The philosophy of leadership offers a reflective foundation for understanding how school principals’ values, beliefs, and administrative strategies influence teachers’ job performance. This study examined the intersection between philosophical leadership principles and practical administrative behavior in the management of educational institutions. Drawing insights from transformational, servant, and ethical leadership theories, the study explored how a principal’s vision, decision-making style, and interpersonal relations shape teacher motivation, instructional effectiveness, and professional satisfaction. Using a mixed-method approach, data were collected through questionnaires and interviews from principals and teachers across selected secondary schools in owerri. Quantitative analysis measured the correlation between leadership strategies such as participatory decision-making, supervision, communication, and motivation and key indicators of teachers’ job performance, while qualitative insights provided a deeper understanding of the ethical and philosophical orientations guiding principals’ actions. Findings revealed that leadership grounded in human-centered and value driven philosophy significantly enhances teachers’ productivity, commitment, and classroom engagement. Conversely, autocratic and inconsistent administrative practices diminish morale and hinder effective teaching. The study emphasized that the success of any educational system depends not only on technical management skills but also on the moral and philosophical depth of leadership. Consequently, the paper recommended continuous leadership training programs that integrate philosophical reflection with practical administrative competence.
Keywords: Philosophy of Leadership, Administrative Strategies, Transformational Leadership, Educational Management, Ethical Leadership.
Written by:
Dr Emmanuel E Ukata, CMF
Augustinian Institute, Makurdi
Oliagba Cynthia Nneka, D.M.M.M University of Abuja