The Impact of Leadership Styles on Project Team Performance in Educational Settings: A Comprehensive Analysis

Abstract

This study investigates the impact of leadership styles on project team performance within Nigerian university settings. The study uses a number of different studies to look at how democratic, authoritarian, and laissez-faire leadership styles affect staff morale, teamwork, and how information is shared in schools. With a systematic literature review method, this study looks in depth at how different leadership styles affect how well teams do their work. The reviews divide studies into groups based on how well they respond to two basic research questions. This helps us see how different types of leadership affect project teams in Nigerian universities in a more organised way. The results clearly show that democratic leadership is preferred in Nigerian colleges. This is because it encourages active participation, job happiness, and teamwork, all of which improve the organization's performance. Autocratic and laissez-faire styles, on the other hand, had various results. Letting things happen on their own sometimes made employees lose faith in management, while letting things happen naturally worked well in some places, like university libraries. The study finds that leaders who are open and adaptable, with a background in strategic planning and a focus on meeting the needs of the company, are the best way to get teams to work better in schools. These findings are very important for university managers, policymakers, and educational leaders in Nigeria. They show how important it is to have leadership training and development programs that promote flexible, welcoming management styles. The study also discusses about some problems, like limited access to data and differences in how institutions do things, that make it hard to use the results in other situations. The paper suggests that more research be 6 done on how customised leadership development can improve the performance and behaviour of teams in a range of academic settings.