A Research Proposal on Transformational Leadership, Teacher’s Characteristics and Students’ Academic Performance in Public Senior Secondary School in Lagos
Background to the Study
There has been a lot of attention on the connection between leadership style—particularly transformational leadership—and how it affects students’ academic achievement in the field of education (Mercer, 2021). The focus of transformational leadership is on encouraging and inspiring subordinates to reach greater achievement and performance levels (Porter & Mclauchlin, 2020). This leadership approach prioritises encouraging a common vision, empowering people, and encouraging creativity and innovation (Timothy Bartram & Gian Casimir, 2021). Scholars have extensively examined the effects of transformative leadership in educational contexts, focusing on how it affects student outcomes related to academic achievement, participation, and general school atmosphere (Sergiovanni, 2021).
The importance of instructors in influencing students’ academic performance has come to light more recently as educational systems work to adjust to changing demands and obstacles (Yang, 2022). In addition to providing knowledge, teachers have a significant role in the lives of their pupils by acting as mentors, role models, and motivators (Tang & Talpade, 2021). Their methods of instruction, communication abilities, and approaches to classroom management have a big impact on what the students learn and accomplish (Leithwood & Sun, 2022). Therefore, improving educational outcomes requires an awareness of the traits and behaviours displayed by teachers, especially in the context of transformational leadership (Griffith, 2022).
Furthermore, the leadership style used in educational establishments, especially in public senior secondary schools, has come under closer examination regarding how it affects student achievement (Steven L. McShane, 2022). Setting the tone and direction of the school community is a critical responsibility of school leaders, such as administrators and principals (Leithwood & Jantzi, 2008). The general school atmosphere, student involvement, and teacher morale can all be impacted by their leadership style and methods (Knab, 2019). Transformational leadership has become a popular leadership paradigm in educational settings because of its emphasis on empowerment, cooperation, and shared vision (Leithwood & Beatty, 2022).
Fostering educational excellence in Lagos, Nigeria, where public senior secondary schools act as the cornerstones of students’ educational journeys, requires an understanding of the relationship between teachers’ demonstrations of transformational leadership qualities and their effect on academic performance (Meng & Chin, 2021). Lagos, a thriving and varied centre for education, presents particular possibilities and challenges in its mission to give its pupils a top-notch education (Lounsbury et al., 2022). Policymakers and educators can create focused initiatives to improve educational practices and raise student achievement by looking at the relationship between teacher leadership styles—particularly transformational leadership—and student academic outcomes (Leithwood & Jantzi, 2020).
Studies carried been in many settings have demonstrated how transformative leadership improves a variety of organisational performance and employee satisfaction metrics (Christabel, 2022). These consequences extend to student outcomes in educational settings, such as attendance, academic achievement, and general school atmosphere (Mercer, 2021). Transformational leaders enable educators to thrive in their positions and motivate learners to realise their potential by fostering an environment of cooperation, creativity, and ongoing development (Taylor, 2022). By applying transformational leadership ideas to public senior secondary schools in Lagos, meaningful adjustments can be made that will ultimately benefit students’ overall growth and success (Taylor, 2022).
Fundamentally, a crucial area of research is the connection between transformative leadership and students’ academic achievement in Lagos, Nigeria’s public senior secondary schools (Meng & Chin, 2021). Educators and legislators can apply research-based tactics to improve teaching methods and raise student accomplishment by knowing the relationships between teacher leadership styles—particularly transformational leadership—and student results (Leithwood & Sun, 2022). Lagos can maintain its solid foundation for academic achievement and provide students with the tools they need to compete in a world that is always changing by exercising excellent leadership and fostering teamwork (Yang, 2022).
Statement of Problem
Several gaps in the literature are found in the study of transformative leadership and its effects on students’ academic achievement in public senior secondary schools in Lagos, Nigeria. First off, while a sizable body of research has been done on the impact of leadership styles on organisational outcomes, such as employee performance and satisfaction (Christabel, 2022), little of it has been done expressly to investigate the connection between teachers’ transformational leadership and students’ academic achievement in Lagos public senior secondary schools.
Moreover, previous research frequently ignores the complex relationships that exist in learning environments, failing to take into consideration the particular difficulties and opportunities Lagos’ educational environment presents (Lounsbury et al., 2022). The application and efficacy of transformational leadership methods in schools may be impacted by several socio-economic, cultural, and infrastructure variables in Lagos, a metropolitan centre that is diverse and changing quickly (Mercer, 2021). Research that focuses on the application and effectiveness of transformational leadership in the setting of Lagos public senior secondary schools is therefore required.
Furthermore, although some studies have looked at how administrators and principals in particular shape student outcomes, there is still a lack of knowledge regarding the precise qualities and actions of teachers that support transformational leadership in the classroom (Leithwood & Sun, 2022). Teachers have a significant impact on students’ academic success since they are the front-line educators (Knab, 2019). Nevertheless, little is known about the methods by which instructors’ transformational leadership traits affect students’ outcomes.
Furthermore, little study has been done on how transformational leadership, teacher qualities and student academic motivation interact in the Lagos educational setting. To create focused interventions meant to enhance student accomplishment and improve educational practices, it is imperative to comprehend how these components interact and influence one another (Taylor, 2022). Empirical research that fills in these knowledge gaps and sheds light on the intricate relationships between student performance and leadership in Lagos public senior secondary schools is therefore desperately needed.
Objectives of the Study
The specific objectives of this study are as follows:
- To examine the impact of transformational leadership qualities exhibited by teachers on students’ academic performance in public senior secondary schools in Lagos.
- To assess the characteristics of teachers that contribute to transformational leadership in the context of public senior secondary schools in Lagos.
- To explore the relationship between teachers’ transformational leadership qualities and students’ academic motivation in public senior secondary schools in Lagos.
Research Questions
To achieve the stated objectives, the following research questions will guide the study:
- What is the influence of transformational leadership qualities exhibited by teachers on students’ academic performance in public senior secondary schools in Lagos?
- What are the specific characteristics of teachers that contribute to transformational leadership within public senior secondary schools in Lagos?
- How does the transformational leadership exhibited by teachers relate to students’ academic motivation in public senior secondary schools in Lagos?
Research Hypotheses
Based on the research questions, the following hypotheses are formulated:
Null Hypotheses(H0):
- There is no significant relationship between transformational leadership qualities exhibited by teachers and students’ academic performance in public senior secondary schools in Lagos.
- There are no specific characteristics of teachers that significantly contribute to transformational leadership within public senior secondary schools in Lagos.
- There is no significant relationship between teachers’ transformational leadership qualities and students’ academic motivation in public senior secondary schools in Lagos.
Alternative Hypotheses(H1):
- There is a significant relationship between transformational leadership qualities exhibited by teachers and students’ academic performance in public senior secondary schools in Lagos.
- There are specific characteristics of teachers that significantly contribute to transformational leadership within public senior secondary schools in Lagos.
- There is a significant relationship between teachers’ transformational leadership qualities and students’ academic motivation in public senior secondary schools in Lagos.
Significance of the Study
The findings of this research will have significant ramifications for policymakers, educators, school administrators, and other stakeholders who have a stake in creating educational policies and practices not only in Lagos, Nigeria but also in other similar situations across the globe. Through an exploration of the complex relationships that exist between the transformational leadership demonstrated by educators, teacher attributes, and student academic achievement, the results of this research may help to direct the creation of focused interventions intended to enhance learning outcomes.
Educational policymakers in Lagos, Nigeria, and other locations can derive substantial advantages from the understanding this study offers. Policies that prioritise the development of effective leadership practices within schools can be formulated with an understanding of the influence that transformational leadership has on students’ academic performance. These findings can be used by policymakers to create professional development programmes and initiatives that help teachers build transformational leadership abilities, which will increase their capacity to positively impact student learning outcomes.
The results of this study can be applied by school administrators, who are front-line leaders in educational institutions, to improve their leadership styles and establish environments that are favourable to learning. Educators who possess transformational leadership skills are highly valued by administrators, who can give priority to their recruitment, retention, and professional development. Administrators should also put strategies into place to encourage teachers’ shared vision, creativity, and teamwork, which will ultimately boost students’ academic success.
The knowledge this study produces will be helpful to teachers themselves. Teachers can reflect on their methods and make necessary adjustments to better meet the needs of their students by understanding how their leadership styles and behaviours affect student outcomes. The results of this study can enable educators to adopt a transformational leadership style, which will motivate, engage, and give students a sense of ownership.
The results of this study can also be used by education stakeholders, such as parents, community members, and non-governmental organisations, to support laws and procedures that give transformational leadership in schools priority. Through increasing consciousness regarding the significance of proficient leadership in propelling student achievement, interested parties might gather backing and assets to ease the execution of research-backed tactics targeted at enhancing academic results.
REFERENCE
- Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. doi: 10.5116/ijme.4dfb.8dfd
- Taylor, T. V. (2022). Examination of leadership practices of principals identified as servant leaders. University of Missouri, Columbia, MO, unpublished doctoral dissertation.
- Timothy Bartram & Gian Casimir. (2021). The relationship between leadership and follower in-role performance and satisfaction with the leader: The mediating effects of empowerment and trust in the leader. Leadership & Organization Development Journal, 23(1), 4-19, 2007.
- Yair Berson & Jonathan D. Linton. (2021). An examination of the relationships between leadership style, quality, and employee satisfaction in R&D versus administrative environments. R&D Management, 35(1), 51-60.
- Yang, Y. F. (2022). Examining competing models of transformational leadership, leadership trust, change commitment, and job satisfaction. Psychological Reports.
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