PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP STYLES AS CORRELATES TO MANAGEMENT EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA.

Abstract

This study examined the relationship between principals’ transformational leadership styles and management effectiveness in public secondary schools in Cross River State, Nigeria. To achieve this objective, two research questions were developed to guide the investigation. A correlational survey research design was employed, with the study conducted across public secondary schools in Cross River State. The target population comprised 281 public secondary school principals during the 2019/2020 academic session. Given the manageable size of the population, a census sampling technique was adopted, allowing all 281 principals to participate in the study. Data were collected using the Principals’ Transformational Leadership Styles and Management Effectiveness in Public Secondary Schools Questionnaire (PTLSMEPSSQ). The collected data were analyzed using Statistical Package for the Social Sciences (SPSS) version 23, applying descriptive statistics (mean and standard deviation) and inferential statistics (Pearson Product-Moment Correlation). Findings indicated that the transformational leadership dimensions of idealized influence and individualized consideration had a significant positive relationship with school management effectiveness. Consequently, the study concluded that transformational leadership practices among principals play a crucial role in enhancing the effectiveness of public secondary school management in Cross River State. Based on these findings, the study recommended that principals consistently exhibit ethical conduct, integrity, fairness, and dedication in the discharge of their administrative responsibilities. Such behaviours are likely to position them as exemplary role models, foster teachers’ trust and confidence in school leadership, and ultimately promote collaboration, discipline, and improved management effectiveness within schools.