Table of Contents
Abstract. 2
CHAPTER ONE.. 6
1.1Introduction.. 6
1.2 STATEMENT OF THE PROBLEM... 12
1.3 PURPOSE OF THE STUDY.. 13
1.4 Research Questions. 14
1.5 Research Hypothesis. 15
1.6 SIGNIFICANCE OF THE STUDY.. 16
1.7 SCOPE OF THE STUDY.. 18
1.8 DEFINITION OF TERMS.. 18
CHAPTER TWO.. 21
REVIEW OF RELATED LITERATURE.. 21
2.0 Introduction.. 21
2.2 Theoretical Framework.. 22
2.3 Conceptual Review.. 24
2.4 Empirical Review.. 35
2.5 Summary of Chapter. 38
Chapter Three.. 39
Research Methodology.. 39
3.1 Research Design.. 39
3.2 Population of the Study.. 39
3.3 Sample and Sampling Technique.. 40
3.4 Instrumentation.. 40
3.5 Validity of the Instrument. 40
3.6 Reliability of the Instrument. 41
3.7 Data Collection Procedure.. 41
3.8 Method of Data Analysis. 41
3.9 Ethical Considerations. 42
3.10 Limitations of the Study.. 42
CHAPTER FOUR.. 43
DATA ANALYSIS AND INTERPRETATION.. 43
4.1 Preamble.. 43
4.2 Socio-Demographic Characteristics of Respondents. 43
TABLES BASED ON RESEARCH QUESTIONS.. 47
4.3 Analysis of the Respondents’ Views on Research Question one:. 47
4.4 Testing Hypothesis. 59
Discussion of Findings. 70
CHAPTER FIVE.. 73
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 73
5.1 Summary.. 73
5.2 Conclusion.. 74
5.3 Recommendations. 74
References. 76
Detailed Research Questionnaire.. 80
CHAPTER ONE
1.1Introduction
Teaching effectiveness in Christian religious knowledge in senior secondary schools involves various factors that contribute to students' learning outcomes and spiritual development. Effective teaching in this context goes beyond imparting factual knowledge; it also includes fostering critical thinking, moral reasoning, and values alignment with Christian principles.
Leadership styles play a crucial role in shaping the educational environment and influencing teaching effectiveness. In the context of Christian religious knowledge education, leadership styles among school administrators can impact the school's vision, mission, and values alignment with Christian principles. Different leadership styles, such as transformational, democratic, autocratic, laissez faire and charismatic leadership styles, may affect how effectively teachers engage students in religious education and promote spiritual growth.
The design of the curriculum and teaching methods used to deliver Christian religious knowledge education can significantly impact students' engagement and understanding of the subject. Effective teachers may employ a variety of instructional strategies, including experiential learning, group discussions, and reflective practices, to enhance students' religious knowledge and spiritual development.
Transformational leadership inspires school administrators to articulate a compelling vision of Christian Religious Knowledge education, fostering a sense of purpose and commitment among stakeholders (Lunenburg & Ornstein, 2012). Administrators who exhibit transformational leadership empower teachers to innovate, collaborate, and align their instructional practices with the overarching goals of Christian Religious Knowledge education, thereby enhancing teaching effectiveness (Leithwood & Jantzi, 2008).Leaders cultivate a supportive and empowering environment where teachers feel valued, motivated, and equipped to promote spiritual growth and ethical development among students (Khemais & Bouzguenda, 2015). By fostering intellectual stimulation and individualized consideration, transformational leaders enhance teachers' capacity to engage students in meaningful dialogue, critical reflection, and ethical inquiry, thereby maximizing teaching effectiveness in Christian Religious Knowledge education (Bass, 1985).
Transformational leadership promotes transparency, accountability, and shared governance, enhancing trust and collaboration among teachers, policy makers, parents, stakeholders, and the broader community (Leithwood & Jantzi, 2008). Parents who perceive school administrators as transformational leaders are more likely to support Christian Religious Knowledge education initiatives and actively engage in their children's religious and moral development, thereby contributing to teaching effectiveness (Khemais & Bouzguenda, 2015).
Democratic leadership style promotes collaboration, inclusivity, and shared decision-making among school administrators, fostering a culture of collective responsibility and accountability (Lunenburg & Ornstein, 2012). Administrators who adopt a democratic leadership approach empower teachers to contribute to curriculum design, pedagogical planning, and assessment strategies in Christian Religious Knowledge education, thereby enhancing teaching effectiveness (Khan & Baloch, 2015).Democratic leaders create opportunities for teachers to voice their opinions, share insights, and participate in meaningful dialogue on issues related to Chrustian Religious Knowledge education (Khan & Baloch, 2015). By involving teachers in decision-making processes and fostering a sense of ownership, democratic leaders enhance teacher morale, job satisfaction, and commitment to teaching effectiveness in Christian Religious Knowledge education (Lunenburg & Ornstein, 2012).
Democratic leadership style promotes transparency, communication, and parental involvement in Christian Religious Knowledge education initiatives, fostering trust and collaboration among parents, stakeholders, and the school community (Lunenburg & Ornstein, 2012). Parents who perceive school administrators as democratic leaders are more likely to support CRK curriculum initiatives, participate in school activities, and advocate for quality religious education, thereby contributing to teaching effectiveness (Khan & Baloch, 2015).
Autocratic leadership style is characterized by centralized decision-making and top-down control, which may stifle innovation, collaboration, and teacher autonomy in Christian Religious Knowledge education (Lunenburg & Ornstein, 2012). Administrators who adopt an autocratic leadership approach risk alienating teachers, undermining morale, and impeding teaching effectiveness by imposing rigid policies and procedures without considering the unique needs and perspectives of stakeholders (Khan & Baloch, 2015).Autocratic leaders exert authoritarian control and micromanage teachers, limiting their autonomy, creativity, and professional growth in Christian Religious Knowledge education (Khan & Baloch, 2015). Teachers who work under autocratic administrators may feel disempowered, demotivated, and disillusioned, leading to decreased job satisfaction and teaching effectiveness in Christian Religious Knowledge education (Lunenburg & Ornstein, 2012).Autocratic leadership style may breed resentment, mistrust, and disengagement among parents and stakeholders, who may feel excluded from decision-making processes and marginalized in the governance of CRK education initiatives (Lunenburg & Ornstein, 2012). Parents who perceive school administrators as autocratic leaders may withdraw their support, advocate for alternative educational options, or challenge the legitimacy of Christian Religious Knowledge curriculum initiatives, thereby undermining teaching effectiveness (Khan & Baloch, 2015).
Laissez-faire leadership style is characterized by a hands-off approach and minimal involvement in decision-making processes, which may create ambiguity, confusion, and lack of direction in Christian Religious Knowledge education initiatives (Lunenburg & Ornstein, 2012). Administrators who exhibit laissez-faire leadership tendencies may fail to provide guidance, support, or resources necessary to enhance teaching effectiveness in Christian Religious Knowledge education, leading to disorganization and inefficiency (Khan & Baloch, 2015).Laissez-faire leaders provide little direction or supervision, leaving teachers to fend for themselves and navigate the challenges of Christian Religious Knowledge education independently (Khan & Baloch, 2015). Teachers who work under laissez-faire administrators may feel unsupported, undervalued, and demotivated, leading to decreased morale and teaching effectiveness in Christian Religious Knowledge education (Lunenburg & Ornstein, 2012).
Laissez-faire leadership style may breed frustration, disillusionment, and distrust among parents and stakeholders, who may perceive school administrators as indifferent or apathetic towards Christian Religious Knowledge education initiatives (Lunenburg & Ornstein, 2012). Parents who feel neglected or marginalized by laissez-faire leaders may disengage from school activities, withhold support, or advocate for alternative educational options, thereby undermining teaching effectiveness in Christian Religious Knowledge education (Khan & Baloch, 2015).Laissez-faire leaders may fail to provide policymakers with timely information, feedback, or guidance on Christian Religious Knowledge education issues, leading to miscommunication, inefficiency, and lack of coordination (Lunenburg & Ornstein, 2012). Policymakers who perceive school administrators as laissez-faire leaders may question their competence, credibility, and commitment to enhancing teaching effectiveness in Christian Religious Knowledge education, leading to skepticism or resistance towards policy initiatives (Khan & Baloch, 2015).
Charismatic leaders inspire enthusiasm, loyalty, and trust among stakeholders, fostering a sense of shared purpose and commitment to Christian Religious Knowledge education initiatives (Lunenburg & Ornstein, 2012). Administrators who exhibit charismatic leadership qualities effectively communicate a compelling vision of Christian Religious Knowledge education grounded in moral values, spiritual growth, and ethical leadership, thereby enhancing teaching effectiveness (Bass, 1985).Charismatic leaders cultivate a supportive and empowering environment where teachers feel valued, motivated, and equipped to promote spiritual formation and ethical development among students (Khemais & Bouzguenda, 2015). By modeling authenticity, integrity, and ethical leadership, charismatic leaders inspire teachers to embody these virtues in their teaching practices, thereby maximizing teaching effectiveness in Christian Religious Knowledge education (Bass, 1985).
Charismatic leadership style fosters trust, confidence, and enthusiasm among parents and stakeholders, who are inspired by the vision, passion, and charisma of school administrators (Khemais & Bouzguenda, 2015). Parents who perceive school administrators as charismatic leaders are more likely to support Christian Religious Knowledge education initiatives, participate in school activities, and advocate for quality religious education, thereby contributing to teaching effectiveness (Bass, 1985).
Nevertheless, various leadership styles, including transformational, democratic, autocratic, laissez-faire, and charismatic leadership, exert distinct impacts on teaching effectiveness in Christian Religious Knowledge (CRK) education within senior secondary schools. School administrators, teachers, parents, stakeholders, and policymakers play critical roles in shaping the educational landscape and fostering an environment conducive to spiritual growth, ethical development, and holistic formation among students. By recognizing the strengths and limitations of different leadership styles and leveraging their collective efforts, stakeholders can collaborate effectively to enhance teaching effectiveness and promote the values of Christian Religious Knowledge education in service of the common good.
1.2 STATEMENT OF THE PROBLEM
The Statement of the Problem revolves around examining teaching effectiveness and leadership styles in the context of Christian religious knowledge education within senior secondary schools in Yakurr Local Government Area, Cross River State. The study aims to explore how different leadership styles, including transformational, democratic, autocratic, laissez-faire, and charismatic leadership, impact the teaching and learning process in this specific subject area.
By thoroughly analyzing these leadership styles within the specific context of Christian religious knowledge education, the study aims to provide insights that can inform educational policies and practices to enhance teaching effectiveness and student learning outcomes in Yakurr Local Government Area and beyond.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to investigate the relationship between leadership styles and teaching effectiveness in Christian Religious Studies in senior secondary schools in Yakurr Local Government Area, Cross River State. Specifically, this study will focus on five different leadership styles: transformational, democratic, autocratic, laissez-faire, and charismatic.
The main objectives of this study are:
- To explore the impact of democratic leadership on teaching effectiveness in Christian Religious knowledge in senior secondary schools in Yakurr Local Government Area Cross River State.
- To investigate the relationship between autocratic leadership style on teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area,Cross River State.
- To examine the relationship between transformational leadership and teaching effectiveness in Christian Religious knowledge in senior secondary schools in Yakurr Local Government Area,Cross River State.
- To assess the effects of laissez-faire leadership on teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area,Cross River State.
- To analyze the function of charismatic leadership in enhancing teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area Cross River State.
1.4 Research Questions
The following research questions will guide this study:
- How does democratic leadership style affect teaching effectiveness in christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area, Cross River State?
- What is the relationship between autocratic leadership style and teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area,Cross River State?
- How does transformational leadership style relate to teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area, Cross River State?
- What are the effects of laissez-faire leadership style on teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area, Cross River State?
- How does charismatic leadership style enhance teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area, Cross River State?
1.5 Research Hypothesis
The following null hypotheses were formulated to guide the study.
H1: There is no significant relationship between transformational leadership and teaching effectiveness in Christian Religious Knowledge in yakurr Local Government Area, Cross River State.
H2: There is no significant relationship between democratic leadership style and teaching effectiveness in Christian Religious Knowledge in yakurr Local Government Area,Cross River State.
H3: There is no significant relationship between autocratic leadership style and teaching effectiveness in Christian Religious Knowledge in yakurr Local Government Area,Cross River State.
H4: There is no significant relationship between laissez faire leadership style and teaching effectiveness in Christian Religious Knowledge in yakurr Local Government Area,Cross River State.
H5: There is no significant relationship between charismatic leadership style and teaching effectiveness in Christian Religious Knowledge in yakurr Local Government Area, Cross River State.
1.6 SIGNIFICANCE OF THE STUDY
The study on leadership styles and teaching effectiveness in Christian Religious Knowledge in senior secondary schools in Yakurr Local Government Area, Cross River State, aims to make significant contributions to the field of education. By exploring the relationship between leadership styles and teaching effectiveness, this research seeks to enhance existing theoretical frameworks and concepts within the field. The findings of this study have the potential to advance knowledge and understanding by shedding light on the impact of different leadership approaches on teaching outcomes.
In addition to theoretical contributions, this study also holds practical implications for decision-making and policy development in the education sector. The outcomes of this research can inform school administrators, parents, teachers, education stakeholders government an
policymakers and the general public on the most effective leadership styles to enhance teaching effectiveness. By understanding the link between leadership and teaching quality, stakeholders can make informed decisions to improve educational practices and outcomes in schools.
Furthermore, the social significance of this study lies in its potential to improve social well-being and promote equality in education. By identifying effective leadership styles that positively impact teaching quality, this research can contribute to positive social change by ensuring all students have access to high-quality education. The findings of this study can address relevant social issues in education and shape societal understanding of the importance of effective leadership in schools.
The impact of this study is expected to extend beyond academia, influencing industry practices, policy-making, and the general public. By highlighting the relationship between leadership styles and teaching effectiveness, this research can guide school leaders, policymakers, parents, government, stakeholders and educators in making informed decisions that benefit students and schools. The specific areas where this research is expected to make a difference include educational leadership practices, teaching quality improvement strategies, and policy development in the education sector.
In summary, this study aims to contribute to the existing body of knowledge by filling a gap in understanding the impact of leadership styles on teaching effectiveness in Christian Religious Knowledge education. By building upon previous studies and introducing novel perspectives, this research adds value to the field and addresses the identified research problem. The insights gained from this study have the potential to inform and improve educational practices in senior secondary schools in yakurr Local Government Area, Cross River State,ultimately benefiting students, educators, and the wider community.
1.7 SCOPE OF THE STUDY
The scope of this study will reflect on the relationship between leadership styles and teaching effectiveness in Christian Religious Knowledge in Yakurr Local Government Area, Cross River State. The study will focus on five different leadership styles: transformational, democratic, autocratic, laissez faire, and charismatic. These leadership styles will be examined in relation to their impact on the teaching effectiveness of educators in the field of Christian Religious Studies.
The study will be conducted in Yakurr Local Government Area, which is located in Cross River State, Nigeria. This area was chosen due to its diverse population and the presence of a significant number of schools that offer Christian Religious Studies as part of their curriculum. By focusing on this specific geographical area, the study aims to provide insights that are relevant and applicable to the local context.
1.8 DEFINITION OF TERMS
-Leadership Styles: Leadership styles refer to the different approaches and methods that leaders use to guide, motivate, and influence their followers towards achieving common goals. There are various leadership styles, each with its own characteristics and impact on the effectiveness of leadership in different contexts.
-Teaching Effectiveness: Teaching effectiveness is the ability of a teacher to engage, motivate, and facilitate learning among students in a way that leads to positive outcomes in terms of academic achievement, personal development, and overall growth. Effective teaching involves the use of appropriate strategies, techniques, and methods to enhance student learning and understanding.
-Transformational Leadership Style: Transformational leadership is a style of leadership that focuses on inspiring and motivating followers to achieve higher levels of performance and success. Leaders who adopt this style are often charismatic, visionary, and able to empower their followers to reach their full potential.
-Democratic Leadership Style: Democratic leadership is a style of leadership that involves the participation of group members in decision-making processes. Leaders who use this style value input from their followers and seek to create a collaborative and inclusive environment where everyone's opinions are considered.
-Autocratic Leadership Style: Autocratic leadership is a style of leadership where the leader makes decisions without consulting or involving their followers. Leaders who use this style tend to have a high level of control and authority over their followers, often leading to a top-down approach to leadership.
-Laissez-Faire Leadership Style: Laissez-faire leadership is a style of leadership where the leader takes a hands-off approach and allows their followers to make decisions and take responsibility for their own actions. Leaders who use this style provide minimal guidance and direction, giving their followers the freedom to work independently.
-Charismatic Leadership Style: Charismatic leadership is a style of leadership where the leader possesses a strong personality and the ability to inspire and influence others through their charm, confidence, and vision. Leaders who use this style often have a magnetic presence that attracts followers and motivates them to achieve common goals.
- Christian Religious Knowledge (CRK): An academic subject that explores the beliefs, practices, and teachings of Christianity.
- Senior secondary school: A level of education that follows junior secondary school and precedes tertiary education
