Relationship between leadership style and committee effectiveness in secondary schools

Abstract

This study explores how leadership styles, particularly the principal’s approach, influence organisational effectiveness in secondary schools, arguing that structured and supportive leadership fosters committee effectiveness, while laissez-faire or free-reign leadership may undermine collaboration, motivation, and decision-making, ultimately impacting school performance. A quantitative descriptive research design approach was employed. The study used a multistage sampling technique to select 313 participants from secondary schools in Zamfara State, Nigeria. The data collected was analysed using percentage and linear multiple regression analysis to test the hypotheses formulated at a 0.05 significance level. It was found that leadership styles (participatory and free-reign) had a significant negative relationship with the committee system effectiveness, while directive leadership style and committee system effectiveness did not have a significant relationship. Policymakers and educational authorities should address the resource constraints that limit the availability of welfare and feeding committees. School leaders should also adopt balanced management styles that incorporate clear directives and controls while allowing some level of participation and flexibility to foster a positive and effective committee system.