Principals Leadership Competence and Teachers Job Satisfaction in Ondo North Public and Private Secondary Schools

Adepoju Oladehinde Joseph

doi:10.69725/aei.v1i4.361

Authors

Adepoju Oladehinde Joseph Upland College of Education Science and Technology, Ifira/Ipesi-Akoko Ondo State

DOI:

https://doi.org/10.69725/aei.v1i4.361

Keywords:

Leadership Competence, Job Satisfaction, Principals, Secondary Schools, Nigeria

Abstract

Purpose - This study examines the nexus between principals’ leadership competence and teachers’ job satisfaction in public and private secondary schools in Ondo North Senatorial District, Ondo State, Nigeria.

Design/methodology/approach - The study adopted a descriptive survey research design. Data were collected from secondary school teachers using a structured questionnaire that measured demographic characteristics, principals’ leadership competence, and teachers’ job satisfaction. The responses were analyzed using descriptive and inferential statistical procedures to determine patterns and differences across school ownership categories.

Findings - Teachers in public and private secondary schools perceived principals’ leadership competence in broadly similar ways. Teachers’ job satisfaction also showed no meaningful difference across school ownership categories. Leadership practices related to motivation, decision-making, communication, fairness, and collegiality emerged as important conditions that support teacher satisfaction, while recognition and career advancement remain areas for improvement.

Research limitations/implications - The study was limited to a single senatorial district and relied on self-reported questionnaire data. Future studies should broaden the scope to wider geographic contexts and employ mixed-methods approaches.

Practical implications - Education authorities and school proprietors should prioritize leadership development, teacher recognition, professional development, and participatory decision-making in both public and private schools.

Originality/value - This study provides contextual evidence that school ownership is less important than leadership quality in shaping teachers’ workplace satisfaction.

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Author Biography

Adepoju Oladehinde Joseph, Upland College of Education Science and Technology, Ifira/Ipesi-Akoko Ondo State

Dr. Adepoju Oladehinde Joseph is a distinguished Nigerian educator, scholar, and academic administrator with extensive expertise in educational leadership, administration, teacher training, and moral education. I currently serves as the Deputy Provost of Upland College of Education, Science, and Technology, Ifira/Ipesi-Akoko, Ondo State, Nigeria, where I provide visionary leadership as the chief academic and administrative officer.

I hold a PhD in Educational Administration, an M.Ed. in Educational Administration and Planning, and a B.A. (Ed.) in Religious Studies. My academic and professional journey reflects a deep commitment to advancing educational excellence, institutional development, and ethical leadership in Nigeria’s education sector.

Throughout my career, I have held several pivotal roles, including Deputy Provost (Administration) at Upland College of Education; Principal of Victory Academy International; Senior Lecturer and Head of Department of Christian Education at Testament Business School Theology and Seminary, as well as various adjunct, lecturing, and administrative positions (such as Dean and committee chairman) across institutions.

As a prolific researcher, I have published extensively on critical topics in education and society. His recent works include studies on students’ insights into school management leadership practices in Colleges of Education in South-West Nigeria, educational leadership and management as catalysts for academic excellence, institutional barriers to participatory and transformational leadership, challenges in the teaching profession, and the social impacts of the “get-rich-quick” culture on youth and communities in Ondo State. My research often employs rigorous methodologies (e.g., surveys, descriptive designs, and statistical analysis) to address practical issues in educational administration and societal development.

I am passionate about teacher education, school administration, moral and civic values, and fostering ethical leadership. I have been recognized for my scholarly contributions, administrative acumen, and dedication to nurturing future educators and leaders who prioritize integrity, hard work, and excellence over shortcuts. His appointment as Provost underscores the confidence placed in his ability to drive innovation, elevate academic standards, and promote transformative education in Ondo State and beyond.

In all my endeavors, I have embodies a lifelong commitment to lifelong learning, passionate teaching, and building resilient educational institutions that serve both academic and moral development.

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