ASSESSMENT OF PRINCIPALS’ DEMOCRATIC LEADERSHIP STYLE PRACTICES IN SECONDARY SCHOOLS IN NORTH CENTRAL GEOGRAPHICAL ZONE, NIGERIA

Omuya Ohunene Florence; Adegbite Peter Ibrahim (Ph.D) & Keston, Bukky (Ph.D)

Abstract

This study assessed principals’ democratic leadership styles practices in secondary schools in the North Central Geographical Zone of Nigeria. The study was a descriptive survey. The population of the study covered a total population of 92,089 which comprised 3,167 principals, 61,825 teachers, 1,665 Ministry of Education officials and 25,432 PTA officials. The total sample size was one thousand four hundred and twenty six 1,426. That consisted of 345 principals, 382 teachers, 321 MOE officials and 378 PTA Officials. The instrument used was structured questionnaire titled ‘Assessment of Principals democratic’ Leadership Styles Practices in Secondary Schools’ (APDLSPSS)” was used to elicit responses from participants. It was pilot tested in two secondary schools outside the sample with reliability coefficient of 0.72 using split half test. The response of the respondents were analysed using frequency counts for research question answered and Analysis of Variance (ANOVA) for hypothesis analysed to express the results of the findings. The findings shows that principals democratic leadership style Practices uses the experience, vital contributions and ideas of subordinates. Among the conclusion was that principals that practice democratic leadership style documents the experience, ideas, and contribution of subordinates into working policies that help in continuity. The study recommends that among others, principals who practice democratic leadership style should document all ideas, experiences of subordinates put together as a working policy into hard and soft copy that will enhance continuity of policies.