Leadership Styles and Public Senior Secondary School Teachers’ Job Engagement for Sustainable Development in Ibadan Metropolis, Oyo State

Abstract

Leadership does not only define an organisation’s successes and failures but also is important in sustaining teachers’ job engagement. The study investigates leadership styles and public senior secondary school teachers’ job engagement in Ibadan Metropolis, Oyo State. A descriptive research design was adopted. The population of the study consists of 1396 teachers and 143 principals in the 11 sampled local governments. The multi-stage sampling procedure was used, a sample size of 715 respondents was sampled of which questionnaires were administered and 600 (80%) of the sampled population were retrieved and used for analysis. Self-designed questionnaires with a reliability coefficient of r= 0.896 was used for data collection. Two research questions and one hypothesis were used to guide the study. Results of the findings show a high level of teachers’ job engagement, X = 3.56. The leadership style most utilised was digital leadership frequency 97 (principals’ perspectives) and Laissez-faire frequency 227 (teachers’ perspectives). The hypothesis raised shows a significant relationship between principals’ leadership styles and public senior secondary school teachers’ job engagement r= 0.934. The study concluded that leadership styles utilised by school principals influenced teachers’ job engagement. Hence, principals in public senior secondary schools in Ibadan should adopt digital leadership which encourages teachers’ job engagement as this style of leading is a blend of others’ leadership styles.