Path-goal leadership styles of school heads and teachers' job performance
DOI:
https://doi.org/10.67958/edumaj.v1i2.85Keywords:
path-goal, leadership styles, school heads, teachers, job performanceAbstract
The study examined the relationship between path-goal leadership styles of school heads and teachers' job performance in public secondary schools in Ekiti State, Nigeria. A correlational research design was adopted for the study. The population comprised all public secondary school principals and teachers in the state. A sample of 528 respondents, consisting of 48 principals and 480 teachers, was selected using a multistage sampling technique. Data were collected using two validated instruments: the School Heads Leadership Styles Questionnaire (SHLSQ) and the Teachers' Job Performance Questionnaire (TJPQ), with reliability coefficients of 0.83 and 0.86, respectively. Data were analyzed using Pearson Product-Moment Correlation at a 0.05 level of significance. The results showed that directive (r = 0.530, p < 0.05), supportive (r = 0.465, p < 0.05), participative (r = 0.360, p < 0.05), and achievement-oriented (r = 0.321, p < 0.05) path-goal leadership styles were significantly and positively related to teachers' job performance. The study concluded that all four path-goal leadership styles were significantly and positively related to teachers' job performance.
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Copyright (c) 2026 Solomon Temitope Adebola, Deborah Oreoluwa Adebola (Author)
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