N. Igu, F. Ogba

Ebonyi State College of Education (NIGERIA)
School leadership had always been seen as the prerogative of school administrators. The notion of teacher leadership which is not new has recently been transformed to say that while recognizing the centrality of teaching, it emphasises the need for teachers to extend their sphere of influence beyond the classrooms and into school wide leadership activities. Globally today, leadership roles have began to emerge and promise real opportunities for teachers to impact educational effectiveness without their necessarily leaving the classroom. This study will therefore investigate teacher leadership roles and educational effectiveness in Ebonyi State Nigeria. Using descriptive survey design, the study will address how teachers perceive their positions as leaders, the constraints militating against teachers playing leadership roles and the skills needed to be effective in promoting teacher leadership for educational effectiveness. To accomplish this study, three research questions will be posed and one null hypothesis formulated on the significant difference in the perceptions of the less experienced (10yrs<) and the more experienced (>10 yrs) teachers, regarding teachers leadership roles and educational effectiveness. The null hypothesis will be tested at 0.05 level of significance. The population of study will comprise all the 2,156 secondary school teachers from which, the respondents to the questionnaire, 1015 teachers will be sampled from the 198 secondary schools in Ebonyi State of Nigeria, using simple random sampling technique of balloting with replacement. The study instrument will be researchers’ made questionnaire that will be titled, teachers leadership roles and educational effectiveness questionnaires (TLRED). The findings will be discussed. Based on the findings, recommendations will be made and the paper will conclude.