Understanding the Nexus between Head Teachers’ Leadership Behaviour and Teachers’ Job Performance in Public Primary Schools in Edo State, Nigeria

Abstract

The study investigated the relationship between head teachers’ leadership behaviour and
teachers’ job performance in public primary schools in Edo State, Nigeria. Seven research
questions were raised while five hypotheses were formulated and tested at 0.05 level of
significance. The correlational survey design was adopted for the study. One hundred
and three (103) primary school heads were sampled from the target population through
a stratified random sampling technique. 412 teachers were also selected purposively for
the study. Two self-designed instruments; Head Teachers’ Leadership Behaviour
Questionnaire (HTLBQ) and Teachers’ Job Performance Questionnaire (TJPQ) were
used to collect data for the study. Before their administration, the instruments were
subjected to validity and reliability tests using Cronbach Alpha reliability statistics. The rvalue
for HTLBQ was 0.76 while that of TJPQ was 0.81. Data collected were analysed
using Mean, Standard Deviation, Pearson Product Moment Correlation statistics and
Regression analysis. It was found that head teachers commonly use supportive
leadership behaviour; teachers’ job performance was found to be at a moderate level.
The results also revealed that there was a significant relationship between directive,
participative, supportive and achievement leadership behaviour and teachers’ job
performance. It was therefore recommended that head teachers should use eclectic
model of leadership behaviour in their school administration to promote teachers’ job
performance; head teachers should regularly be trained and retrained on school
leadership for maximum productivity and goal attainment.

Keywords: Head teacher, Leadership Behaviour, Teachers’ Job Performance, Public
Primary Schools.