Browsing by Author "IHUOMA LINUS CHUKWUDI"

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    TRANSFORMATIONAL LEADERSHIP PRACTICES AND PERFORMANCE OF MARIST SECONDARY SCHOOLS, NIGERIA
    (THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2025-08) IHUOMA LINUS CHUKWUDI
    Transformational leadership has gained widespread recognition for its role in enhancing organizational performance, particularly in the education sector. This study investigated the impact of transformational leadership practices Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration on the performance of Marist secondary schools. Anchored in Bass’s Transformational Leadership Theory, the research also drew on Social Learning Theory, Goal-Setting Theory, Creative Problem-Solving Theory, and Leader-Member Exchange Theory to provide a robust conceptual framework. A descriptive cross-sectional research design was employed, and structured questionnaires were used to collect data from 141 participants drawn from seven Marist secondary schools. Stratified random sampling was used to select teachers, while purposive sampling targeted Senior Secondary School Three students. The study adopted both positivist and post-positivist research philosophies. Data analysis was carried out using SPSS, incorporating descriptive statistics, Spearman’s rank, Pearson correlation, and multiple regression analyses. Diagnostic tests for normality, multicollinearity, and homoscedasticity were conducted to validate the statistical models. Reliability was confirmed through a pilot study, with Cronbach’s Alpha values of 0.807 for teachers and 0.856for students. Results indicated that Idealized Influence had the strongest positive correlation with school performance (r = 0.910), while Inspirational Motivation (r = 0.809) significantly influenced school culture. Intellectual Stimulation (r = 0.415) and Individualized Consideration (r = 0.511) showed moderate contributions to performance. However, leadership communication gaps and inclusivity challenges were noted. The study recommended strengthening leadership communication strategies, enhancing inclusive motivational practices, promoting creativity, and implementing structured mentorship programs. It concluded by suggesting future research on the long-term effects of transformational leadership on student outcomes and the evolution of leadership practices in educational settings.