INFLUENCE OF TRANSFORMATIONAL LEADERSHIP STYLE ON DECISION MAKING AND ICT READINESS OF TEACHERS IN NIGERIAN SCHOOLS

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420

WHATSAPP US ON 08137701720

INFLUENCE OF TRANSFORMATIONAL LEADERSHIP STYLE ON DECISION MAKING AND ICT READINESS OF TEACHERS IN NIGERIAN SCHOOLS

ABSTRACT

This research work dwells on the Influence of transformational leadership style on decision-making and ICT readiness of teachers in secondary schools in Awka South Local Government Area of Anambra state. Specifically, the study examined the influence of transformational leadership style on decision-making of teachers in secondary schools in Awka south local government area. The extent of teachers’ readiness for ICT in Awka South local government area as well as the teachers’ level of knowledge on ICT and usage. Three research questions was used for the study. Structured five point likert scale questionnaire was utilised for the study. The instrument was validated by two experts from the department. Reliability was done using test retest method which was found to be reliable at a value of .079. The data was collected using the questionnaire administered on the spot and collected back. The study was anchored on behavioural theory. Survey research design method was used for the study and a sample size of one hundred and fifty respondents were utilised for the study. Analysis was conducted using percentages and weighted mean. Findings of the study indicates that; transformational leadership is the best type of leadership for improved development and improvement of academic performance. It was also found that secondary school teachers have negative attitude towards the application of ICT in teaching and learning. Based on the findings, it was recommended among others that, employers of teachers and teachers themselves should take advantage of the several on-going in-service training on ICT by participating with enthusiasm and partnering with organizers to expand the tenure of such training or workshops.

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 6

Purpose of the Study 7

Research Questions 8

Significance of the Study 8

Scope of the Study 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Conceptual Framework 11

Leadership 11

Decision Making 14

The Concept of Information and communication technology (ICT) 14

Theoretical Framework 15

Behavioural Theory 15

Theoretical Studies 16

Transformational leadership 16

Decision Making 20

Decision Making Process 22

The difference between leadership and management 23

Importance of leadership 26

Transformational leadership 29

The benefits of ICT-facilities for learners in instruction 29

The benefits of ICT-facilities to teachers 30

Factors Influencing Teachers’ Adoption and Integration of ICT 31

Empirical Studies 32

Summary of Related Literature 38

CHAPTER THREE: METHOD

Research Design 40

Area of the Study 40

Population of the Study 41

Sample and Sampling Techniques 42

Instrument for Data Collection 43

Validation of Instrument 43

Reliability of the Instrument 43

Method of Data Collection 44

Method of Data Analysis 44

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

Return rate of the Questionnaire 45

Demographic Characteristics of the Respondents 45

Sex of Respondents 45

Age Distribution 46

Length of service 46

Analysis of Research Questions 46

The influence of transformational leadership style on decision-making 46

Teachers’ readiness for ICT in Awka South local government area 48

The teachers’ level of knowledge on ICT and usage 49

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS

Discussion of Findings 50

Implication of the Study 51

Conclusion 51

Recommendations 52

References 56

CHAPTER ONE

INTRODUCTION

Background to the Study

According to Dunklee (2010), the differences in students’ behaviour and academic outcomes are influenced inter alia by the teacher. The teacher leads from his/her values. The activities of the students are determined by what the teacher does. He/she influences everyone else’s behaviour: his/her values are contagious, his/her good sense of ethics instils respect and trust in the system; he/she communicates a powerful message about what is important, how people are to be treated and how the school should operate daily. Buttressing the above claim, Ramsey (2009) contends that, in an organisation like the school, students tend to live up to the image of the teacher; because no school is high performing without an effective and efficient teacher; he is the gospel that his/her students read, a model of behaviour and work attitude to be copied by all. It implies that the teacher is therefore expected to accept responsibility for whatever students do and lead, by both word and action, creating a school climate that facilitates effective teaching and learning.

Wilmore (2002) states that teachers play diverse roles: they are responsible for effecting education policy, keeping track of all activities within the class and ensuring that their class run smoothly. According to Hargreaves and Fink (2003), the teachers’ tasks are divided into two major types: instructional and the leadership roles. The instructional role focuses on the training and education of children by creating, motivating and challenging activities that aid children grow to become productive citizens. These scholars opine that the leadership role complements the functional role. The former aims at successful implementation of the latter. The leadership role largely comprises personnel management (both students and teachers) and decision- making.

Decision-making could be defined as an art of considering and making a judgement concerning a particular issue or issues. The decision process can be look at as a set of actions and dynamic factors that begin with the identification of a stimulus for action, and end with the specific commitment to action (Mintzberg, 2006). Decision making is a deliberative and decisive social action, concerned with choosing what to do in the face of a problem. Decision making is a choice from among two or more alternative courses of action, or objects, giving due regard to the advantages and disadvantages of supporting- information about each” (https://www.merriam-webster.com/dictionary/decision). Leadership decision making is an intended rational human choice leading to human action embodying the logic of consequence (March 2001). For transformational leadership to take place there must be participatory leadership a situation whereby the school leadership allows the teachers to participate in the decision making process. Participatory type of leadership will enable the school leadership bring about the desired change without much resistance from the teachers.

Against this background, teachers in Awka South Local Government Area of Anambra state are responsible for keeping the records of work, measuring the efficiency of students, adjusting students’ activities, appraising students and giving students instruction on appropriate learning methods, etc. (Isaiah, 2009) Teachers differ in the styles they use to carry out all these tasks. Mazzarella and Smith (2009) state that some leaders employ an autocratic leadership style; some use a democratic style, while others use the laissez-faire leadership style. Ramsey (2009) believes that leadership styles are as many as personality types that exist. According to him, some styles are open, some are closed, and some are flexible while others are rigid. Some leaders use a style that is manipulative; others use more participatory styles. Some styles are driven by product whereas others are driven by process.

Transformational leadership is a type of leadership that allows for the development and change of people. Meyer and Botha (2000) argue that transactional leaders are considered to enhance their subordinates’ readiness to perform at expected levels, by offering rewards for acceptable performance, thus resulting in the desired outcomes defined by the leader. In addition, the traditional leadership theories highlights three major leadership traits, the first focusing on the characteristics of a great leader, the second on the behaviour of the leader, and the third on the situation in which the leader is required as observed by Horner (2012). Transformational leadership focuses on the individual person and encourages the followers to use all their potential in bringing about success (Bass, 2000). Similarly, Avolio and Davies (2004), also contends that transformational leadership is the ability to motivate and to encourage intellectual stimulation through inspiration. McColl-Kennedy and Anderson (2005), further concur with the above definitions when they stated that transformational leadership style as guidance through individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence. Rafferty and Griffin (2004) viewed vision as the main characteristic of transformational leaders. In this context, vision in a transformation process is viewed as the relationship or sense of identification that the leader develops, which results in acceptance of the leader’s beliefs and values. Transformational leaders inspire followers to exert effort beyond self- interest in favor of collective group accomplishment (Berson and Avolio, 2004).

The use of information and communication technology (ICT) brings about a powerful learning environment and it transforms the learning and teaching process in which students deal with knowledge in an active, self-directed and constructive way (Volman and Eck, 2001). ICT is not only considered as a tool, which can be added for existing teaching methods but also nowadays ICT is seen as an important instrument to support new ways of teaching-learning process. Information and communication technology (ICT) is being integrated into the teaching-learning process in various educational institutions in the world. Successful integration of ICT in teaching- learning process is highly dependent on the preparation of teachers. The use of ICT in the classroom is very important to provide opportunities for students to learn and operate in the information age.

To meet the demands of the 21st century, people need to know more than core subjects. They need to know how to use their knowledge and skills by thinking critically, applying knowledge to new situations, analysing information, generating new ideas, communicating, collaborating, solving problems and making decisions. These skills provide both flexibility and security in an era of constant change. People who can learn new information, new software programs or a new ways of doing things have much better prospects in the world than people who cannot. It is evident today that students mostly in the third world countries lack the ability to think critically and analytically, and to make decisions on their own The ability of students in critical thinking and analytical was rated below satisfactory or fair (Partnership for 21st Century Skills, 2002).

The Federal Republic of Nigeria (FRN, 2013), in the National policy on education on secondary education also recognizes the prominent role of information technology in knowledge advancement and therefore noted that Government shall provide necessary infrastructure and training for the integration of IT in the school system. In relation to this, the first mission statement of the national policy for information technology is to use IT for education. It further has as one of the general objectives to integrate IT into the mainstream of education and training. This will undoubtedly be an innovation in the Nigerian educational system

The lead role of the teacher in any instructional situation is that of a communicator. He tries to effect changes in the behaviour of the learner by presenting facts and integrating teaching rules and procedures, catching learners attention by actively involving them in meaningful participation, propelling their thinking and stimulating their imagination for effective transfer of knowledge. This is done through spoken words, public address systems, radio, pre-recorded tapes, video tapes, computers and other related materials. The teacher’s success in getting the learners to do what he wants them to do and also to perform at a desired level hinges on his ability to communicate his intention and the extent to which the learners are involved during and after the period of instruction. The teacher’s role in the integration of computers in schools is obviously very important, and every educational reform effort should take into consideration teachers’ knowledge, skills, beliefs, and attitudes (Cuban, 2001). According to Milken Family Foundation (2000), in the past few years the pre-service teacher education programs have made substantial progress in preparing future teachers in information technology but they still have a long way to go. There is the confidence that there is more technology awareness and experience out there, but it is not being used in teacher training to the extent nor in the manner we think necessary.

Readiness or preparedness has to do with awareness, knowledge of use, attitude to use as well as getting skilled in the use of information technology. Wild (1995), asserted that the degree of preparedness of students to use ICT is traditionally measured in terms of their knowledge, skills and attitudes regarding the computer. This is also relevant in the case of teachers. Knowledge, skills and right attitudes have also been identified as important factors in teachers’ preparedness to use ICT (Wong, 2002). Therefore, this study sought to find out how transformational leadership style would influence the teachers decision making on ICT readiness.

Statement of the Problem

Teaching in most of the Nigerian classrooms still adheres strictly to the methods of chalk and talk with little practical activities. Teachers resort to making students to be slaves to available textbooks and try and error usage of obsolete equipment and materials in our classrooms laboratories and workshops. Information and Communication Technologies are rapidly influencing education and it is thought that in this millennium virtual classrooms will replace conventional classrooms. The e learning is now widely used in the delivery of lectures in the tertiary institutions but its usability at secondary school levels is yet to be noticed. E-learning cannot take place without the teachers that will guide and order the instructions. The questions therefore to be asked are these: What is the readiness of Nigerian secondary school teachers in utilisation of ICT in their day to day instructional delivery?

Classroom observation has shown that many secondary school teachers are computer illiterates and many schools lack ICT facilities. This point to the fact that the teacher and the chalkboard still retain centre stage denying students of wider, interactive and collaborative learning. The world due to technological innovations is rapidly changing demanding that teachers improve and update knowledge and skills to meet these demands. To meet up with this global trend, it is necessary to ascertain teachers’ readiness to use these innovations and their availability of needed facilities in schools.

For teachers who lack ICT skills to acquire such skill depends so much on the leadership style of the head teacher who is at the helm of affairs. Certain leadership style is likely to encourage or discourage teachers decision in getting acquainted with the new trend in utilising ICT in classroom instruction. As such, this study set to determine the influence of transformational leadership style on decision-making and ICT readiness of teachers in secondary schools in Awka south local government area.

Purpose of the Study

The purpose of this study is to determine the influence of transformational leadership style on decision-making and ICT readiness of teachers in secondary schools in Awka south local government area. Specifically, the study determines;

1. The influence of transformational leadership style on decision-making of teachers in secondary schools in Awka south local government area.

2. Teachers’ readiness for ICT in Awka South local government area.

3. The teachers’ level of knowledge on ICT and usage.

Research Questions

The following research questions will guide the study:

1. What is the influence of transformational leadership style on decision-making of teachers in secondary schools in Awka south local government area?

2. In what ways does the use of ICT pose a problem to teachers.

3. What is the teacher’s level of knowledge on ICT and usage?

Significance of the Study

This study will be of significant to the curriculum Planers, education policy makers, and the teachers.

Findings of the study will to a large extent help curriculum planners to develop the curriculum in line with the most effective application of ICT in teaching. It will help the management in seeing the need for retraining of the teachers to be ICT compliant.

The findings of the study will guide the policy makers in formulating educational policies that will promote the application of ICT in learning in Nigeria.

The teachers will find the findings of this study very useful, as it will guide them in the applications of ICT for effective teaching to improve the performance of students.

Scope of the Study

This study will cover the influence of transformational leadership style on decision-making of teachers, the teachers’ level of readiness on ICT and its usage as well as teachers readiness for ICT usage in secondary schools in Awka south local government area.

HOW TO RECEIVE PROJECT MATERIAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address

(3) Payment Name

(4) Teller Number

We will send your material(s) after we receive bank alert

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.