SERVANT LEADERSHIP STYLES OF HEADTEACHERS AND PUPILS’ ACADEMIC PERFORMANCE IN LAGOS STATE PUBLIC PRIMARY SCHOOL, NIGERIA

Abstract

This study examined the relationship between the servant leadership style of headteachers and pupils' academic performance in public primary schools in Lagos State, Nigeria. The study was anchored on servant leadership theory. The correlational design was adopted and population of the study comprised of 1,020 public primary school headteachers and all primary six pupils in Lagos State, Nigeria. Taro Yamane was used to determine sample size of 287 headteachers and 400 primary six pupils selected through simple random sampling and disproportionate. Three research questions were raised and three null hypotheses were tested at 0.05 level of significance. Two research instruments titled: ‘Servant Leadership Style of Headteachers Questionnaire’ (SLSHQ) and Record Observation Format’ (ROF) were used for data collection. The validity of the instruments was determined by test expert and Cronbach alpha was used to determine the reliability at 0.74 and 0.72. The data collected were analysed using Pearson Product Moment correlation to test hypotheses formulated through Statistical Package for Social Science (SPSS) version 26.0. The findings of hypotheses 1, 2 and 3 showed that: a significant relationship existed between headteachers humility and pupils' academic performance in public primary schools in Lagos State, Nigeria. (r=.584; N=687; p<0.05); a significant relationship existed between headteachers empathy and pupils' academic performance in public primary schools in Lagos State, Nigeria. (r =.643; N=687; p<0.05); and a significant relationship existed servant leadership style of headteachers and pupils' academic performance in public primary schools in Lagos State, Nigeria. (r =.613; N=627; p<0.05). Based on the findings, the study concluded headteachers who exhibit servant leadership traits tend to achieve better academic outcomes. Therefore, it was recommended amongst others that fostering a culture of empathy, support, and shared vision, servant leadership can serve as a strategic tool for improving educational quality and pupil academic performance in public primary schools.