Influence of School Leadership Style on the Job Performance of Agricultural Science Teachers in Senior Secondary Schools in Gombe State, Nigeria

The study examined how school leadership styles influence the job performance of agricultural science teachers in senior secondary schools in Gombe State, Nigeria. The study was guided by four specific objectives, four research questions, and four null hypotheses. A descriptive survey research design was adopted for the study. The population of the study was 477, made up of 321 agricultural science teachers in government senior secondary schools in Gombe State. A representative sample of respondents, 270 agricultural science teachers and 156 principals, was selected using appropriate sampling techniques. Data were collected using a structured questionnaire titled School Leadership Style and Agricultural Science Teachers’ Job Performance Questionnaire (SLSASTJPQ), which was validated by experts in educational management and vocational education. A pilot study was conducted to test the reliability of the instrument, and a Cronbach’s alpha reliability of 0.723 coefficient was obtained, indicating that the instrument was reliable for the study. Data collection was carried out with the assistance of trained research assistants across the three educational zones of the state. The collected data were analysed using the mean and standard deviation to answer the research questions, while the null hypotheses were tested at the 0.05 level of significance using simple linear regression with the aid of the Statistical Package for Social Sciences (SPSS). The findings of the study revealed that transformational, transactional, instructional, and democratic leadership styles have a significant influence on the job performance of agricultural science teachers in senior secondary schools in Gombe State. The study concluded that effective school leadership plays a crucial role in enhancing teachers’ instructional effectiveness, commitment, and overall job performance. It was therefore recommended that school principals should adopt appropriate leadership styles, particularly transformational, instructional, and democratic leadership approaches, to improve the job performance of agricultural science teachers. In addition, educational authorities should organise regular leadership training programmes for school administrators to strengthen effective leadership practices in secondary schools.

Agricultural science students, Job performance, Leadership style, Motivation

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