The Impact of Leadership Style and Sense of Competence on the Performance of Post-Primary School Teachers in Oyo State, Nigeria
The not so pleasing state of the nation's quality of education has been a major area of research. Many researchers have looked into various aspects of the educational system and organizational structure in relation to the quality of service delivery of the staff members. However, there is paucity of research in areas relating to the sense of competence and commitment in relation to leadership styles. Against this backdrop, this study investigated the impact of leadership style and sense of competence on the performance of post-primary school teachers in Oyo state Nigeria. Data were generated across public secondary schools in the city using survey design method. Ibadan as a metropolis has eleven local government areas contained in it. A systematic random sampling technique of the eleven local government areas in Ibadan was done and five local government areas were selected. The selected local government areas are Akinyele, Ibadan North, Ibadan North-East, Ibadan South and Ibadan South-West. Data were obtained from a range of two – three public secondary schools selected in each of the local government areas mentioned above. Also, these secondary schools are a representation of the variations in the constructs under consideration across the Ibadan metropolis. Categorically, all secondary school teachers in Ibadan were clustered into selected schools in those found across the five local government areas. In all, a total of 272 questionnaires were administered to public secondary school teachers, while 241 were returned. Findings revealed that transformational leadership style makes room for job commitment when compared with transactional and laissez-faire leadership styles. Teachers with a high sense of competence are more likely to demonstrate more commitment to their job than others with low sense of competence. We recommend that, it is important an assessment is made of the leadership styles employed by principals and school administrators. This guides administrators and principals in to having a clear, comprehensive knowledge of the style they currently adopt in the management of the staff and the school as a whole; and know where to begin the adjustment process from. Also to make an impact on student achievement, being attentive to teachers’ levels of commitment may be an important aspect of leadership for school principals.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1314833Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 484
 Celep, C. (2000). Teachers’ Organizational Commitment in Educational Organizations. International publications.
 Hoy, T, K. (1991). Open schools, health schools. Newbury Park: Sage Production.
 Ogunyinka E. Kayode (2013) Leadership Styles and Work Effectiveness of School Principals in Ekiti State: Case Study of Ado-Ekiti Local Government Area. Developing Country Studies. www.iiste.org ISSN 2224-607X (Paper) ISSN 2225-0565 (Online) Vol.3, No.3, 2013.
 Mowday, P, S (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-247.
 Blau, L. (1998). Testing the incremental effect of professional commitment on intent to leave one’s profession beyond the effects of external, personal, and work-related variables. Journal of Vocational Behavior, 52, 260-269.
 Morrow, P. (1993). The theory of work commitment. Greenwich, CT: JAI.
 Meyer, A (1997). Commitment in the Workplace: theory, research and application. Thousand Oaks, CA: Sage Publications.
 Hall, N, S (1970). Personal factors in organizational identification. Administrative Science Quarterly, Vol.15: 176 – 190.
 Blau, G. (1985). The measurement and prediction of career commitment. Journal of Occupational Psychology, 58, 277-288.
 Lee, K (2004). Corporate culture and organizational performance. Journal of Managerial Psychology, Vol. 19(4), pp. 340-359
 Cohen, L (1989). Research method in education. New York: Routledge.
 Vroom, V.A. (1964). Work and Motivation. New York: John Wiley and Sons Inc. In Udegbe et.al, (2005). Psychology: Perspectives in Human Behavior. Revised and Enlarged Edition. Ibadan: University of Ibadan, p.153.
 Bass, S (1998). Ethics, character, and authentic transformational leadership. Binghamton, NY: Center for Leadership Studies and Management.
 Darden, W., Hampton, R., & Howell, R. (1989). Career versus organizational commitment: Antecedents and consequences of retail sales people’s commitment. Journal of Retailing, 65, 80-106.
 Weiss, D., Dawis, R., England, G., & Lofquist, L. (1967). Manual for the Minnesota Satisfaction Questionnaire. Minneapolis: University of Minnesota.
 Mert, K, B (2010) Leadership Style and Organizational Commitment: Test Of A Theory In Turkish Banking Sector, Journal of Academic Research in Economics, 2, 1-20.
 Ramachandran, K, V (2009) Effect of Transformational Leadership on Followers' Affective and Normative Commitment: Culture as Moderator, Great Lakes Herald, 3(1), 23-38
 Chandna, K (2009) organizational commitment of information technology professionals: role of transformational leadership and work-related beliefs, Tecnia. Journal of Management Studies, 4(1), 1-13
 Chiun, R, M (2009) Leadership styles and organizational commitment: A test on Malaysia manufacturing industry, African Journal of Marketing Management, 1(6), 133-139.
 Bass, A, A (1996). The transformational and transactional leadership of men and women. Applied Psychology: An International Review, 45, 5-34.
 Bass, B. M. & Steidlmeier, P. (1998). Ethics, character, and authentic transformational leadership. Binghamton, NY: Center for Leadership Studies and Management
 Coladarci, T., & Breton, W. A. (1991, April). Teacher efficacy, supervision, and the special education resource-room teacher. Paper presented at the annual meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 330 684).
 McLaughlin, M. W, Pfeifer, R. S., Swanson-Owens, D., & Yee, S. (1986). Why teachers won't teach. Phi Delta Kappan, 67, 420-426
 Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of schools. New York: Longman.
 Gibson S, Dembo MH. Teacher efficacy: a construct validation. J Educ Psychol. 1984;76: 569 582.
 Melby LC. Teacher efficacy and classroom management: a study of teacher cognition, emotion and strategy usage associated with externalizing student behaviour. Unpublished doctoral dissertation. University of California (Los Angeles); 1995.
 Maslach C. La sindrome del burnout: il prezzo dell’aiuto agli altri. Assisi: Cittadella Editrice;1992.