PRINCIPALS' TRANSFORMATIONAL LEADERSHIP PRACTICES AS CORRELATE OF TEACHERS' JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN OTUOCHA EDUCATION ZONE

The study investigated the relationship between principals’ transformational leadership practices and teachers’ job effectiveness in public secondary schools in Otuocha Education Zone. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The correlational research design was adopted for the study. The population of the study comprised 686 teachers in public secondary schools in Otuocha Education Zone. The sample of the study comprised 137 public secondary school teachers in the Zone. Using simple random sampling, the researcher sampled 20 percent of teachers in the zone. Two structured questionnaires were used to collect data for the study. The face validation of the instruments was conducted by three experts in the Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. The instruments reliability was ascertained through a trial test conducted on 20 teachers of public secondary schools in Awka Education Zone. The data collected was tested for internal consistency using Cronbach Alpha. This yielded reliability coefficients of 0.87 and 0.91 for clusters 1 and 2 respectively with a general reliability coefficient of 0.89 for PTLQ and 0.88 for TJEQ. Out of 137 copies of questionnaires administered, 128 copies were returned in good condition. Pearson product moment correlation was used to answer the research questions and test the hypotheses for the study. Findings revealed that principals’ intellectual stimulation practices and individualized consideration practices have a high positive relationship with teachers’ job effectiveness in public secondary schools in Otuocha Education Zone. Furthermore, findings revealed that principals’ intellectual stimulation practices and individualized consideration practices have a significant positive relationship with teachers’ job effectiveness in public secondary schools in Otuocha Education Zone. The study recommended that the Ministry of Education and Post Primary Schools Services Commission (PPSSC) should organize regular training workshops and seminars to equip principals with skills in transformational leadership, especially in areas of intellectual stimulation and individualized consideration.