Influence of Teachers’ Classroom Leadership Behaviour on Secondary School Students’ Cognitive Development in Cross River State, Nigeria

Résumé fourni par la source

The study was conducted to determine the influence of Teachers’ classroom leadership behavior on students cognitive ability in Cross River State, Nigeria. Three (3) research questions were formulated to guide the study and relevant literature was reviewed. A survey research design was adopted which made use of a sample of one thousand, two hundred and sixty senior secondary school students from 36 sampled schools across three educational zones in the state using multistage sampling technique; two research instruments (a questionnaire and pre-post cognitive ability test) were employed for data collection, a reliability coefficient of 0.78 was established, using mean score and standard deviation to answer the research questions. The findings of the study revealed that a classroom environment where teachers exhibit highly appropriate leadership behavior is more promotive of cognitive ability in learners, than where the teachers exhibit autocratic or lazier-faire leadership behavior. One of the recommendations was that, teachers should show interest in learners affairs, be objective or moderate in their leadership qualities.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.