International Journal of Scientific and Research Publications, Volume 9, Issue 7, July 2019 938 ISSN 2250-3153 http://dx.doi.org/10.29322/IJSRP.9.07.2019.p91123 www.ijsrp.org Relationship Between Principals' Adversity Quotient and Leadership Styles in Secondary Schools in Delta State, Nigeria Perpetua N. Okorji (Ph.D), Fabian Epetuku Department Of Educational Management And Policy Nnamdi Azikiwe University, Awka, Nigeria. DOI: 10.29322/IJSRP.9.07.2019.p91123 http://dx.doi.org/10.29322/IJSRP.9.07.2019.p91123 Abstract- The study investigated the relationship between principals' adversity quotient and leadership styles in secondary schools in Delta State. Five research questions guided the study. Correlation research design was utilized for the study. The population of the study comprised 414 principals from 414 public secondary school in Delta State. The sample was made up of 290 principals from 414 secondary schools. The sample was composed through systematic sampling technique. Two instruments were used for data collection for the study. The instruments are: Questionnaire on Principals' Adversity Quotient (AQP) and Multifactor Leadership Questionnaire (MLQ). The instruments were validated using three experts. Reliability indexes of 0.88 for AQP and 0.85 for MLO were obtained using Cronbach's Alpha. Out of the 290 pairs copies of Questionnaire (AQP and MLO) distributed, 282 copies were duly completed and retrieved representing 97.2% return rate. Data were analyzed using Pearson's Product Moment Correlation Co-efficient. The results of the study showed that adversity quotient of secondary school principals were significantly related to democratic, autocratic, laissez-faire, transactional and transformational leadership style. It was also reported the need for a leadership training and development design by management of secondary education board to enhance leaders who have been found with low adversity quotient since adversity quotient is positively related to the leadership styles discussed. Based on the findings of the study it was recommended, among others, that secondary school principals should be made to be aware of the relevance of having high adversity quotient as it will likely facilitate their adoption of appropriate leadership styles. Index Terms- Principals, Leadership styles, Adversity, Adversity Quotient and Secondary Schools. I. INTRODUCTION asically educational institutions are often forced to deal with numerous internal and external adversities in their operation. The way and manner these adversities are responded to can be determined by the leadership style of the principal who is the recognized head of the school. Leadership is the process of interactive influence that occurs when, in a given context, some people accept someone as their leader to achieve common goals (Alberto, 2016). As the recognized leader in a school, the principal has a lot of responsibilities and accountability in the organization. The principal's position is critical to the organizational development, and academic growth of the students, because he is usually the main source and the driving force that sustains the welfare of the school (Kotirde, Yunos & Anaf, 2014). The principal is concerned with the quality of instruction as well as the students’ welfare, moral and spiritual tone of the school, maintenance of discipline, working with teachers to meet curriculum standards and set goals and objectives, academic achievement and improvement of the school, communicating the school’s mission, goals and policies to teachers, students, parents and community, directing and delegating (where necessary) school operation, overseeing staff performance and supervising students’ behaviour (Habegger, 2008). The above duties associated the position of principal bring him into contact with teachers, students, parents, education ministry and the society at large. The constant interaction principals have with different people, stakeholders and situations within and outside the walls of their school and the constantly changing environment provide many adversities for them to contend with. Advances in technology, changes in educational policy, financial limitations, changes in student demographics, and the increased call for accountability are some factors that require responses in the field of education by education managers in this case the principals (Abdullahi & Onasanya, 2010; Peter, 2017 and Uzoma, 2010). In the same vein, Canivel (2010) argues that poor funding, academic achievement, high risk behaviour among students, and violence are some of the issues that provide assortment of adversities in education. Dohrenwend (1998) refers to adversity as a calamitous or disastrous experience and a condition of suffering, destitution, or affliction. He further pointed out that adversity may apply to conjunction of events that is the cause of unhappy change of fortune or to an ensuing state of distress. Johnston and Scholler- Jacquish (2007) precisely define adversity as great trial, hardship and tribulation. Stoltz and Weihenmayer (2010) categorize adversity into two: (a) inner adversity which is the internal, physical, mental, emotional, and spiritual states that cause hardship; (b) outer adversity in their view are things that occur externally that cause difficulty like militancy, terrorism, kidnapping and accident during excursion or field trip. In view of B