Principals’ Collaborative Leadership, Teachers’ Professional Development, And Students’ Academic Performance in Senior Secondary Schools, Education District V, Lagos State, Nigeria
Nurudeen Olalekan Orunbon & Uzoma Bismark Nwogu
1*Department of Educational Management, Lagos State University, Ojo, Nigeria, Email: orunbon.nurudeeno@gmail.com, ORCID: https://orcid.org/0000-0002-7479-2624
2Corona Secondary SchoolAgbara Estate, Ogun State, Nigeria, bisun30@gmail.com
Abstract
In Senior Secondary Schools Educational District V, Lagos, Nigeria, this research looked into Principals' collaborative Leadership practice, Teachers' Development, and Students' Academic Performance. Two null hypotheses were developed to direct the investigation. The survey design used in the research was descriptive. A sample comprised 402 respondents, that is 385 teachers and 17 principals from 72 senior secondary schools from Lagos State's Educational District V. To address the study issues, the obtained data were analysed using Pearson Product Moment Correlation analysis, and the hypotheses were tested at the P<0.05 level of significance. The study showed that principals' collaborative leadership has a major impact on teachers' professional growth. The research also shows that professional development for teachers has a significant impact on students’ academic performance. It is recommended however that principals of public secondary schools should adopt and enhance collaborative leadership practices in light of the results.
Keywords
Collaborative leadership, Teachers’ development, Students’ academic performance, Teacher collaboration
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