Transformational Leadership Practices of Demonstrating High Performance Expectation and Excellence in the Management of Personnel by Secondary School Principals

Cecilia Emuji Ereh

Abstract


This study examined the extent of relationship between transformational leadership practice of High Performance Expectation and Excellence in personnel management by secondary school principals in Cross River State. The study employed a correlation survey design. The population comprised 5614 (232 principals + 5382 teachers). Cluster random sampling technique was used to select 46 from 232 schools and 375 out of 5382 teachers from public secondary schools from the three education zones of Cross River State to respond to questionnaire items. Purposive sampling technique was used to draw the 232 public secondary school principals. The instruments entitled “Transformational Leadership Practice Questionnaire (TLPQ) and Excellence in Personnel Management Questionnaire (EPMQ) were used for data collection. Mean, standard deviation and Pearson correlation coefficient were used to answer the research questions, while multiple regression analysis was used to test the null hypothesis at .05 level of significance. The results were that: leadership practice of high performance expectation is utilized by principals in Cross River State, but to a low extent; there exists a significant relationship between transformational leadership practice of high performance expectation and excellence in the management of personnel by principals in Cross River State. It was recommended that ministries of education and Educational institutions should mount capacity-building programmes like workshops, conferences and in-service training to empower school principals in transformational leadership skills of high performance expectation, to reverse leadership problems in Cross River State and in the country as a whole. Curriculum planners and government should include transformational leadership of high performance expectation concept in the curriculum at all levels of education.


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DOI: http://dx.doi.org/10.5296/jse.v3i1.2857

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