Personality Variables as Predictors of Leadership Role Performance Effectiveness of Administrators of Public Secondary Schools in Cross River State, Nigeria
Bibliographic record
Abstract
The study sought to find out the predictive effect of self-concept, self-efficacy, self-esteem and locus of control on the instructional and motivational leadership roles performance effectiveness of administrators of public secondary schools in Cross River State of Nigeria. The relative contribution of each of the independent variables to the prediction was also investigated. The survey design was adopted for the study. The study sample consisted of 400 school administrators. Two hypotheses were formulated to guide the study. Two sets of instruments namely, Personality Factor Questionnaire (PFQ) and Administrator Leadership Roles Performance Questionnaire (ALRPQ) with reliability indices of 0.75 and 0.72 respectively, were used for data collection. The data collected were analyzed using stepwise multiple regression analysis. The results of the study revealed that self-efficacy, locus of control and self-concept contributed significantly to the prediction of administrators’ effectiveness in instructional leadership role performance while self-esteem did not. Also, self-concept, self-efficacy, and self-esteem relatively made significant contributions to the prediction of administrators’ effectiveness in motivational leadership role performance while locus of control did not. Based on these findings, it was recommended among other things that personality test should be used as a tool for appointment of school administrators.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".