The influence of transformational leadership style and school environment towards school improvement in Nigerian secondary schools

• Main Author: Uthman, Khalil Yusuf
• Format: Thesis
• Language: English; English; English
• Published: 2018
• Subjects: LB1603 Secondary Education. High schools
• Online Access: https://etd.uum.edu.my/6914/1/DepositPermission_s95412.pdf; https://etd.uum.edu.my/6914/2/s95412_01.pdf; https://etd.uum.edu.my/6914/3/s95412_02.pdf; https://etd.uum.edu.my/6914/

Transformational leadership and school environments are among the pertinent factors that will potentially influence the effectiveness and excellence of the school. Challenges as well as changes in the educational system mandate principals to exercise more creative and innovative leadership practices for the success of their organizations. A conducive and sound academic environment help to initiate new concepts and deep understanding regarding teaching and learning process, which will provide the teachers with an adequate level of expertise, standards, and assertiveness within their respective human endeavours. However, the collaborative linkages between school environment and school improvement among the teachers are difficult to determine, and it involves various factors and situations. The purpose of the study was to identify the relationship and implication of educational administrators’ Leadership styles and school environment towards school improvement in Nigerian secondary schools. This study was also aimed to investigate whether there is a significant difference between the Nigerian unity and non-unity secondary schools regarding their leadership, school environment, and school improvement aspects. The study had used three sets of instruments namely Multi-factor Leadership Questionnaire (MLQ), School-Level Environment Questionnaire (SLEQ) and School Improvement Questionnaire (SIQII). A total of 550 teachers from unity and non-unity schools were selected as respondents. Descriptive statistics and inferential were used for data analysis. The findings had shown that there was a significant relationship between school environment and school improvement, towards principals’ transformational leadership style. The results of this study also revealed that the leadership styles of principals in unity schools had imposed major influence on the school environment, which had also influenced the school’s improvement and students’ academic achievement. This study has extended previous studies by exploring the relationship between transformational leadership style, school environment and school improvement in Nigeria. In conclusion, the study had drawn a significant theoretical framework to demonstrate the contribution of transformational leadership styles and school environment towards school improvement. The study supports the involvement of effective transformational leaders in Nigerian secondary schools to utilizing the appropriate environment for viable school improvement planning.