PRINCIPAL LEADERSHIP COMPETENCE AND TEACHERS SELF EFFICACY IN SECONDARY SCHOOLS IN OFFA LGA, KWARA STATE THIS TOPIC IS ALSO SUITABLE FOR:

TOPIC: PRINCIPAL LEADERSHIP COMPETENCE AND TEACHERS SELF EFFICACY IN SECONDARY SCHOOLS IN OFFA LGA, KWARA STATE

THIS TOPIC IS ALSO SUITABLE FOR:
1. Educational Management
2. Education
3. Management Sciences
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the influence of principals’ leadership competence on teachers’ self-efficacy in secondary schools in Offa Local Government Area, Kwara State. The study was specifically carried out to determine the influence of principals’ instructional leadership competence on teachers’ self-efficacy, evaluate the influence of principals’ human relations competence on teachers’ self-efficacy, determine the influence of principals’ administrative competence on teachers’ self-efficacy, and ascertain the influence of principals’ decision-making competence on teachers’ self-efficacy in secondary schools in Offa Local Government Area. The study employed the descriptive survey research design. Hence, a structured questionnaire titled “Principal Leadership Competence and Teachers’ Self-Efficacy” was used for data collection, while the data collected were analyzed using mean and standard deviation for research questions and Pearson Chi-square statistical tool for hypothesis testing. A total population of 614 personnel was used, comprising principals and teachers, while a sample size of 240 respondents was selected using stratified random sampling technique. The study revealed that principals’ instructional leadership competence significantly influences teachers’ self-efficacy at r = 0.781, t = 19.31, p = 0.021; principals’ human relations competence significantly influences teachers’ self-efficacy at r = 0.754, t = 17.72, p = 0.028; principals’ administrative competence significantly influences teachers’ self-efficacy at r = 0.812, t = 21.47, p = 0.017; and principals’ decision-making competence significantly influences teachers’ self-efficacy at r = 0.798, t = 20.38, p = 0.019. Based on the findings, the study recommends that school principals should strengthen their instructional leadership practices through effective supervision and feedback, improve human relations through cordial communication and motivation of teachers, enhance administrative efficiency for better school organization, and ensure inclusive and fair decision-making processes that will boost teachers’ confidence and instructional performance in secondary schools.
Keywords: Leadership Competence, Instructional Leadership, Human Relations, Administrative Competence, Decision-Making, Teachers’ Self-Efficacy.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
The role of leadership in determining institutional efficacy and professional efficacy in schools remains a focal point in educational systems around the world. Traditionally, leadership in formal organisations has been linked to the ability to direct human and material resources towards achieving specific goals, as Karakose et al. (2024) observe. In the educational context, leadership takes on a more complex nature, blending pedagogic leadership with organisational management. Recent reforms tend to position school leadership in the context of a wider set of accountability, teaching quality and staff motivation (Zakaria et al., 2022). In this context, the school principal takes centre stage, and the skills of the principal determine not only the effectiveness of the school but also the motivation of teachers, thus strengthening the link between leadership and learning outcomes (Pascual, 2023).
In line with this overall approach, the notion of instructional leadership competence has emerged as a predictor of instructional quality and practices. Instructional leadership refers to school principals' capacity to administer curriculum implementation, monitor teaching processes and support teacher development (Polatcan et al., 2021). Yusuf and Murtala (2024) argue that principals with high instructional competence are likely to foster a positive academic environment that boosts teachers' belief in their own instructional competence. This connection is also supported by Elfira et al. (2024), who claim that guidance and feedback systems enhance teachers' belief in their capacity to impact student learning. In this chain, teachers' self-efficacy is a psychological state that reflects their belief in their ability to perform teaching tasks (Zhang et al., 2025).
Adjacent to teaching competence is the realm of human relations competence, which emphasises human interactions in the school milieu. Principals are expected to build and maintain harmonious relationships, resolve conflicts and build a culture of trust and respect (Kanyip and Ogon, 2022). These relational qualities play a crucial role in shaping teachers' workplace emotions and professional experiences. Ahmad and Wahab (2025) stress positive leader teacher relationships play a crucial role in promoting self-efficacy, as teachers feel valued and supported. Similarly, Thaha et al. (2025) point out that participatory leadership and communication practices increase teachers’ feelings of belonging and confidence. These processes inevitably spill over into administrative competence, in which planning, allocation and implementation of policies and strategies also shape teachers' operational self-efficacy (Pontoh et al., 2025).
Administrative and decision-making competences reflect the structural and strategic aspects of school leadership, bridging the organisational and professional realms. Principals with competence in planning, coordination and evaluation provide a conducive environment that enhances teachers' performance (Opatunde and Oredein, 2023). Decision-making competence, especially when it is inclusive and rational, engenders a sense of ownership among teachers, and therefore strengthens their confidence in their professional competence (Ajape and Ayuba, 2025). Umeh and Hamzah (2025) highlight that timely and transparent decisions promote organisational stability, which in turn boosts teachers’ confidence in teaching. In the context of secondary schools in Offa Local Government Area of Kwara State, these leadership competencies, taken together, shape the working environment in which teachers' self-efficacy is nurtured, hence the need for academic attention.

1.2 Statement of the problem
The success of secondary education is intricately linked to the relationship between school leadership competence and teachers' self-efficacy, but this is not fully understood in specific local contexts, such as Offa Local Government Area of Kwara State. Teachers' self-efficacy, which refers to their confidence in their ability to plan, organize and implement classroom tasks, is a key factor in classroom teaching and student learning. Yet, differences in leadership practices in schools indicate that not all principals possess the necessary leadership competencies to enhance this professional quality. Although leadership theories stress the importance of instruction, human relations, administration, and participation, it is not yet clear how these competencies are translated into practice and how they impact teachers’ self-efficacy.
The reality of the situation suggests that principals function under varied administrative contexts, and often demonstrate varying degrees of instructional leadership, human relations, administrative efficiency and decision-making skills. Such disparities contribute to inconsistencies in teachers' professional experiences, particularly with respect to support, motivation and guidance. Pragmatically, the lack of clearly defined empirical evidence on the relationship between leadership competencies and teachers' self-efficacy in this locality restricts the capacity of policymakers and education administrators to develop leadership programs. As a result, perceptions of leadership effectiveness are often made in a general rather than contextualised manner, limiting the ability to strategically improve outcomes.
In addition, previous research has primarily focused on leadership competence and teacher outcomes at the regional or national level, with little attention given to the micro-level educational settings like Offa LGA. Thus, there is a significant gap in understanding how different aspects of principals' competence (instructional, human relations, administrative and decision-making) impact teachers' self-efficacy in carrying out their professional tasks. This makes it hard to determine which leadership dimensions have the strongest influence on self-efficacy or how these dimensions interact in the context of the operational environment of the secondary schools in the region.
This study is thus warranted to offer a systematic and contextualised analysis of the effects of principals' leadership competencies on teachers' self-efficacy in Offa Local Government Area. It aims to provide empirical evidence that can reveal the nature and magnitude of these relationships, and so provide a foundation for evidence-based leadership. The results will be used to guide policy and practice in the development of professional development strategies for school leaders, and enhance teaching quality through increased teacher self-efficacy.
1.3 Objectives of the study
The main purpose of this study is to examine the principal leadership competence and teachers self efficacy in secondary schools in Offa Lga, Kwara State. The specific objectives of the study seek to:
1.Examine the influence of principals’ instructional leadership competence on teachers' self-efficacy in secondary schools in Offa Local Government Area.
2.Examine the influence of principals’ human relations competence on teachers' self-efficacy in secondary schools in Offa Local Government Area.
3.Examine the influence of principals’ administrative competence on teachers' self-efficacy in secondary schools in Offa Local Government Area.
4.Examine the influence of principals’ decision-making competence on teachers' self-efficacy in secondary schools in Offa Local Government Area.
Other parts of chapter one include:
1.4 Research questions
1.5 Hypotheses
1.6 Significance of the study    
1.7 Scope of the study
1.8 Organisation of the Study
1.9 Operational definition of terms 

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of leadership, the concept of principal leadership competence, dimensions of principal leadership competence, the concept of teachers’ self-efficacy, factors influencing teachers’ self-efficacy, and the relationship between principal leadership competence and teachers’ self-efficacy etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises personnel in government-owned secondary schools in Offa Local Government Area, Kwara State, including principals and classroom teachers.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 242 participants.
Sampling Technique: The study employed a stratified random sampling technique, followed by simple random sampling, to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “Principal Leadership Competence and Teachers’ Self-Efficacy” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.
Full outline for chapter three;
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5  Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that principals’ human relations competence significantly influences teachers’ self-efficacy in secondary schools in Offa Local Government Area, as evidenced by the mean scores of all six items, which ranged from 3.63 to 3.80, above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.754, t-value of 17.72, and p-value of 0.028 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that principals’ administrative competence significantly influences teachers’ self-efficacy in secondary schools in Offa Local Government Area, as evidenced by the mean scores of all six items, which ranged from 3.88 to 3.94, above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.812, t-value of 21.47, and p-value of 0.017 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that principals’ decision-making competence significantly influences teachers’ self-efficacy in secondary schools in Offa Local Government Area, as evidenced by the mean scores of all six items, which ranged from 3.83 to 3.92, above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.798, t-value of 20.38, and p-value of 0.019 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
Reference
Appendix

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