Transformational Leadership Practices and Teachers’ Organisational Citizenship Behaviour in Public Senior Secondary Schools, Education District VI, Lagos State, Nigeria

Abstract

The study investigated how principals’ leadership styles influence teachers’ willingness to engage in voluntary, extra-role behaviours that enhance school effectiveness. The study adopted a descriptive survey research design, which allowed for the systematic investigation of relationships among variables without manipulating them. The population consisted of all teachers in public senior secondary schools within Education District VI of Lagos State, totaling about 1,500 teachers, while a sample of 200 teachers was selected using stratified and purposive sampling techniques to ensure fair representation across schools. Data were collected using a structured questionnaire. The instrument comprised items measuring leadership dimensions, idealised influence, inspirational motivation, and intellectual stimulation and OCB components. Data were analysed using Pearson Product-Moment Correlation (PPMC) to test the hypotheses at a 0.05 level of significance. The findings revealed a significant positive relationship between principals’ transformational leadership and teachers’ organisational citizenship behaviour. The study concluded that transformational leadership is a critical determinant of teachers’ organisational citizenship behaviour in Lagos State public schools. The study recommended that the Lagos State Ministry of Education should organise continuous leadership development programmes to equip principals with transformational leadership competencies. Keywords: Transformational Leadership, Organisational Citizenship Behaviour, Teachers, Public Senior Secondary Schools, Lagos State.