Influence of Principals’ Leadership Style on Science Teachers’ Productivity in Secondary Schools in Imo State

This study examined the influence of school principals' leadership styles on the productivity of Science teachers in secondary schools in Imo State, Nigeria. Principal leadership is a proximal determinant of teacher motivation and performance, and understanding which leadership orientations most effectively sustain science teacher productivity is critical for improving secondary science education management. A descriptive correlational design was used. The sample comprised 220 Science teachers from secondary schools across Owerri West, Orlu, and Okigwe senatorial zones. A Principal Leadership Style Inventory adapted from established transformational-transactional leadership frameworks and a Science Teacher Productivity Scale were administered, with reliability coefficients of 0.82 and 0.79 respectively. Pearson's correlation and multiple regression analysis were used. Results indicated that transformational leadership was the most significant positive predictor of Science teacher productivity, particularly in dimensions of creative lesson planning, willingness to mentor students, and participation in science co-curricular activities. Transactional leadership showed a moderate positive association, while laissez-faire leadership correlated negatively with productivity outcomes. Recommendations included leadership training for school principals emphasising transformational practices, inclusion of teacher wellbeing in school development plans, and annual science department performance reviews led by principals. Keywords: principal leadership, Science teachers, productivity, Imo State, transformational leadership.