RELATIONSHIP AMONG SCHOOL LEADERSHIP STYLE, TEACHER MOTIVATION, AND SCHOOL RESOURCES ON STUDENTS PERFORMANCE IN SOCIAL STUDIES EDUCATION
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RELATIONSHIP AMONG SCHOOL LEADERSHIP STYLE, TEACHER MOTIVATION, AND SCHOOL RESOURCES ON STUDENTS PERFORMANCE IN SOCIAL STUDIES EDUCATION
Abstract
This study investigates the interplay between school leadership style, teacher motivation, and school resources and how these factors collectively influence students’ performance in Social Studies education. Drawing on a quantitative research design, data were collected from teachers and students across multiple secondary schools. The leadership styles examined include transformational, transactional, and laissez-faire modalities of school leadership. Teacher motivation was measured in terms of intrinsic and extrinsic motivational factors, while school resources encompassed both physical (e.g., textbooks, classroom facilities) and human (e.g., specialist staff, professional development opportunities) resource categories. Students’ performance in Social Studies was operationalised through standardized test scores and classroom assessment results. Using regression and mediation analyses, the findings indicate that transformational leadership positively correlates with higher levels of teacher motivation, which in turn mediates improved student performance. School resources moderate the relationship, such that the positive effects of leadership and motivation on student outcomes are stronger in schools with ample resources. Conversely, less effective leadership styles (e.g., laissez-faire) and scarce resources undermine teacher motivation and student achievement. The study underscores the critical role of leadership in fostering a motivated teaching workforce, and highlights that even motivated teachers may struggle to drive student learning without sufficient resources. Practical implications include the need for educational policymakers and school administrators to prioritise leadership development interventions and strategic resource allocation to maximise student outcomes in Social Studies education.
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Questions
1.4 Objectives of the Study
1.4.1 General Objective
1.4.2 Specific Objectives
1.5 Significance of the Study
1.6 Scope and Delimitations of the Study
1.7 Definition of Key Terms
1.8 Organisation of the Study
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Conceptual Review
2.2.1 School Leadership Styles (Transformational, Transactional, Laissez-faire)
2.2.2 Teacher Motivation (Intrinsic, Extrinsic)
2.2.3 School Resources (Physical, Human, Financial)
2.3 Theoretical Framework
2.3.1 Relevant Leadership Theory
2.3.2 Motivation Theory
2.4 Empirical Studies
2.4.1 Studies on Leadership Style and Student Performance
2.4.2 Studies on Teacher Motivation and Student Performance
2.4.3 Studies on School Resources and Student Performance
2.4.4 Studies on Combined Effects/Interactions
2.5 Gaps in the Literature
2.6 Summary of the Chapter
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample Size and Sampling Technique
3.5 Instrumentation
3.5.1 Development of the Instruments
3.5.2 Validity and Reliability of the Instruments
3.6 Data Collection Procedure
3.7 Data Analysis Techniques
3.8 Ethical Considerations
3.9 Summary of the Chapter
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
4.2 Demographic Characteristics of Respondents
4.3 Presentation of Data on School Leadership Style
4.4 Presentation of Data on Teacher Motivation
4.5 Presentation of Data on School Resources
4.6 Presentation of Data on Students’ Performance in Social Studies
4.7 Analysis of Relationships Among Variables
4.7.1 Relationship between Leadership Style and Student Performance
4.7.2 Relationship between Teacher Motivation and Student Performance
4.7.3 Relationship between School Resources and Student Performance
4.7.4 Interactive/Moderating Effects (e.g., School Resources moderating Leadership Style → Performance)
4.8 Discussion of Findings in Relation to Literature
4.9 Summary of the Chapter
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of Findings
5.3 Conclusion
5.4 Recommendations
5.5 Implications for Practice and Policy
5.6 Suggestions for Further Research
5.7 Limitations of the Study
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