PRINCIPALS' CONTEXTUAL LEADERSHIP DIMENSIONS AS PREDICTORS OF TEACHERS' PRODUCTIVITY IN SECONDARY SCHOOLS IN KOGI STATE, NIGERIA

Abstract

This study examined principals' contextual leadership dimensions as predictors of teachers' productivity in secondary schools in Kogi State, Nigeria. Using a descriptive survey design, data were collected from 90 teachers and 90 principals across 90 secondary schools (42 public and 48 private) through validated questionnaires (PCLASQ, reliability = 0.72; TPQ, reliability = 0.75). Multiple regression analysis revealed that contextual leadership dimensions jointly accounted for 80.8% of variance in teacher productivity (R = 0.899, R² = 0.808, F(4,90) = 10.431, p < 0.05). Communication emerged as the strongest predictor (β = 0.833, p < 0.05), followed by work environment (β = 0.441, p < 0.05), while interpersonal relationships and motivation showed non-significant contributions. Pearson correlation analysis further revealed significant positive relationships between principals' communication and teachers' instructional performance (r = 0.236, p < 0.05), and between interpersonal relationships and teachers' attitude to work (r = 0.509, p < 0.05). The study concludes that effective contextual leadership, particularly through strategic communication and conducive work environments, significantly enhances teacher productivity. Recommendations include targeted training for principals in communication strategies, investment in school infrastructure, and policy reforms that support adaptive leadership practices. These findings contribute to the growing body of knowledge on educational leadership in developing contexts and offer practical guidance for school administrators and policymakers seeking to improve educational outcomes through enhanced leadership practices.