A Research Proposal on Transformational Leadership, Teacher’s Characteristics and Students Academic Performance in Public Senior Secondary School in Lagos
CHAPTER ONE
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.
CHAPTER TWO
Literature Review
Transformational Leadership
The goal of transformational leadership is to inspire and motivate subordinates to reach greater achievement and performance levels (Barling, Kelloway, & Iverson, 2019). Fundamentally, transformational leadership entails the leader’s capacity to express an engaging vision, give followers a feeling of direction and purpose, and enable them to make contributions towards common objectives (Griffith, 2022). Four essential elements make up this leadership style: intellectual stimulation, individualised consideration, inspirational motivation, and idealised influence (Bass, 2020).
The first element of transformational leadership, known as an idealised influence, is the leader’s capacity to act as a role model and foster respect and trust in subordinates (Leithwood & Jantzi, 2021). According to Bass and Riggio (2020), transformational leaders set an exemplary example for others to follow by acting honourably and with a dedication to common principles. Transformational leaders foster a sense of loyalty and commitment among their followers by living up to the organization’s ideals and values (Griffith, 2022).
The second element of transformational leadership is inspirational motivation, which is the leader’s capacity to convey a compelling vision and elicit zeal and hope from followers (Kouzes & Posner, 2021). Transformational leaders inspire people to work towards shared objectives and dreams by presenting a compelling and inspirational future vision (Leithwood & Beatty, 2022). Transformational leaders energise and engage their followers by using effective communication and storytelling to create a feeling of shared direction and purpose (Kouzes & Posner, 2022).
The third element of transformational leadership is intellectual stimulation, which is the leader’s capacity to question presumptions, encourage creativity, and stimulate innovation in subordinates (Leithwood & Sun, 2022). People who are led by transformational personalities are inspired to think critically, challenge conventional wisdom, and investigate novel concepts and viewpoints (Geijsel et al., 2022). Transformational leaders enable followers to grow in their capacities by fostering an atmosphere that emphasises experimentation, learning, and constant growth (Kitavi et al., 2020).
The fourth element of transformational leadership is individualised consideration, which is the leader’s capacity to assist and foster each follower’s particular requirements and goals (Kouzes & Posner, 2021). Genuinely caring about their followers’ welfare and taking the time to comprehend their unique motivations, abilities, and shortcomings are characteristics of transformational leaders (Leithwood & Jantzi, 2021). Transformational leaders cultivate a sense of trust, loyalty, and commitment among their followers by offering individualised support and mentoring (Bass, 2020).
Teacher Characteristics
Effective teachers possess a myriad of qualities and traits that contribute to their success in the classroom (Yang, 2022). These include subject matter expertise, passion for teaching, strong communication skills, adaptability, and the ability to create a supportive and inclusive learning environment (Griffin, 2020). Effective teachers also demonstrate empathy, patience, and a genuine interest in the well-being and academic success of their students (Lounsbury et al., 2022).
The role of teachers in student academic performance cannot be overstated (Hutabarat, 2021). Teachers serve as the primary facilitators of learning, imparting knowledge, skills, and values to their students (Iwan I. Wiratmadja et al., 2022). Beyond delivering content, teachers play a crucial role in fostering student engagement, motivation, and critical thinking skills (Jannet & Modebelu, 2023). Effective teachers create a positive and nurturing classroom environment where students feel supported, challenged, and empowered to reach their full potential (Ngipuo, 2021).
The relationship between teacher characteristics and leadership styles is complex and multifaceted (Kitur, Choge, & Tanui, 2020). While some teachers naturally exhibit transformational leadership qualities, such as inspiration, empathy, and intellectual stimulation, others may adopt different leadership styles based on their personality, experience, and the needs of their students (Timothy Bartram & Gian Casimir, 2021). Additionally, the leadership style of school administrators can influence the leadership practices of teachers within the school community (Kitavi et al., 2020). Understanding the interplay between teacher characteristics and leadership styles is essential for promoting effective leadership practices and fostering a positive school culture.
CHAPTER THREE
Research Methodology
Introduction
This section delineates the methodological framework utilized to investigate the interplay between transformational leadership, teacher characteristics, and student academic performance in public senior secondary schools in Lagos, Nigeria. It comprehensively outlines the research design, population of the study, sampling technique, sample size determination, sources and methods of data collection, data analysis, validity and reliability assessment, and ethical considerations within the context of the study’s objectives.
Research Design
The research design that will be adopted for this study is a quantitative survey research design. This approach facilitates the systematic examination of the influence of transformational leadership behaviours exhibited by teachers and their characteristics on student academic performance in public senior secondary schools. A quantitative methodology enables the collection of numerical data, allowing for statistical analysis to discern relationships between key variables relevant to the study (Saunders et al., 2019).
Population of the Study
The target population comprises students enrolled in public senior secondary schools in Lagos, Nigeria. With numerous schools and a diverse student body, Lagos offers a rich pool of potential participants. Specifically, the study focuses on students in their final year of senior secondary education, as their academic performance is of particular interest in assessing the impact of transformational leadership and teacher characteristics. A target population of 1200 respondents will be adopted for this study
Sampling Technique and Sample Size
Convenience sampling will be employed to select participants for the study. This sampling technique involves selecting participants who are readily available and accessible within the school setting (Saunders et al., 2019). Participants will be recruited from public senior secondary schools across Lagos during school hours. The sample size of 120(10% of the target population) respondents was determined based on feasibility considerations and resource constraints.
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