期刊名称：Journal of Public Administration and Governance
电子版ISSN：2161-7104
出版年度：2015
卷号：5
期号：4
页码：98-111
DOI：10.5296/jpag.v5i4.8865
出版社：Macrothink Institute
其他摘要：Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools. The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up. This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach. The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.
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