INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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Page 1101
Teachers’ and Administrative Staff Perceptions of Educational Leadership
Styles in Lagos State, Nigeria
Rev. Sr Dr. OLAGUNJU Christiana Oluwafunmike, Dr. AKOGWU Praise R, Dr. SENKOYA Michael
Abolarinwa (Churn)
Holy Child College
DOI: https://dx.doi.org/10.51584/IJRIAS.2025.1010000093
Received: 12 October 2025; Accepted: 18 October 2025; Published: 10 November 2025
ABSTRACT
Background: The education system in Nigeria is being faced with a high staff turnover rate as well as a serious
phenomenon known as brain drain within the teaching profession. This challenge has been linked with
inadequate attitudes, behaviors, and relationships between leaders and staff members such as misuse of power,
authoritarian behavior, and a lack of sympathy among those in control of educational institutions. The purpose
of this study is to highlight leadership strategies in the educational system from the perspectives of secondary
school teachers and post-secondary school staff in selected secondary and tertiary education settings in Lagos
State.
Methods: The study employed a cross-sectional study design. The study was carried in Lagos State, Nigeria
among secondary school teachers as well as all department staff from the three colleges of education in Lagos
State. Respondents were selected using multistage sampling technique. Data was collected using a pre-tested
self-administered Secondary School Teachers and Post-Secondary School Staff Questionnaire (SSTPSSQ). The
questionnaire was self-administered after it has been pre-tested. Data obtained was analyzed using IBM
Statistical Package for the Social Sciences (SPSS). Descriptive statistics was done for all variables.
Results: The teachers and staff members have negative perceptions regarding leadership styles in secondary and
post-secondary institutions. Educational leaders have good behavior towards employee job security. Leaderships
in secondary schools and post-secondary institutions in Lagos State lack components like students and staff
welfare, culture of ongoing professional growth, adequate stakeholders’ engagement, and effective employee
appraisals.
Conclusion: The concluded that the teachers and staff members have negative perceptions regarding leadership
styles in secondary and post-secondary institutions.
Keywords: Leadership, teachers, staff, employee security
Background
Education serves as a fundamental element in the life of a country, acting as the cornerstone for moral
rejuvenation and the rebirth of its populace, as well as being essential for the vitality of its businesses [1].
Educational leadership is increasingly vital in the rapidly evolving landscape and is recognized as an essential
factor for the development of every nation. The growth of a country correlates directly with its educational
performance. This elucidates the reasons behind the contemporary focus on education and its leadership as a
pivotal mechanism for propelling nations into the realms of science and technology, accompanied by the
potential for human advancement in living standards and environmental development [2].
The education system in Nigeria is being faced with a high staff turnover rate as well as a serious phenomenon
known as brain drain within the teaching profession (Okesina, 2019). This challenge has been linked with
inadequate attitudes, behaviors, and relationships between leaders and staff members such as misuse of power,
authoritarian behavior, and a lack of sympathy among those in control of educational institutions (Onyiyechi and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
www.rsisinternational.org
Page 1102
Stephen, 2023). The purpose of this study is to highlight leadership strategies in the educational system from the
perspectives of secondary school teachers and post-secondary school staff in selected secondary and tertiary
education settings in Lagos State. Examining the points of view of secondary school teachers and post-secondary
school staff offers a strong basis for understanding and improving leadership practices in education.
Methods
The study employed a cross-sectional study design. The study was carried in Lagos State, Nigeria. The study
population includes secondary school teachers as well as all department staff from the three colleges of
education in Lagos State. Multi-stage sampling technique was used to select respondents. At the first stage,
simple random sampling method was employed to choose ten secondary schools from each of the three
designated educational districts (I, III, and IV), resulting in a total of 30 secondary schools. Also, three colleges
of education were randomly selected which include; Federal College of Education (Technical), Akoka; St.
Augustine College of Education, Akoka; and Corona College of Education, Lagos. At the second stage, five
teachers were selected from each secondary school making 150 teachers. In each college, ten departments were
selected randomly from each college. At the third stage, five administrative staff were selected from each
department using random sampling technique, making 150 administrative staff.
Data was collected using a pre-tested self-administered Secondary School Teachers and Post-Secondary School
Staff Questionnaire (SSTPSSQ). The test-retest approach was employed during a pilot study, with a six-week
gap, to assess the reliability of the research instrument. The correlation coefficient of the two sets of scores for
each instrument was evaluated using the Pearson product-moment correlation. Data obtained was analyzed using
IBM Statistical Package for the Social Sciences (SPSS). Descriptive statistics was done for all variables and one
sample T-test was used to assess impact.
Results
Sociodemographic characteristics of respondents
The majority of the respondents (62.3%) were female and the remaining 37.7% of them were male, the majority
(55.3%) of the participants were in the age group 41-50 years. Thirty-five (11.7%) of the teachers and staff
members had NCE (Nigerian Certificate in Education), 26.0% of them had B.Sc., the majority (52.3%) of them
had M.Ed./M.Sc., and the remaining 10.0% of them had PhD. (Table 1)
Perceptions of respondents about the leadership style in their institutions
Most of the mean scores of the items 1-7 above are less than 3.0(x < 3.0), implying the teachers’ and staff
members’ disagreement with five of the seven items on leadership styles. Since the pooled mean (2.85) is less
than the scale mean (3.0); we can conclude that the teachers and staff members have negative perceptions
regarding leadership styles in secondary and post-secondary institutions. (Table 2)
Perception of respondents regarding the behavior of educational leaders towards employee job security
All of the mean scores of the items 8-14 above are greater than 3.0(x > 3.0), meaning most of the teachers and
staff members agreed with all the seven items on leaders’ behavior towards employee job security. Since the
pooled mean (3.69) is greater than the scale mean (3.0); we conclude that educational leaders have good behavior
towards employee job security. (Table 3)
Table 1: Sociodemographic characteristics of respondents
Variable
N
%
Gender
Male
113
37.7
Female
187
62.3
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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Total
300
100.0
Age (year)
21-30
34
11.3
31-40
57
19.0
41-50
166
55.3
51-60
43
14.3
Total
300
100.0
Education
NCE
35
11.7
B.Sc.
78
26.0
M.Ed./M.Sc.
157
52.3
PhD
30
10.0
Total
300
100.0
Experience
<5 years
41
13.7
5-10 years
157
52.3
11-15 years
102
34.0
Total
300
100.0
Position
Secondary School Teacher
150
50.0
Post-secondary Institution Staff
150
50.0
Total
300
100.0
Source: Field Survey 2024
Table 2: Perception of respondents about the leadership style in their institutions
S/N
ITEM
Std. Dev.
1
The leadership approach of my principal/department head fosters
inclusivity in decision-making.
.659
2
Leaders in my organization exhibit a transformational leadership style
that motivates staff members.
.893
3
The leadership framework of my organization facilitates collaboration
between personnel and administration.
.589
4
The principal or departmental head delineates clear objectives and
expectations for the workforce.
.584
5
The leadership strategy in my organization cultivates a constructive
work atmosphere.
.494
6
Leaders in my organization promote innovative pedagogical
approaches.
.483
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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7
The leadership style of my organization is flexible in response to
developments in the educational sector.
.417
Pooled mean
.590
Source: Field Survey 2024
Table 3: Perception of respondents regarding the behavior of educational leaders towards employee job security
S/N
ITEM
Mean
Std. Dev.
1
The leadership at my organization offers employment security and
possibilities for professional advancement.
3.09
.545
2
My principal or departmental head guarantees equitable and transparent
recruitment and promotion procedures.
3.82
.871
3
I feel assured in my employment because of the leadership policies of my
organization.
4.16
.588
4
Leaders in my organization promote the wellbeing and benefits of
employees.
3.13
.336
5
The organization's leadership successfully resolves concerns over
employment security.
3.90
.823
6
A definitive policy structure exists to protect staff from arbitrary
terminations.
4.29
.454
7
Leaders offer sufficient assistance for job advancement and professional
training.
3.46
.499
Pooled mean
3.69
.590
Source: Field Survey 2024
Components of leadership style in respondents’ institutions
Result shows that most of the mean scores of the items 15-20 above are less than 3.0(x < 3.0), indicating
disagreement of most of the teachers and staff members with four of the six items on the prevalence of good
leadership in secondary schools and post-secondary institutions. Since the pooled mean (2.78) is less than the
scale mean (3.0); we conclude that leaderships in secondary schools and post-secondary institutions in Lagos
State lack components like students and staff welfare, culture of ongoing professional growth, adequate
stakeholders’ engagement, and effective employee appraisals. (Table 4)
Table 4: Prevalence of good leadership style
S/N
ITEM
Mean
S.D
1
There is always clear communication between administrators and
educators in my organization.
3.29
.597
2
Leaders in my education emphasize student learning outcomes in
conjunction with staff wellbeing.
2.89
.590
3
My principal/HOD cultivates a culture of ongoing professional growth.
2.28
.704
4
My principal/HOD engages all stakeholders in the decision-making
process.
2.38
.621
5
My principal/HOD exemplifies ethical and accountable leadership.
3.44
.498
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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6
My principal/HOD acknowledges and praises worker efforts.
2.38
.616
Pooled mean
2.78
.600
Source: Field Survey 2024, S.D= Standard deviation
DISCUSSION
This study found that there is no effective leadership style in secondary schools and post-secondary institutions
in Lagos State. This finding is in agreement with previous studies. This is in disagreement with the assertion of
Bakare and Oredein [5] that the democratic leadership style was the predominant technique employed by school
principals in public secondary schools in Nigeria. Studies suggest that the leadership styles of male principals
are more effective than those of female principals. It has been suggested that, during the COVID-19 Era,
principals of public secondary schools in Nigeria should implement a transformational strategy. The study by
Awodiji et al. [6] revealed that transformational leadership is the primary leadership style employed by public
secondary school principals in Nigeria. Bakare and Oredein [5] noted that, according to teachers, the laissez-
faire leadership style is predominantly employed by senior secondary school principals in Ibadan Metropolis. In
contrast, the principals' viewpoints indicate that the digital leadership style is extensively employed by these
principals in Nigeria. The application of transformational leadership principles in public senior secondary
schools in Nigeria is supported by substantial theoretical evidence, which may enhance the educational system's
prospects and address current difficulties [7, 8].
This study found that educational leaders have good behavior towards employee job security in secondary
schools and post-secondary institutions in Lagos State. This finding is in agreement with previous studies. Job
security, as defined by Anitha [9], relates to employees' perceptions and the degree to which they feel certain
and confident over their continued association with the firm. Employees with a favorable work experience can
focus on their responsibilities and enhance interpersonal skills; thus, this factor was deemed essential in
influencing employee engagement outcomes [9].
This study found that there are no significant components in the leaderships of secondary schools and post-
secondary institutions in Lagos State. This is in contrast to the argument of Bryman [10], that leadership exhibits
similarities across corporate and public sectors, as well as within the educational sphere. The organization is
dedicated to providing clear guidance and delineating actionable steps, while anticipating necessary direction
and leadership. It aims to create a suitable framework for support, promote an environment conducive to
improvement, and engage in collaborative efforts with the team. Trust and integrity are prioritized, with an
emphasis on reliability as a model for others. The organization encourages team involvement in decision-making
processes and values consultation. Open communication is maintained, with a focus on articulating
developmental goals. Additionally, it represents the team in networking efforts, honors diverse perspectives and
cultures, and ultimately ensures the preservation of staff autonomy. Effective leadership is closely associated
with proficient communication (Agnew, 2019; Budur, 2018), as a leader with strong communication skills can
greatly impact their team. In academic institutions, a communicative leader plays a crucial role in significantly
improving students' learning capacity [13; Rashid et al., 2020]. An effective academic leader improves the
quality of education, curriculum, and the instructional skills of educators [13, Zaim et al., 2020). Morales [16]
contends that a transformational leadership style lets a leader greatly help to create an environment that supports
inspiration, excitement, and passion, so helping followers to reach their objectives. It is believed that while
remaining untouched by the found transformational leadership feature, followers will improve their performance
inside the company. Transformational leaders instill in their followers’ great respect, admiration, and deep belief
in their attributes. Transformational leaders use their organizational vision to inspire and develop dynamics
inside their group, therefore acting with idealized influence. Transformational leaders know the subtleties of
good communication with their people. By means of their demonstration of passion and will, they could motivate
people to reach their objectives.
CONCLUSION
The concluded that the teachers and staff members have negative perceptions regarding leadership styles in
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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Page 1106
secondary and post-secondary institutions. However, the educational leaders have good behavior towards
employee job security. The study also found that leaderships in secondary schools and post-secondary
institutions in Lagos State lack components like students and staff welfare, culture of ongoing professional
growth, adequate stakeholders’ engagement, and effective employee appraisals.
Educational institutions should prioritize research-based professional development programs and initiatives to
enhance career advancement opportunities for both administrative and teaching staff. Structured approaches such
as training seminars, scholarships, and mentorship programs should be implemented to address issues of career
stagnation and low motivation. Ultimately, this will contribute to greater institutional efficiency.
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