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Volume: 03 Issue: 03 | Mar-2023
ISSN: 2181-2624
www.sciencebox.uz
Analytical Journal of
Education and Development
12
TASK-ORIENTED LEADERSHIP STYLE AND PERFORMANCE OF
EDUCATIONAL INSTITUTIONS IN NIGERIA
Ogunode, Niyi Jacob
Federal University Wukari, Nigeria
J. A Olowonefa. (PhD)
Department of Educational Management, University of Abuja
Victor Olugbenga Ayoko
Faculty of Education, National Open University of Nigeria
Abstract: The paper discussed the application of the task-oriented leadership style in
addressing specific educational problems in Nigerian public educational institutions. The paper
adopted secondary data for the collection of data. The secondary data were obtained from print
and online publications. The paper concluded that a task-oriented leadership style can be used
for specific school problems. The paper also discovered that a task-oriented leadership style can
be used to improve teachers' job performance and students' academic performance in
educational institutions in Nigeria. Based on this, the paper recommended that school
administrators in Nigeria should learn more about task-oriented leadership styles for
application in providing quality leadership in their respective schools and the government
should expose school administrators to constant capacity-building programmes that are
leadership style inclined.
Keywords: School administrator, Teachers' job performance, Students' academic
performance.
Introduction
The school is an educational institution where teaching and learning take place. School is a
social environment designed for teaching and learning. The school has an objective to achieve.
Adeyemo (2001) noted that the major goal of the school is to work towards the attainment of
academic excellence of the students by the teachers.
School is designed to operate with the students, teachers and school administrators. The students
are regarded as the king in educational institutions. The students are learners. The students
depend on the teachers for instruction. The students are a critical component of the school
system. The student's academic performance matter to every stakeholder in the educational
institutions.
In the roles of the teachers in the schools, the teachers are regarded as the implementer of the
school curriculum. The job of the teachers includes; implementation of curriculum, planning of
lesson notes, lesson plan, organization of instructional resources, assessment of students via
continuous assessment and examination, marking of students’ scripts and provision of feedback
to parents on students’ academic performance. Ogunode (2021a); Ogunode (2021b) and
Olowonefa & Ogunode (2021) observed that teachers are fundamental to the effective delivery
of the teaching programme in educational institutions. The teachers' place in educational
institutions cannot be replaced. The teacher plans the lesson, organizes the instructional
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resources and delivers the lesson. The teachers ensure the students learn the right knowledge and
skills through the process of teaching and learning. Teachers are found in all educational
institutions.
Muhammed & Ogunode (2021) opined that one of the basic functions of school administrators is
to ensure that teaching and learning take place and to ensure this, the school administrator needs
adequate and quality teachers. School administrators need teachers to implement the curriculum.
School administrators are powerless without teachers. The teachers determine the success of the
school administrators.
In respect of the roles of school administrators, the school administrator according to
Muhammed et al (2021) also known as principal appointed by the ministries of education to head
public secondary schools across the country. Appointment of principals or school administrators
is based on seniority in service. In Nigeria, the position of the principalship is based on
experience and promotion. This is because the Nigerian civil service relies mostly on years of
experience and promotion to elevate people from one cadre to the other, especially from the
classroom to the management levels (Dubi, 2014).
School administrators are appointed to help in the realization of the objectives of the schools.
The function of the school Principals/School administrators includes administration of teachers,
coordination of student programmes, resources allocation and physical resources application, and
school community relationship management (Muhammed et al, 2021). Ornstein (2008) viewed
the functions of the principal as setting instructional directions, result-oriented, team
management, organizational coordination ability, effective communication, development of
others and developing self. Dubi (2014) submitted that all the functions the principal discharges
daily are geared towards the fulfilment of the objectives of the school
Muhammed et al (2021) submitted that school leadership is very vital to the actualization of the
school objectives. Leadership has been identified as a crucial factor in instructional
effectiveness. It is a major factor in determining the success and progress of an institution. It is
the key to success in every organization because it can either influence the climate of the school
positively or negatively. Without effective leadership, even an institution full of talented teachers
will surely drift without purpose. It is therefore key to achieving collective excellence. It is the
leader who most greatly affects the organisational climate and provides direction, motivation and
inspiration for the school (Dubi 2014). In other words, the success of any institution depends
largely on the ability of the leader to maintain a conducive environment for the development of
its members. Wanyoko, & Muchanje, (2021) stated that school leadership is important as it
provides direction for the institution. It is the dream of every leader to achieve the set goals and
attain success. Achieving the set objectives requires a school leader to offer directions to the
teachers, students and other members of staff in the school working for the benefit of the
students. For school leaders to achieve the set goals, great cooperation is required between
teachers and the administrator. Principals steer the schools in the direction they want them to go
because they are the major decision-makers in the school.
School administrators have opportunities to adopt different leadership styles that best suit the
situation of their schools. Leadership styles are very important in school management and
administration. It provides opportunities for school leaders to solve pressing school challenges.
According to Yusuf (2012), no school can be greater than its leader. School administrators must
be able to incorporate and balance all tasks entrusted to their responsibility.
Educational institutions in Nigeria are plagued with different challenges that require the adoption
of different leadership styles to solve them. Poor students' academic performance has been
Volume: 03 Issue: 03 | Mar-2023
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identified as a major problem facing majorities of schools in Nigeria (Ogunode, 2021; Ogunode
& Ajape 2021; Ogunode & Abara 2021; Ogunode & Ugbome 2021; Edeh, 2021; Abah, Edeh &
Nwakamma, 2016 ). Another major challenge is the low job performance of teachers in most
public educational institutions across the country. School administrators in Nigeria are faced
with the challenges of adopting the right and most effective leadership style to address these
problems in the educational system. This paper is aimed to discuss the importance of the task-
oriented leadership style as the style that can be used to address the problems of poor students’
academic performance and low teachers’ job performances in public secondary schools across
the country.
Concept of Task-Oriented Leadership Style
Task-oriented leadership style has different definitions given by different scholars.
Online.stu.edu (2014) viewed a task-oriented leader as one that emphasizes the tasks needed to
achieve goals. Task-oriented leadership is “doing whatever it takes to get the job done. Task-
oriented leadership often is contrasted against relations-oriented leadership. The approach tends
to be autocratic and emphasizes completing tasks required to meet organizational goals. Jenn,
(2019) observed that task-oriented leadership focuses on achieving goals. Task-oriented leaders
delegate assignments, set clear processes and issue deadlines to ensure all team members remain
focused and deliver their part of the project within the designated time. Managers of the school
who use this style develop a structured workplace with clearly defined priorities and schedules
for administrative staffs and teachers.
Carter (undated) viewed task-oriented leadership as a directive style of leadership specifying
tasks and goals. Task-oriented leaders provide steps and a plan to meet the goals of an
organization. In task-oriented leadership, the leader can achieve a specific standard of
performance in their direction. Okumbe (2001) described task-oriented personnel as those with
no concern for the welfare of the workers. He or she is a workaholic and has no confidence in his
or her subordinates.
For Forsyth & Donelson (2010), task-oriented leadership is a behavioural approach, in which the
leader focuses on the tasks that need to be performed to meet certain goals or to achieve a certain
performance standard. The task-oriented leadership style covers some features of task
management. Task management, requires coordination of job-related activities, giving
importance to administrative activities, supervising teaching-learning delivery quality and
preparing financial reports. Thus, it can be concluded that leaders who adopt a task-oriented
leadership style, focus on completing necessary tasks to reach organizational targets. One of the
distinctive characteristics of these leaders is that they are less concerned with the employees,
who are the critical agents to achieve the desired goals. On the contrary, they are more concerned
with following a planned path to achieve specific organizational targets. Goddey (2017) saw
task-oriented leaders as leaders that focus only on getting the job done, and could be quite
autocratic. They actively define the work and roles required, put structures in place, plan,
organize, coordinate, direct and monitor. However, since task-oriented leaders do not tend to
think much about the well-being of their employees, this approach could suffer many of the
flaws of autocratic leadership with difficulties in motivating and retaining employees.
From the above definitions, task-oriented leadership can be defined as goal-inclined and focused
leaders in the school that ensure the completion of school objectives within a timeframe. Task-
oriented leaders in the school setting define the roles of the whole teachers specifically in the
schools and provide teaching resources for the teachers to carry out their teaching assignments.
The task-oriented leaders provide instructional materials for the teachers, and other educational
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resources to get the job done. In this kind of leadership in school, everything is focused on
achieving the school tasks and goals. Task-oriented school leadership is a school leadership
model in that the school leaders' priority is getting tasks done through the use of the teachers’
goal setting and definition. Task-oriented school leaders tend to be more focused on creating
step-by-step plans to achieve the school's objectives. Tasks-oriented leaders in school are very
organized, creating structures and systems for their teachers to excel in the school tasks.
Tasks-oriented leaders in school create clearly defined roles for each teacher and administrative
staffs. Tasks-oriented leaders in schools make sure teachers are on track with their school work.
A task-focused school leader employs performance review methods to assess the teachers'
productivity and care less about their emotional feeling at work. Task-oriented leaders in the
school know how to appoint teachers to various offices according to the teacher’s strengths,
competencies, and roles within the time limit required in the school calendar. Task-oriented
leaders in the schools understand that the school has limited resources and so they make defined
plans to assign the work to highly effective and efficient teachers to meet the closing date. In
doing this in the school, the school leader can achieve results more successfully than any other
kind of leadership style.
The advantages of task-oriented school leaders include the following;
1. Achieve School Goals: Task-inclined leaders are always goal attainment inclined and
because of this they deploy SMART strategies (Specific, Measurable, Attainable, Relevant,
and Time-bound) which help them create more realistic goals for the school and teachers.
This help to realize the school’s objectives.
2. Meet School Deadlines: When school leaders focused on getting school work done, this
helps them to meet all of the school deadlines. Setting a clear school deadline gives teachers
a chance to work ahead on school-specific projects and tasks.
3. Straightforward Leadership: Tasks-oriented leaders clearly defined teachers’ goals, job
duties, and expectations. This help teachers to be on the same page regarding activities. This
led to straightforward Leadership in the school.
4. Help Teachers to succeed: Tasks-oriented leaders in school set up clear paths for success for
teachers in the school. Tasks-oriented leaders know exactly what they need to do to impress
management and advance the teacher's careers. Tasks-oriented leaders focused more on
school tasks and how teachers will succeed on each task and responsibility.
5. Find better systems: Tasks-oriented leaders in school is key to getting more work done and
finding better strategies and systems to carry out the tasks by teachers in the school. Tasks-
oriented leaders in school are likely prone to cutting unnecessary tasks and focusing only on
the main school task. This help to improve school achievement and performance.
Disadvantages of being a task-oriented leader
The weakness or disadvantages of task-oriented school leaders include;
1. Reduce Teacher Morale: Task-oriented leaders also focused on getting schoolwork done
without time for some enjoyment at work. If teachers don’t get time to socialize or have a
little fun throughout the day in the school this may reduce their morale, possibly leading to
less productivity.
2. High Pressure for Teachers: Task-oriented leaders are always conscious of deadlines,
progress, and productivity which can be so stressful for some teachers.
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3. Lack of teachers’ Bonding: Task-focused leadership can lead to unhealthy competition
among teachers in the school.
4. More burnout of Teachers: Task-inclined leaders may be too focused on work to notice the
well-being of their teachers. This can lead to feelings of stress, apathy, or even burnout of
teachers in the school.
5. Poor Teachers’ Development: Task-inclined leaders focused on attaining school objectives
and ignoring teachers’ development. Task-inclined leaders focus on goal setting which may
help teachers meet the school’s objectives, but it may not be helping the teachers to grow as
individuals.
Carter, (undated) opined that the weakness of task-oriented leadership is that it ignores the
welfare and happiness of the staff. Being focused on the task can result in the leader ignoring
some critical issues that may come up within the team or among the teachers. Pushing the staff
or teachers to complete the job without paying attention to their personal needs can result in a
negative environment within the workplace, which can lead the workforce to be less productive.
Benjamin (2021) submitted that the application of task-oriented leadership in the organization
decreases staff motivation. Although task-oriented leaders excel at getting the job done, they
are not renowned for their people skills. The primary focus of a task-oriented leader is the
work itself. Providing support, mentoring and praise to employees is viewed as a distraction
that takes time away from what the leader sees as critical activities that are directly related to
the job at hand. Workers can become demotivated if they feel powerless to control any aspect
of their jobs. Because the task-oriented leader likes to control the situation, his staff may
become unhappy and have lower job satisfaction. Compounding the problem is the fact that a
task-oriented manager is uninterested in workers' feelings or emotions and sees no value in
providing his employees with autonomy.
Carter, (undated) asserted that task-oriented leadership tends to stifle ground-breaking, creative,
or spontaneous work. Instead, employees typically follow orders, have fixed deadlines for the
projects, and have less or no flexibility in completing the tasks. The team that works under this
kind of leadership can often lack interest, inspiration, and enthusiasm to go beyond the limits.
With few chances to explore new ideas, the staff gets limited in their ability to develop into more
complex job roles. Development and training are formal in this environment, which limits staff
development opportunities. Task-oriented leaders employ a decisive and direct management
style according to Benjamin (2021) which ignores alternative ideas in the organization. They are
skilled at telling people exactly what to do and how to do it. While this is a useful attribute
when quick decision-making is needed, the disadvantage of this approach is that the task-
oriented leader only has time to consider one opinion -- his own. Task-oriented managers are
so focused on getting the job done, they fail to solicit input from employees. This can mean the
leader misses opportunities for improvement from the people who know the task best -- the
employees who perform the work. The perceived disadvantages of task-oriented leadership
according to Benjamin (2021) are often dependent on situational factors and group dynamics.
Although a manager in a highly automated, production environment may be successful using
the task-oriented approach, a workgroup of professionals or academics is likely to favour
participation and want their ideas to be taken into consideration -- particularly when group
members are experts in their respective fields and the leader is not. Similarly, although task-
oriented leadership can be invaluable when providing a quick and effective response to an
emergency, it is much less suited to average, everyday situations.
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Task-oriented leadership skills in school include;
1. Clarify School objectives: Task-oriented leaders provide direct instruction for teachers in the
school. For example, if you are a social master in the school, the leader will provide details of
your functions as a social master in specific simple instructions, deadlines, and targets for the
social master to achieve the potential tasks in the office.
2. Framework tasks precisely. Task-oriented leaders in the school provide clear details of tasks
for all staff in the school by outlining the mission of the school, listing the essential jobs and then
accurately explaining the processes of carrying out each responsibility.
3. Set deadlines for school Tasks. Task-oriented leaders provide a time frame for each task
within the school system. Setting deadlines is essential for the teachers to have a sense of
achievement in the school's programme and assignments. Set reminders letter to the specific
teachers handling specific assignments and ask them to work actively on the programme, which
has strict deadlines.
4. Supervision and Guidance. Task-oriented leaders in the school provide clear advice and
direction to teachers to avoid mistakes and hassles. Task-oriented leaders in the school permit
opportunities to ask questions by teachers. Provide information, resources, research, and other
points of clarification. By offering guidance, you will address obstacles and move another step
towards progress.
5. Excellent Appointment: Task-oriented leaders in schools appoint teachers to different
offices. Task-oriented leaders know very well which teacher is suitable for a particular task in
the school. Task-oriented leaders are great at proper delegations in the school. They drive
productivity levels higher by identifying the strengths of their teachers.
Application of Task-Oriented Leadership Style by School Administrators
School administrators in Nigerian educational institutions can apply a task-oriented leadership
style to solve some common schools challenges such as low teachers' job performance and poor
students' academic performance in schools across the country.
Application of Task-Oriented Leadership Style to Improve Teacher's Job Performance in
School
Most Nigerian educational institutions are faced with the problem of teachers' laziness and low
teachers’ productivities. The teachers' job performance is critical to the development of the
school. Zaifada, Olowonefa, & Ogunode, (2023) submitted that teachers' job performance is the
level of attainment of the instructor's tasks and assignments in the school. Teachers' job
performance is the act or process by which the teachers execute the official responsibilities in the
schools. Teachers' job performance includes writing lesson notes, and lesson plan, organization
of laboratory instruments or teaching-learning materials, assigning tests and examinations,
marking of scripts, representing the school, extra– curriculum activities and motivating students.
The teachers' job performances are all activities and programmes the teachers carry out in the
school and the extent to which the activities are achieved.
Teachers’ job performance according to Zaifada, et al (2023) is the degree to which teachers
execute their official responsibilities in the school. Teachers' job performance is the capacity to
effectively inculcate the three domains such as cognitive, psychomotor and affective in the
learners. Teachers' job performance covers the roles of the teachers to substitute for the parent's
roles in the schools. A teacher's job performance is the duties performed by a teacher in a
particular period in the school system in achieving organizational goals (Obilade as cited in
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Selamat & Tautig, 2013). Teachers’ job performance could be measured through teachers’ job
satisfaction and job attitudes such as job commitment, feelings of job challenge, job
meaningfulness and job responsibility.
It has been observed that many public school teachers in Nigeria are lazy in terms of discharging
their responsibilities in schools in Nigeria (Abdul, 2016). Femi (2014) observed that some
teachers instead of teaching rather go and be marketing their products in the schools. Akin
(2014) submitted that some teachers are busy gossiping in the school while others are not coming
to school regularly. School administrators in such institutions can adopt a task-oriented
leadership style to solve the problems of teachers' failure to carry out their official tasks and
responsibilities. Task-oriented leaders allocate tasks to workers and ensure the tasks are done
without any complaints. Task-oriented leaders supervise workers and provide them with all
resources to carry out their assignments in the schools. Wanyoko, & Muchanje, (2021) observed
that task-oriented leaders are interested in the productivity of staff with little concern for the
welfare of workers. This type of leadership stresses the use of authority to control subordinates.
Task-oriented leadership demotivates employees who feel the need for inclusion in the
contribution of the organization's policy. On the other hand, task-oriented leadership is effective
in institutions where subordinates are lazy and with low productivity. Chan (2014) agreed that
task-oriented leadership is essential when there is too much freedom in the institution and low
productivity from workers. Wang & Guan (2018) noted that task-oriented leaders have all the
control of decisions in an organization and make choices depending on their ideas and
preferences and rarely allow subordinates to contribute to decision-making. Task-oriented
leaders provide clear expectations of what is to be done and how it should be done. They make
decisions independently with or without no input from their subordinates. Task-oriented leaders
outline tasks to be done and demand error-free results. Authoritarian principals make all
decisions to be followed, supervise them and are only concerned with the job processes.
Wang & Guan (2018) stated that the effects of principals' task-oriented leadership style on
teachers depend on certain conditions and may influence the relationship between task-oriented
leadership and students' achievement. A study conducted in the Delta State of Nigeria by Duze
(2012) on leadership styles of principals and job performance of staffs reported that the job
performance of staffs was affected by leadership styles: autocratic, democratic and
transformational to greater and lesser extents depending on the prevailing circumstances of the
school. Duze (2012) alluded that most principals, however, have not considered the effect of
leadership style on teachers’ job performance and by extension students’ academic achievement.
Leadership styles occupy a great position in school management. Principals’task-oriented
leadership style influences the relationship with teachers and the decision-making process.
Schools have many objectives to achieve but the emphasis is always placed on the student's
achievement in academics and co-curricular activities. The expectations of parents are excellent
achievement for their children.
Improves Students’ Academic Performance in External and Internal Examinations
In recent times the education stakeholders in Nigeria have talked about the falling standard of
education lamenting on poor performance of students in both internal and external examinations.
The poor performance of students in examinations can be caused by many factors such as the
failure of the teachers to carry out the assigned responsibilities of teaching the students in the
classrooms what they are supposed to be taught. Femi (2018) opined that teachers' failure to
cover the scheme of work and syllabus is a major cause of mass failure in the school system in
Nigeria.
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Zaifada, et al (2023) observed that students' academic performance is the level of achievement
the students attained through academic activities in the school within a set time. A student's
academic performance is the extent of positive changes that a learner received within a period in
school. Students' academic performance can be defined as learners' capacity to approach and
solve academic problems confidently as well as having the power with resilience spirit in the
stiff competition for space in academic matters. Student's academic performance is the maximum
effort made by students in an examination which is translated into grades or positions as
distinction, excellence, credit and merits (Zaifada, et al (2023). Academic performance refers to
a student's success in achieving educational goals and reflects how well students achieve the
standards set by an academic institution or by the local educational authorities (Steinmayr,
Meißner, Weidinger, & Wirthwein, 2014). Ijaiya (2004) asserted that student academic
performance refers to the standard that students should be able to know and be able to do.
The problem of poor students' academic performance can be solved by school administrators in
Nigeria by employing a task-oriented leadership style. Task-oriented leadership style is a
leadership style that focused on a particular organizational task and ensures it is been executed as
planned. This leadership style can be used in educational institutions where the student's
academic performance is poor. The application of the task-oriented leadership style will help to
restructure school task allocation among teachers considering professionalism, experiences,
qualification and skills. Teachers will be given a task they can carry out with the adequate
provision of resources to execute the task. Teachers are given targets and deadlines to achieve
the target under a task-oriented leadership style.
Many studies have established principals' leadership styles on students' academic performance in
schools. A study carried out in the USA on teachers' perception of principals' leadership styles on
students' achievement by Hardman (2011) found that principals' leadership styles affect students'
achievement positively. Another study by Teri, Barbara & Lucindia (2013) of the USA in a study
on leadership and students' achievement across societal cultures found that leadership approaches
that principals apply are significant in predicting students' achievement. A study in Australian
secondary schools (OECD, 2003) found that leadership impact is predominantly related to the
student's academic achievement via the more direct influence exerted upon how teachers
organize and conduct their instruction. Also, A study conducted by Harerimana & Adegoke
(2017) in Kigali Rwanda on the influence of leadership styles on students' achievement found
that leadership styles influenced students' achievement in academics. Wangui (2007) and Muli
(2005) on leadership styles on students' performance found that the leadership style that a
principal uses influences students' achievement whereas task-oriented leaders posted high mean
scores in Kenya Certificate of Secondary Education (KCSE). In the task-oriented leadership style
in specific, Wanyoko, & Muchanje, (2021) discovered that principals who practised task-
oriented leadership style posted high mean marks in KCSE.
Conclusion and Recommendations
Task-oriented leadership style is a leadership style that is task inclined. The leaders here focus
more on the task of individual workers and the institution's goals. Task-oriented leadership style
is one of the few leadership style school administrators can employ to solve the various
challenges their schools are faced with. Specifically, in Nigeria, low teachers' job performance
and poor students’ academic performance have been identified as major issues in educational
institutions. This paper examined the importance of adopting a task-oriented leadership style in
addressing specific educational problems in educational institutions in Nigeria. The paper
concluded that task-oriented leadership styles can be used in specific school challenges. The
Volume: 03 Issue: 03 | Mar-2023
ISSN: 2181-2624
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paper also discovered that a task-oriented leadership style can be used to improve teachers' job
performance and students' academic performance in educational institutions in Nigeria. Based on
this, the paper recommended
1. That school administrators should be more flexible in adopting a leadership style that will
enable the teachers to feel a sense of belonging, be motivated, and promote a collaborative
working environment towards achieving the school objectives
2. Teaching Service Commission should organize regular in-service programmes for teachers to
improve their skills and methods of teaching for better teachers' job performance in the
school.
3. School administrators in Nigeria should learn more about the task-oriented leadership style
so that they can adopt it whenever it is necessary.
4. The Education agencies should expose school administrators to constant capacity-building
programmes that are leadership style inclined.
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