PRINCIPALS’ AUTHENTIC LEADERSHIP PRACTICES AS CORRELATES OF TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
Abstract
The study investigated principals’ authentic leadership practices as correlates of teachers’ organizational citizenship behaviour in public secondary schools in Anambra State, Nigeria. The study was guided by two research questions and two hypotheses tested at a 0.05 level of significance. A correlational research design was adopted for the study. The population of the study comprised 5,286 teachers in 262 public secondary schools in Anambra State. The sample size of 1,057 teachers which represents 20% of the population was drawn using proportionate stratified random sampling technique. Two sets of instruments titled “Principals’ Authentic Leadership Practices Questionnaire (PALPQ) and “Teachers’ Organizational Citizenship Behaviour Scale (TOCBS)’’ was used for data collection. The face validation of the instruments was determined by three experts, two from the Department of Educational Management and Policy and one specialist in Measurement and Evaluation from the Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe University. The internal consistencies of the instruments were determined using Cronbach alpha which yielded overall coefficients of 0.84 and 0.82 for (PALPQ) and (TOCBS) respectively. Data analysis was done using Pearson’s Product Moment Correlation to answer the research questions and a t-test of correlation to test the hypotheses. The findings of the study revealed among others that there is a strong positive correlation between principals’ internalized moral practice and teachers’ organizational citizenship behaviour in public secondary schools in Anambra State, Nigeria. It was also found that there is a significant correlation between principals’ relational transparency practice and teachers’ organizational citizenship behaviour in public secondary schools in Anambra State, Nigeria. Based on the findings, it was recommended among others that the Ministry of Education should develop policies to guide principals in their internalized moral practice to augment the organizational citizenship behaviour of teachers.
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References
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