leadership. Also, the study also

revealed that female principals inspirationally motivate their staff and student to

small extent. This directs the need for principals to involve staff and students in

decision-making and as set high level goals and ensure that the goals are

attainable. Equally, the study revealed that female principals have individualized

consideration for their staff and students to a small extent. This gives direction

that transformational leaders to articulate a vision; provide an individualized

consideration for their staff and students. Also, the study discovered that female

principals intellectually stimulate their staff and students to a small extent. This

directs that leadership bahaviour entails leaders being interested in the needs and

68

potentials of followers as well as to develop them. Equally, the study revealed

that female principals transformational leadership behaviour is predicators of

final year students‟ academic performance to a small extent. This directs that

transformational leadership behaviour involves those actions and performances

which make leaders lead their followers to perform beyond expectations by

achieving high goals.

The study also revealed that there is no significant difference between the

mean ratings of the principals and teachers with regards to the extent female

principals have idealized influence on their staff and students. Likewise, there is

no significant different between the mean ratings of teachers and principals with

regards to the extent female principals inspirational motivate their staff and

students. Also, there is no significant different between the mean ratings of


individualized consideration for their staff and students. Equally, there is no

significant difference between the mean ratings of teachers and principals with

regards to the extent female principals intellectually stimulate their staff and

student. In the same vein, there is no significant difference in the responses of

principals and teachers on the transformed leader behaviour of the principals‟ as

predicators of final year students‟ academic performances.

The major findings of the study were thoroughly discussed, their

educational implications stressed and recommendations made. Limitations of the

study were acknowledged and suggestions for further studies were also

emphasized.

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APPENDIX I

FEMALE PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP

BEHAVIOUR RATING SCALE (FPTLBRS)

You are please requested to complete this instrument as honest as you can.

It has no implications whatsoever to the respondents. The information requested

for is for research purposes only. There is no wrong or right answer.

SECTION 1

INSTRUCTION:

Please Tick option that best represents your opinion as follows:

VLE Very Large Extent

74

LG Large Extent

SE Small Extent

VSE Very Small Extent

Thank you and God Bless you

Irennadi Blessing Iheoma, Reg. No: PG/M.ED/09/51333

Department of Educational Foundations, University of Nigeria, Nsukka.

SECTION 2

BIODATA

i. School:

__________________________________________________________

ii. Position: Principal Teacher

iii. Gender: Male Female

SECTION 3

Cluster 1: Application Of Idealized Influence

Instruction: Does your School Principal: VLE LE SE VSE

1 Seek for respect from the teachers and students

3 Still pride in staff students

4 Pay personal visits to students homes to show

support

5 Be a model to staff and students

6 Bother about welfare of individual members of

the school community.

7 Have confidence that staff will perform highly as

you expect

8 Inspire staff and students to try harder

9 Personally thank staff and students (through thank

you cards or texts and any other means for a job

well done).

10 Repeat the vision to your subordinates

11 Use eye contacts with subordinates whenever you

are communicating to them

12 Speak in positive terms

13 Use the term “I” instead of “we”

75

14 Show good examples for every body to see

Cluster 2: Application of

Inspirational Motivation

15 Articulate a compelling vision for the future

16 Use stories/symbols/cues to communicate

vision/messages

17 Stress goal achievement

18 Talk about their most important values and beliefs

19 Involve teachers in decision-making

20 Involve student in decision-making

21 Always articulate your vision before your

subordinates set out to work

22 Repeat the vision to your subordinates

23 Make wise decisions

24 Set high level goals

25 Ensure that the goals are attainable

Cluster 3: Application of Individualized

Consideration to Staff/Students

26 Specify the importance of having a collective

mission

27 Consider the moral and ethical consequences of

decision

28 Get your school community members

29 Consider each individual staff students needs

30 Take cognizance of staff and students abilities and

aspiration on individual bases

31 Disregard staff regard students achievements

32 Be appreciative of staff performances

33 Allow staff to seek your attention support and

assistance anytime and anywhere

34 Conform to the same standards and expectations

35 Encourage committee work

36 Ensure that staff help to accomplish high

performance

37 Encourage staff to seek help from you

38 Work to build positive relationships among

subordinates

39 Tell staff that individual success depends on

group‟s success.

76

Cluster 4: Application of intellectual stimulation

to staff and students

40 Do the right things rather than doing things

41 Seek different perspectives when solving

problems.

42 Encourage risk taking

43 Encourage committee team work

44 Often challenge old ways of doing things.

45 Like taking risks

46 Be economical in resource management

47 Look for better ways of think like myself

48 Encourage staff not to think like yourself

49 Encourage imagination and originality in you

subordinates.

50 Encourage staff to undertake staff development

programmes

51 Discourage new ideas without your approval

52 Encourage staff to undertake staff development

programmes

APPENDIX 2

STUDY POPULATION DISTRIBUTION

(OWERRI EDUCATION ZONE I) LGA Sch

ools

Principals Teachers Student Total

M F M F M F M F

Ikeduru 13 13 6 7 207 99 108 594 203 391 814 308 506

Mbaitolu 18 18 8 10 363 120 261 540 300 240 921 410 511

Owerri

Municipal

8 8 2 6 743 157 586 364 92 272 1115 251 684

Owerri West 12 12 4 8 272 92 180 476 96 380 760 192 568

Owerri North 15 15 7 8 580 113 467 552 202 350 1147 322 825

Total 66 66 27 39 2165 563 1602 2526 893 1633 4757 1503 3274

77

APPENDIX III

LGA USED FOR THE STUDY

STUDY SAMPLE LGA Scho

ols

Principals

(100%)

Teachers (40%) Student (40%) Total (40%)

M F M F M F M F

Ikeduru 13 13 6 7 83 40 43 238 81 156 326 12

3

20

2

Owerri

Municipal

8 8 2 6 297 63 234 146 37 109 446 10

0

27

4

Owerri

West

12 12 4 8 109 37 72 190 38 152 304 77 22

7

Total 33 33 12 21 489 139 350 574 156 417 107

6

22

8

77

5

78

APPENDIX IV

LIST OF SCHOOLS IN OWERRI ZONE I

2011/2012

Owerri Zone I Tutorial Staff Total

M F

Ikeduru LGA

1. Atta Sec. Sch. 14 12 26

2. Comm. Sec. Sch. Ugirike 2 3 5

3. Comm. Sec. Sch. Inyishi 3 9 12

4. Ngugo Compr. Sec. Sch. Ikeduru 13 8 21

5. Owu-Amakohia Sec. Sch. 4 5 9

6. Sec. comer. Sch. Eziama 10 7 17

7. Umuoziri Sec. Tech. Sch. 8 6 14

2011/2012

Owerri Municipal Tutorial staff Total

M F

1. Comp. Dev. Sec. Sch. Douglas 14 80 103

2. Govt. Sec. Sch. Owerri 43 87 130

3. Ikenegbu Girls Sec. Sch. Owerri 18 115 133

4. Continue Education Centre 4 11 15

2011/2012

Owerri West LGA Tutorial staff Total

M F

1. Amakohia Ubi Sec. Sch. 5 5 10

2. Army Day Sec. Sch. Obinze 10 26 36

3. Comp. Sec. Sch. Emeabiam 5 3 7

4. Compr. Sec. Sch. Avu 8 30 38

5. Eziobodo Sec. Tech. Sch. 7 7 14

6. Nekede Sec. Sch. 11 19 30

79

APPENDIX V

ANALYSIS Research Question 1

N Mean

Std.

Deviation

Seek for respect from the

teachers and students

Teachers 489 3.5519 .49819

Students 574 3.5495 .49787

Principals 139 3.5460 .49888

Total 1202 3.5501 .49771

Pay personal visits to

students homes to show

support

Teachers 489 1.7505 .43316

Students 574 1.7691 .44389

Principals 139 1.7482 .43562

Total 1202 1.7496 .43343

Be a model to staff and

students

Teachers 489 1.7485 .62408

Students 574 1.7491 .62227

Principals 139 1.7554 .62371

Total 1202 1.7496 .62265

Have confidence that staff

will perform highly as you

expect

Teachers 489 2.2004 .50886

Students 574 2.2003 .51158

Principals 139 2.1942 .50902

Total 1202 2.1997 .50975

Inspire staff and students

to try harder

Teachers 489 1.8548 .64707

Students 574 1.8467 .65324

Principals 139 1.8417 .65119

Total 1202 1.8494 .65404

Personally thank staff and

students (through thank

you cards or texts and any

other means for a job well

done).

Teachers 489 1.5501 .49799

Students 574 1.5505 .49787

Principals 139 1.5468 .49961

Total 1202 1.5499 .49771

Speak in positive terms Teachers 489 2.0491 .21626

Students 574 2.0605 .21921

80

Research Question 2

N Mean

Std.

Deviation

Articulate a compelling vision for the future

Teachers 489 2.6503 .47736

Students 574 2.6798 .47744

Principals 139 2.6475 .47948

Total 1202 2.6698 .47725

Stress goal achievement Teachers 489 1.6524 .72838

Students 574 1.6498 .72672

Principals 139 1.6403 .72239

Total 1202 1.6498 .72630

Talk about their most important values and beliefs

Teachers 489 2.6994 .45899

Students 574 2.7003 .45850

Principals 139 2.7050 .45768

Total 1202 2.7005 .45823

Involve teachers in decision-making

Teachers 489 1.4990 .50051

Students 574 1.5000 .50044

Principals 139 1.5036 .50180

Total 1202 1.5000 .50021

Involve student in decision-making

Teachers 489 1.7526 .69991

Students 574 1.7491 .69888

Principals 139 1.7482 .69254

Total 1202 1.7504 .69800

Always articulate your vision before your subordinates set out to work

Teachers 489 3.6994 .45899

Students 574 3.7003 .45850

Principals 139 3.7050 .45768

Total 1202 3.7005 .45823

Set high level goals Teachers 489 1.9039 .54034

Students 574 1.8972 .53976

Principals 139 1.8993 .52881

Total 1202 1.9002 .53831

Ensure that the goals are attainable

Teachers 489 1.6994 .45899

Students 574 1.7003 .45850

Principals 139 1.7050 .45768

Total 1202 1.7005 .45823

Research Question 3

Principals 139 2.0576 .23374

Total 1202 2.0507 .21958

81

N Mean Std.

Deviation

Consider each individual staff students needs

Teachers 489 2.8466 .72640

Students 574 2.8502 .72732

Principals 139 2.8661 .72792

Total 1202 2.8494 .72642

Take cognizance of staff and students abilities and aspiration on individual bases

Teachers 489 1.6973 .55664

Students 574 1.7003 .55808

Principals 139 1.7122 .55488

Total 1202 1.7005 .55668

Be appreciative of staff performances

Teachers 489 1.8487 .65412

Students 574 1.8502 .65404

Principals 139 1.8489 .65843

Total 1202 1.8494 .65404

Allow staff to seek your attention support and assistance anytime and anywhere

Teachers 489 1.5031 .59411

Students 574 1.5000 .59301

Principals 139 1.4892 .58194

Total 1202 1.5000 .59171

Encourage committee work

Teachers 489 2.7505 .43316

Students 574 2.7491 .43389

Principals 139 2.7482 .43562

Total 1202 2.7496 .43343

Ensure that staff help to accomplish high performance

Teachers 489 1.5481 .49819

Students 574 1.5523 .49769

Principals 139 1.5468 .49961

Total 1202 1.5499 .49771

Encourage staff to seek help from you

Teachers 489 1.8569 .65596

Students 574 1.8467 .65324

Principals 139 1.8345 .65494

Total 1202 1.8494 .65404

Work to build positive relationships among subordinates

Teachers 489 2.8485 .62078

Students 574 2.8709 .62437

Principals 139 2.7554 .62371

Total 1202 2.7604 .62232

Research Question 4

N Mean

Std.

Deviation

Do the right

things rather

Teachers 489 2.5010 .67181

Students 574 2.4983 .67036

82

than doing things Principals 139 2.4964 .67431

Total 1202 2.4992 .67085

Seek different

perspectives

when solving

problems.

Teachers 489 1.4990 .50051

Students 574 1.5000 .50044

Principals 139 1.5108 .50169

Total 1202 1.5008 .50021

Often challenge

old ways of

doing things.

Teachers 489 1.9550 .49797

Students 574 1.9460 .49663

Principals 139 1.9496 .50107

Total 1202 1.9501 .49729

Like taking risks Teachers 489 3.8487 .35874

Students 574 3.8519 .35549

Principals 139 3.8417 .36632

Total 1202 3.8494 .35779

Be economical in

resource

management

Teachers 489 3.4519 .80102

Students 574 3.4495 .80794

Principals 139 3.4460 .80912

Total 1202 3.4501 .80460

Encourage staff

not to think like

yourself

Teachers 489 1.3988 .49015

Students 574 1.4007 .49047

Principals 139 1.4029 .49225

Total 1202 1.4002 .49014

Encourage staff

to undertake

staff

development

programmes

Teachers 489 2.7035 .45719

Students 574 2.6969 .46001

Principals 139 2.6878 .46085

Total 1202 2.6997 .45859

Research Question 5

N Mean Std. Deviation

Does your school principal have vision and mission statement for the school?

Teachers 489 3.7996 .40072

Students 574 3.7997 .40061

Total 1063 3.7995 .40054

83

Do you know the principal’s vision and mission?

Teachers 489 3.3988 .80118

Students 574 3.4024 .79925

Total 1063 3.3993 .80087

Is your principal charismatic? Teachers 489 1.7996 .40072

Students 574 1.7997 .40061

Total 1063 1.7995 .40054

Do you like your principal? Teachers 489 2.0000 .63375

Students 574 2.0017 .63218

Total 1063 1.9992 .63285

Does your principal like you? Teachers 489 1.5501 .49799

Students 574 1.5488 .49805

Total 1063 1.5499 .49771

Would you like to be like your principal?

Teachers 489 1.6994 .84302

Students 574 1.7021 .84389

Total 1063 1.6997 .84255

Does your principal motivate your teachers and students?

Teachers 489 1.7996 .40072

Students 574 1.7997 .40061

Total 1063 1.7995 .40054

If your principal is transferred, will you like to go to with her to the school she is been transferred to?

Teachers 489 1.3497 .47736

Students 574 1.3502 .47744

Total 1063 1.3494 .47698

Does your principal encourage creative and innovation?

Teachers 489 2.0000 .00000

Students 574 2.0000 .00000

Total 1063 2.0000 .00000

Have your students improve in their WASSCE since the assumption of duty of your current principal?

Teachers 489 1.7996 .40072

Students 574 1.7997 .40061

Total 1063 1.7995 .40054

Hypothesis 1

Z- Score

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std.

Error

Differenc

95% Confidence

Interval of the

Difference

84

e Lower Upper

Seek for respect

from the teachers

and students

Equal

variances

assumed

.065 .799 .123 626 .902 .00590 .04790 -.08817 .09997

Equal

variances

not

assumed

.123 222.278 .902 .00590 .04794 -.08857 .10037

Pay personal visits

to students homes

to show support

Equal

variances

assumed

.012 .912 .055 626 .956 .00231 .04169 -.07956 .08417

Equal

variances

not

assumed

.055 221.525 .956 .00231 .04182 -.08011 .08473

Be a model to staff

and students

Equal

variances

assumed

.022 .881 -.116 626 .908 -.00693 .05998 -.12471 .11085

Equal

variances

not

assumed

-.116 222.625 .908 -.00693 .05996 -.12509 .11123

Have confidence

that staff will

perform highly as

you expect

Equal

variances

assumed

.025 .875 .126 626 .900 .00616 .04892 -.08989 .10222

Equal

variances

not

assumed

.126 222.464 .900 .00616 .04892 -.09025 .10258

Inspire staff and

students to try

harder

Equal

variances

assumed

.002 .964 .207 626 .836 .01308 .06303 -.11070 .13686

Equal

variances

not

assumed

.209 224.129 .835 .01308 .06272 -.11051 .13667

85

Personally thank

staff and students

(through thank you

cards or texts and

any other means for

a job well done).

Equal

variances

assumed

.019 .891 .070 626 .944 .00334 .04790 -.09073 .09741

Equal

variances

not

assumed

.070 221.948 .945 .00334 .04799 -.09123 .09791

Speak in positive

terms

Equal

variances

assumed

.635 .426 -.400 626 .689 -.00847 .02117 -.05004 .03310

Equal

variances

not

assumed

-.383 209.813 .702 -.00847 .02211 -.05205 .03510

Hypothesis 2

Z- Score

F Sig. z Df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Articulate a

compelling

vision for the

future

Equal

variances

assumed

.015 .903 .062 626 .951 .00282 .04593 -.08737 .09302

Equal

variances

not

assumed

.061 221.738 .951 .00282 .04604 -.08791 .09356

86

Stress goal

achievement

Equal

variances

assumed

.039 .844 .173 626 .863 .01206 .06989 -.12517 .14930

Equal

variances

not

assumed

.173 223.995 .862 .01206 .06956 -.12502 .14915

Talk about their

most important

values and

beliefs

Equal

variances

assumed

.067 .796 -.128 626 .898 -.00565 .04409 -.09223 .08093

Equal

variances

not

assumed

-.128 223.031 .898 -.00565 .04402 -.09240 .08110

Involve

teachers in

decision-

making

Equal

variances

assumed

.017 .898 -.096 626 .924 -.00462 .04814 -.09915 .08991

Equal

variances

not

assumed

-.096 222.067 .924 -.00462 .04821 -.09962 .09038

Involve student

in decision-

making

Equal

variances

assumed

.055 .814 .065 626 .948 .00435 .06712 -.12745 .13616

Equal

variances

not

assumed

.065 224.415 .948 .00435 .06673 -.12713 .13584

Always

articulate your

vision before

your

subordinates

set out to work

Equal

variances

assumed

.067 .796 -.128 626 .898 -.00565 .04409 -.09223 .08093

Equal

variances

not

assumed

-.128 223.031 .898 -.00565 .04402 -.09240 .08110

87

Set high level

goals

Equal

variances

assumed

.057 .811 .089 626 .929 .00460 .05170 -.09691 .10612

Equal

variances

not

assumed

.090 226.430 .928 .00460 .05108 -.09604 .10525

Ensure that the

goals are

attainable

Equal

variances

assumed

.067 .796 -.128 626 .898 -.00565 .04409 -.09223 .08093

Equal

variances

not

assumed

-.128 223.031 .898 -.00565 .04402 -.09240 .08110

Hypothesis 3

Z- Score

F Sig. z Df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Consider each

individual staff

students needs

Equal

variances

assumed

.012 .914 -.136 626 .892 -.00949 .06985 -.14667 .12769

Equal

variances

not

assumed

-.136 222.150 .892 -.00949 .06994 -.14731 .12833

Take

cognizance of

staff and

Equal

variances

assumed

.123 .726 -.278 626 .781 -.01489 .05347 -.11989 .09011

88

students

abilities and

aspiration on

individual bases

Equal

variances

not

assumed

-.279 223.083 .781 -.01489 .05337 -.12007 .09029

Be appreciative

of staff

performances

Equal

variances

assumed

.005 .944 -.004 626 .997 -.00025 .06297 -.12390 .12340

Equal

variances

not

assumed

-.004 221.364 .997 -.00025 .06320 -.12480 .12430

Allow staff to

seek your

attention

support and

assistance

anytime and

anywhere

Equal

variances

assumed

.204 .652 .244 626 .807 .01386 .05685 -.09778 .12550

Equal

variances

not

assumed

.247 226.266 .805 .01386 .05620 -.09688 .12460

Encourage

committee work

Equal

variances

assumed

.012 .912 .055 626 .956 .00231 .04169 -.07956 .08417

Equal

variances

not

assumed

.055 221.525 .956 .00231 .04182 -.08011 .08473

Ensure that

staff help to

accomplish

high

performance

Equal

variances

assumed

.003 .957 .027 626 .978 .00129 .04792 -.09280 .09539

Equal

variances

not

assumed

.027 222.019 .979 .00129 .04799 -.09329 .09587

Encourage staff

to seek help

from you

Equal

variances

assumed

.043 .836 .354 626 .723 .02232 .06303 -.10146 .14609

89

Equal

variances

not

assumed

.354 222.797 .723 .02232 .06298 -.10178 .14642

Work to build

positive

relationships

among

subordinates

Equal

variances

assumed

.003 .956 -.116 626 .908 -.00693 .05973 -.12423 .11037

Equal

variances

not

assumed

-.116 221.692 .908 -.00693 .05989 -.12495 .11110

Hypothesis 4

Z- Score

F Sig. z df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Do the right

things rather

than doing

things

Equal

variances

assumed

.000 .988 .071 626 .943 .00462 .06463 -.12229 .13153

Equal

variances

not

assumed

.071 221.864 .943 .00462 .06476 -.12301 .13225

Seek different

perspectives

when solving

problems.

Equal

variances

assumed

.216 .642 -.245 626 .806 -.01181 .04813 -.10634 .08271

Equal

variances

not

assumed

-.245 222.104 .807 -.01181 .04820 -.10680 .08317

90

Often

challenge old

ways of doing

things.

Equal

variances

assumed

.021 .885 .112 626 .911 .00537 .04793 -.08876 .09949

Equal

variances

not

assumed

.112 221.428 .911 .00537 .04810 -.08942 .10016

Like taking

risks

Equal

variances

assumed

.159 .690 .200 626 .841 .00694 .03464 -.06109 .07498

Equal

variances

not

assumed

.198 218.896 .843 .00694 .03505 -.06214 .07602

Be economical

in resource

management

Equal

variances

assumed

.012 .914 .076 626 .939 .00590 .07717 -.14564 .15744

Equal

variances

not

assumed

.076 220.757 .939 .00590 .07760 -.14704 .15883

Encourage

staff not to

think like

yourself

Equal

variances

assumed

.030 .863 -.087 626 .931 -.00410 .04716 -.09671 .08850

Equal

variances

not

assumed

-.087 221.765 .931 -.00410 .04727 -.09726 .08905

Encourage

staff to

undertake staff

development

programmes

Equal

variances

assumed

.065 .800 .128 626 .898 .00563 .04402 -.08082 .09209

Equal

variances

not

assumed

.127 221.119 .899 .00563 .04422 -.08151 .09278

91

Hypothesis 5

Z- Score

F Sig. Z df

Sig. (2-

tailed)

Mean

Difference

Std.

Error

Differenc

e

95% Confidence

Interval of the

Difference

Lower Upper

Does your

school

principal

have vision

and mission

statement

for the

school?

Equal

variances

assumed

.000 .996 -.002 1061 .998 -.00006 .02466 -.04844 .04832

Equal

variances

not

assumed

-.002 1.0343 .998 -.00006 .02466 -.04844 .04832

Do you

know the

principal’s

vision and

mission?

Equal

variances

assumed

.010 .920 -.074 1061 .941 -.00367 .04924 -.10029 .09295

Equal

variances

not

assumed

-.074 1.0343 .941 -.00367 .04925 -.10031 .09298

Is your

principal

charismatic?

Equal

variances

assumed

.000 .996 -.002 1061 .998 -.00006 .02466 -.04844 .04832

Equal

variances

not

assumed

-.002 1.0343 .998 -.00006 .02466 -.04844 .04832

92

Do you like

your

principal?

Equal

variances

assumed

.001 .978 -.045 1061 .964 -.00174 .03895 -.07817 .07468

Equal

variances

not

assumed

-.045 1.0343 .964 -.00174 .03896 -.07818 .07470

Does your

principal like

you?

Equal

variances

assumed

.007 .931 .043 1061 .966 .00132 .03065 -.05882 .06146

Equal

variances

not

assumed

.043 1.0343 .966 .00132 .03065 -.05882 .06146

Would you

like to be

like your

principal?

Equal

variances

assumed

.003 .958 -.052 1061 .958 -.00270 .05191 -.10456 .09915

Equal

variances

not

assumed

-.052 1.0353 .958 -.00270 .05190 -.10455 .09914

Does your

principal

motivate

your

teachers

and

students?

Equal

variances

assumed

.000 .996 -.002 1061 .998 -.00006 .02466 -.04844 .04832

Equal

variances

not

assumed

-.002 1.0343 .998 -.00006 .02466 -.04844 .04832

If your

principal is

transferred,

will you like

to go to with

her to the

school she

is been

transferred

to?

Equal

variances

assumed

.001 .974 -.016 1061 .987 -.00048 .02938 -.05813 .05717

Equal

variances

not

assumed

-.016 1.0343 .987 -.00048 .02938 -.05813 .05717

93

Have your

students

improve in

their

WASSCE

since the

assumption

of duty of

your current

principal?

Equal

variances

assumed

.000 .996 -.002 1061 .998 -.00006 .02466 -.04844 .04832

Equal

variances

not

assumed

-.002 1.0343 .998 -.00006 .02466 -.04844 .04832

irennadi, blessing iheoma - university of nigeria, nsukka · 2015-09-16 · and female secondary...

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