School Administrators’ Transformational Leadership Practices for Enhancing Teachers’ Productivity in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

Abstract

The study investigated school administrators’ transformational leadership practices for enhancing teachers’ productivity in secondary schools in Calabar Education zone, Cross River State Nigeria. Correlational research design was adopted for the study. The population of the study comprised all principals in the 46 public secondary schools in Calabar education Zone. The 46 secondary schools were purposively selected as sample of the study. Three hypotheses were formulated to guide the study. Data for the study were collected using a structured questionnaire titled “school administrators transformational leadership practices and teachers productivity questionnaire (SATLPTPQ).” The instrument was face validated by two experts in test and measurement in University of Calabar.  The reliability of the instrument using Cronbach alpha yielded an index of 0.86 which was considered appropriate for the study. Data collected were analyzed using Pearson product moment correlation analysis. The results revealed that there is significant positive relationship between transformational leadership practices in terms of teacher mentoring, provision of ICT facilities, involvement of teachers in decision making and teachers productivity. Based on the results, it was recommended among others that government should organize and sponsor capacity building program for teachers. School administrators should also draw up mentorship programs for teachers.