Influence of Principal Leadership Styles on Vocational Education Programme Effectiveness in Ogun State

This study examined the influence of principal leadership styles on vocational education programme effectiveness in secondary schools in Ogun State, South West Nigeria. School leadership is widely established as a critical mediating factor in educational quality, and principals' leadership orientations directly shape the institutional culture, resource management, and staff motivation that underpin effective vocational programmes. Using a descriptive survey design, data were collected from 250 vocational teachers in 25 schools using the Multifactor Leadership Questionnaire adapted for secondary education. Programme effectiveness was assessed using a composite measure of enrolment, completion, practical assessment scores, and teacher satisfaction. Results showed that transformational leadership practices, characterized by inspirational motivation, intellectual stimulation, and individualized consideration, were positively associated with programme effectiveness, while laissez-faire leadership correlated negatively. Principals who actively participated in vocational programme planning and teacher development activities led the most effective programmes. The study recommends that the Ogun State Secondary School Management Board incorporate transformational leadership training into principal preparation programmes, establish school-level vocational education improvement plans led by principals, and include programme effectiveness indicators in principal performance appraisals. These findings contribute practical evidence for leadership development in vocational education management across South West Nigeria. Keywords: principal leadership, vocational education, Ogun State, programme effectiveness, transformational leadership.