ISSN: 2226-6348
Open access
Practicing the transformational leadership style by school principals have shown to have a significant great impact on several studies conducted on school effectiveness. This study was aimed at exploring the relationship that exists between the school principals’ transformational leadership style and school effectiveness among Secondary schools in Lagos State, Nigeria. The study also determined what level of school effectiveness and transformational leadership practice as perceived by the schoolteachers. Data were collected and completed by 372 teachers in 20 local governments. The sample size was determined using multistage sampling procedures and analyzed by using descriptive statistics and Person product-moment correlation statistical tools. The finding of the study revealed that the principal transformational leadership style and school effectiveness are positively correlated. The study further revealed that both level of school effectiveness and principal transformational leadership are at a moderate level. It is, therefore, recommended that the government through the ministry in charge of education and school administrators should increase efforts at improving school’s effectiveness through constant training for Principals and teachers where more emphasis should be placed on transformational leadership style which focuses on producing excellent academic performance, developing a clear vision and mission to be the watchdog for everyone, shared school goals, supporting and encouraging teachers to perfume and excel in their profession, the high expectation for success, rewards, intellectual stimulation, modeling and culture-building that will affect and improves on the schools' outcomes and achieving of set objectives.
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In-Text Citation: (Moshood et al., 2020)
To Cite this Article: Moshood, Y. A., Asimiran, S., & Kadir, S. A. (2020). Relationship Impact of Principals’ Transformational Leadership Style and Effectiveness of School as Perceived by Teacher’s in Lagos State Secondary Schools, Nigeria. International Journal of Academic Research in Progressive Education and Development, 9(3), 160–169.
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