PRINCIPALS’ LEADERSHIP STYLES AS PREDICTORS OF TEACHING AND NON-TEACHING STAFF EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN OYO WEST LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Leadership in schools plays a critical role in shaping staff effectiveness and overall institutional performance. This study examined principals’ leadership styles as predictors of teaching and non-teaching staff effectiveness in public secondary schools in Oyo West Local Government Area, Oyo State, Nigeria. Specifically, it investigated the predominant leadership styles adopted by principals, assessed the effectiveness levels of both staff categories, and determined the predictive relationship between leadership styles and staff effectiveness. A descriptive survey research design with a predictive correlational approach was employed. The study involved 120 respondents, comprising 80 teaching and 40 non-teaching staff, selected through stratified and simple random sampling techniques. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that transformational and democratic leadership styles were predominantly practiced by principals and significantly predicted the effectiveness of both teaching and non-teaching staff. Transformational leadership emerged as the strongest predictor, while transactional and autocratic styles were not significant. The study concludes that motivational and participatory leadership approaches enhance overall staff performance, professional engagement, and institutional efficiency. The findings provide practical implications for leadership training, policy formulation, and the development of strategies to improve educational outcomes in Nigerian secondary schools.