Principals’ Leadership Styles and Teachers’ Motivation to Duty in Cross River State, Nigeria

Abstract

This study was aimed at articulating principals’ leadership styles and teachers’ motivation to duty in Cross River State, Nigeria. Discussions have been focused on motivation of teachers to duty, and how leadership styles can enhance goal achievement and performance on the part of the teacher. Two research hypotheses were formulated. A well designed and face-validated questionnaire tagged the leadership and motivation to duty questionnaire (LMDQ) with a Cronbach alpha reliability index of 0.69 was the main instrument used to collect data from a random sample of 750 teachers in 75 schools in Ogoja Educational Zone. Data obtained were subjected to descriptive statistics, regression analysis and ANOVA. Research results showed that teachers’ motivation to duty significantly depends on principals’ leadership styles and that there is a predictive relationship between principals’ leadership styles and teachers’ motivation to duty.