Exploring the Relationship between Student Achievement and Extrovert School Leadership

Abstract

This study aims at exploring the relationship between extrovert school leadership and their academic performance in terms of student academic achievement. The key research objectives involve to identify secondary school leadership as extrovert or introvert and to determine the academic performance. The study adopts positivist paradigm, uses survey method and follows a co relational research design. Two adapted questionnaires of Eysenck (1967) and Stronge (2011) are used to investigate the extroversion∕ introversion personality traits and academic performance of secondary school principals respectively. Population of the study comprises 32 secondary school principals and 471 teachers of working in Federal Government Educational Institutions (FGEIs). Sample is selected using random sampling technique and it comprises 270 subjects including 32 secondary school principals and 238 teachers. Pearson correlation is applied using SPSS (Version 21.0) to find out relationship between the personality trait of extroversion and academic performance. The study reveals that majority of extrovert school principals’ focus to improve overall learning environment of the school. They are found to be positively correlated with their academic performance. The study recommends that the school principals should be provided proper awareness about the desired performance standards. Principals should be encouraged to adopt positive personality trait of extroversion in order to enhance student academic achievement