PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP PRACTICE AND ORGANIZATIONAL COMMITMENT AMONG SECONDARY SCHOOL TEACHERS IN CALABAR EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA

Abstract

This study investigated principals’ transformational leadership practice and organizational commitment among secondary school teachers in Calabar Education Zone of Cross River State, Nigeria, with a population of 2053 teachers across all the public secondary schools in the study area. Stratified random sampling technique was utilized to draw a sample of 821 teachers as respondents. An instrument for data collection was developed by the researcher. The instrument was entitled:“Principals’ Transformational leadership Practice a Organizational Commitment Among Secondary School Teachers Questionnaire (PTLPOCASSTQ).” Using Cronbach Alpha method, the reliability index was 0.84 which was regarded as high enough to justify the use of the instrument for data collection. Data gathered were coded and analyzed using ANOVA of a simple linear regression. The result of the analysis indicated that principals’ transformational leadership practices in terms of idealized influence and individualized consideration significantly predicted organizational commitment among secondary school teachers in Calabar Education Zone of Cross River State. Arising from the results of the analysis, one of the recommendations was that, there should be synergy between Secondary Education Board and Ministry of Education to invest in training programs and workshops to enhance principals' transformational leadership practices in terms of idealize influence to ensure that principals behave in a manner that will command respect and trusted in their administrative methods as well as identifying with the teachers.