Leadership Practices, School Working Facilities and Teachers’ Commitment in Public Secondary Schools, Southwest, Nigeria

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dc.contributor.authorOlayinka Oluwatoyin POPOOLA
dc.date.accessioned2025-10-03T14:02:16Z
dc.date.available2025-10-03T14:02:16Z
dc.date.issued2024-12
dc.description.abstractThis study investigated leadership practices, school working facilities and teachers’ commitment in public secondary schools, Southwest, Nigeria. Search of literature shows scarcity of studies on joint contribution of the above predictors on teachers’ commitment. Three research questions and four hypotheses were raised. Descriptive research design was employed. Population included 56,827 teachers and 2,262 principals. 2,681 teachers and 800 principals were sampled using multi-stage procedure. Teachers’ Commitment Questionnaire (α = .886)”, “Leadership Practices Questionnaire (α = .886)”, and “School Working Facilities Questionnaire (α = .873)” were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed teachers’ low affective (x̅ = 2.471), normative (x̅ = 1.872) and continuance (x̅= 2.292) commitments. Principals mostly adopt instructional leadership (x̅ = 2.586). Infrastructural (x̅= 1.884), instructional facilities (x̅= 1.907) and physical environment (x̅= 1.954) are “rarely adequate”. Leadership practices and school working facilities jointly contribute to teachers’ commitment, F(6, 715) = 3.969, R2 = .032, Adjusted R2 = .024, p<0.05. Transformational leadership (β = -.141; t = -3.816; p<0.05) and physical environment (β = -.077; t = -2.087; p<0.05) have relative influence on teachers commitment. Distributed (β = -.045; t = -1.207; p>0.05), and instructional leadership practices (β = -.011; t = -.301; p>0.05), infrastructural (β = -.047; t = -1.256; p>0.05), and instructional facilities (β = -.062; t = -1.693; p>0.05) are not relatively significant. Teachers’ gender did not moderate leadership practices and teachers’ commitment, F(1, 2411) = 1.263; p>0.05, or school working facilities and teachers’ commitment, F(1, 718) = .057; p>0.05. In conclusion, transformational leadership practice and physical environment negatively affect teachers’ commitment and teachers’ gender do not moderate the relationship. It was recommended among others that seminars should be organised to improve principals’ transformational leadership and school working facilities should be increased. Keywords: Leadership Practices, School Working Facilities, Teachers’ Commitment Word Count: 290
dc.identifier.otherP.hD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1171
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesP.hD
dc.subjectLeadership Practices
dc.subjectSchool Working Facilities
dc.subjectTeachers’ Commitment
dc.titleLeadership Practices, School Working Facilities and Teachers’ Commitment in Public Secondary Schools, Southwest, Nigeria
dc.typeThesis

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