10th U6+ Consortium of African Universities International Conference

This study examined the extent to which principals’ leadership styles and emotional intelligence predict teachers’ job performance in public senior secondary schools in Ogun West Senatorial District, Nigeria. Effective school leadership significantly influences teachers’ motivation, instructional delivery, job satisfaction, and productivity, while emotional intelligence enhances leadership effectiveness through improved interpersonal relationships and school climate. The study adopted a survey research design and was guided by one research question and four hypotheses. Using a multistage sampling technique, 600 SS2 students and 300 teachers were selected. Data were collected using three validated instruments with reliability coefficients of (TEPPEIAS, r = 0.86; PELSAS, r = 0.90 and SPTJPAS, r = 0.88). Data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and Multiple Regression. Findings revealed significant positive relationships between principals’ emotional intelligence and teachers’ job performance (r = 0.417, p < .05), and between leadership styles and job performance (r = 0.507, p < .05). Transformational leadership (β = .194) remained the strongest predictor, while the laissez-faire leadership (β = −.079) was the weakest, negative and non-significant. The combined variables accounted for 52% of the variance in teachers’ job performance. The study recommends enhanced professional support for principals to strengthen leadership effectiveness.