INSTITUTIONAL LEADERSHIP STRATEGIES AND SUSTAINABLE PEACE EDUCATION IN SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

In today’s globalized world and knowledge–driven economy, any society wishing to develop must put in place a proper and well-planned educational system that will help drive technological advancement and transformation of society. This is because education has proven itself to be a potent kit for growth, development, progress and prosperity to individuals and nations alike. This study examined leadership strategies and sustainable peace education in secondary schools in Bayelsa State. A descriptive research
design was adopted for the study. The population of the study comprised of all the 7562 secondary school teachers in the 197-government owned secondary schools in Bayelsa State, Nigeria. A sample of 400 secondary school teachers in Bayelsa was used. The instrument for data collection is Leadership Strategy and Sustainable Peace Education Scale (LSSPES) developed by the researcher and validated experts. The reliability of the instruments was established using Cronbach Alpha formula and a value of 0.844 was obtained and considered appropriate for the study. The research questions were answered using mean and standard deviation, while Pearson Product Moment Correlation was used to test the hypotheses. The findings revealed that the extent to which institutional leadership strategies (measured as motivational and delegative strategies) influence sustainable peace education in secondary schools
in Bayelsa State was high. Also, the findings revealed that leadership strategies (measured as motivational and delegative strategies) significantly influence sustainable peace education in secondary schools in Bayelsa State. It recommended amongst others that school leaders should enhance their motivational and delegative strategies for a sustainable peace education in secondary schools in Bayelsa
State.