TABLE OF CONTENTS
TITLE PAGE
APPROVAL PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGMENTS
TABLE OF CONENTS
LIST OF TABLES
LIST FIGURE
ABSTRACT
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual framework
Concept of leadership
Concept of transformational leadership
Concept of human resources
Concept of management
Concept of human resource management
Concept of secondary education
Schematic representations of the concepts
Theoretical framework
Human Relations theory
Herzberg’s two factor theory of motivation
Maslow’s Needs Hierarchy theory
Contingency theory of leadership
Review of empirical studies
Studies related to leadership
Studies related to transformational leadership style
Studies related to human resource management
Studies related to staff development programmes
Studies related to staff motivation
Studies related to staff discipline
Summary of literature review
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data collection
Validation of Instrument
Reliability of the Instrument
Method of Data collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY OF THE STUDY
Discussion of findings
Conclusions
Implications of the Study
Recommendations
Limitations of the Study
Suggestions for further Study
Summary of the Study
REFERENCES
ABSTRACT
This study was conducted to investigate transformational leadership style of principals in human resource management in public secondary schools in South East Nigeria. The study was guided by four research questions with four corresponding null hypotheses formulated. Literature relevant to the study was reviewed. Descriptive survey research design was adopted for the study. The population of the study consisted of 25, 220 principals and teachers in 1,244 public secondary schools in the five South East states of Nigeria, out of which 1, 250 comprising 1000 teachers and 250 principals, were sampled using proportionate stratified random sampling technique. A structured questionnaire titled Transformational Leadership Style of Principals and Human Resource Management Questionnaire. (TLSPHRMQ) with reliability of 0.95 was used for data collection. 1,250 copies of the questionnaire were distributed and 1,233 were returned. Data collected were analyzed using mean and standard deviations to answer the research questions, while t-test statistics was used to test the null hypothesis at .05 level of significance. The results indicated that principals of public secondary schools in South East Nigeria fairly (great extent) adopt transformational leadership style, sometimes (little extent) adopt transactional leadership style and once in a while (very little extent) adopt laizzez faire leadership style. It was also found that the principals adopt transformational leadership style and staff development, staff motivation and staff discipline to a great extent. The null hypotheses tested showed that there is no significant difference between the mean ratings of principals and teachers on leadership styles of principals, there is no significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leadership in staff discipline. Other findings include; there is significant difference between the mean ratings of principals and teachers on the extent principals adopt transformational leaderships style in staff development and that there is significant difference between the mean rating of principals and teachers on the extent principals adopt transformational leadership style in staff motivation. Based on the findings, the researcher recommended among others that school board of different states in South East Nigeria who are responsible for appointing new principals should make it a point of duty to train them in transformational leadership style, and that educational policy makers on their part should make a policy for in-service training of principals in transformational leadership practices, so that those principals who are already making use of transformational leadership style in their different schools will be encouraged.
CHAPTER ONE
INTRODUCTION
Background of the Study
Nigeria as a nation is faced with the challenges of a developing nation which are; domestic and external constraints to growth among which include; lack of employment generation, policy implementation and lack of follow-up of the policy among others. To confront
these challenges of the 21st century, the Nigerian government under former president Goodluck Jonathan came up with the Transformational Agenda, which is geared towards bringing Nigeria to the league of world’s 20 leading economies by the year 2020. One of the focuses of the Transformational Agenda is investing in human resources to transform the Nigerian people into active agents for growth and national development. Human resources are one of the resources utilized in achieving the goals and objectives of an organization. Human resources are the workers, in an organization. Hence as educational organizations are critical to the success of any national agenda, (Balarabe 2012), their human resources really need to be influenced and directed towards its strategic objectives. This could be attained through an effective leadership that is proactive, encourages followers to do what is required to help them attain unexpected goals. This influence could be achieved through transformational leadership style.
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