The Dynamic of Principals-Teachers Planning and Transformative Leadership Styles in Secondary School Administration in Obio/Akpor Local Government Area in Rivers State

Abstract

The study investigated the dynamics between principals and teachers planning and leadership styles in secondary school administration in Obio/Akpor Local Government area of Rivers State. The study was guided by two research questions, and two hypotheses. The population of the study was 24 Public Senior Secondary Schools, consisted of 24 Principals and 1280 teachers in Obio/Akpor. 384 respondents comprising of 21 principals and 363 teachers constituted the sample size for this study. Data was collected using a self-structured questionnaire titled “Principal and Teachers Strategies for Effective Administration of Secondary Schools Questionnaire (PTSEASSQ)” with a reliability index of 0.86. The research questions were analyzed using descriptive statistics, percentage, mean and standard deviation. The study revealed a high extent principals and teachers planning strategies (3.19±0.192) and leadership style (3.18±0.194) of teachers for effective administration were also an influenced to effective management of public secondary schools. Pearson Correlation Coefficient (r) for Principals -teachers planning strategies and leadership style are .580 and .511. The findings further revealed positive moderate impact between principals and teachers planning strategies and leadership style. Conclusively, the dynamics between principals and teachers in a school setting play a crucial role in shaping the educational environment, influencing student outcomes, and determining the overall effectiveness of school management. The results revealed that planning and leadership styles play crucial roles in the successful management and administration of public secondary schools. The Government should invest in professional development programs that focus on enhancing planning skills and leadership competencies among principals and teachers

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