Leadership Styles and Work-Related Flow Experience as Predictors of Teachers’ Productivity in Osun State, Nigeria

Abstract

This study assessed the influence of principal leadership styles and teachers’ work-related flow experience on teachers’ productivity in Osun state, Nigeria. Descriptive survey research design was employed and both probability and non-probability sampling techniques were used to select two-hundred (200) respondents. Validated quantitative instruments tagged ‘Work-Related Flow Questionnaire’ (WRFQ), ‘Leadership Styles Questionnaire’ (LSQ) and ‘Teachers’ Productivity Questionnaire’ (TPQ) with reasonable reliability coefficient were used to obtain information from the participants. Regression analysis was used to achieve all the three objectives as well as research questions. Empirical outcomes revealed that principal leadership styles-transformational, laissez-faire and transactional leadership styles had negative, and positive influence on teachers’ productivity with t (273) = (-.480; -2.710 & 0.633) respectively. Moreover, teachers’ work-related flow had positive and significant effect on teachers’ productivity as t (273) = 3.18 and p = .002 < 0.05. And that 55.8% variation that took place in teachers’ productivity was as a result of combine influence of teachers’ work-related flow experience and principal leadership styles. The study concluded that principal leadership styles and teachers’ work-related flow experience have a long way to go in determining teachers’ effectiveness in academic and non-academic oriented exercises. Recommendations consisted of principal’s application of varieties of leadership styles base on the prevailing circumstances of the school activities and frequent organisation of leadership training for potential and existing head of schools among others were suggested for the concerned stakeholders of education within the studied areas and beyond.