ADMINISTRATORS LEADERSHIP PRACTICE AND SECONDARY SCHOOL TEACHER ATTITUDE TO WORK IN EKET EDUCATION ZONE OF AKWA IBOM STATE, NIGERIA

Abstract

This study investigated the influence of the school administrators’ leadership practice on teachers’ attitudes to work in Public Secondary Schools in Eket Education Zone of Akwa Ibom State. The study was guided by two specific purposes, two research questions and two null hypotheses. A comprehensive related literature was reviewed. The study adopted descriptive survey research design; the population of the study was 2,933 teachers while the sample for the study was 165 teachers.  Structured questionnaire was used as instrument for data collection. The instrument was validated by three experts, two from the department of Educational Foundations and one expert in Measurement and Evaluation, all in Ebonyi State University, Abakaliki. Data collected were analyzed using mean and standard deviation for the research questions, while t-test statistic was used to test the null hypotheses at 0.05 level of significance. The findings revealed that: school administrators’ leadership practices of transactional and participatory had low influence on teachers’ attitudes to work in the study area. Based on the findings the following recommendations were made: Akwa Ibom State Government should organize conferences, workshop and seminar on transactional leadership practices to ascertain effective training of teachers and head teachers.