This study compared the leadership styles of principals dominating in both public and private secondary schools in Ido Local Government Area of Ibadan, Oyo State, and also investigated the principals’ gender differences. Leadership styles examined include: autocratic, visionary, , democratic, coaching, servant, , , , bureaucratic and digital. A descriptive research design was adopted. The population of the study consists of 26 public secondary schools and 97 registered private secondary schools. The total population of teachers in the study were 1194. Using the Taro formula, a sample size of 306 respondents were sampled of which questionnaires were administered and 305 questionnaires were retrieved and used for analysis. A self-designed questionnaire that yielded reliability coefficients of r= 0.942, 0.911, 0.924 were used for data collection. A research question and two hypotheses were used to guide the study. The findings of the study showed a significant difference in the leadership style adopted by school principals of both school types with mean =92.5 and 1149, SD= 9.712 and 11.634, while (t = 0.719; = 301, p <0.05). There is also a significant gender difference in the leadership style adopted by principals of both schools with mean =125.14 and 120.97, SD= 14.195 and 9.318 and (t= 2.909; = 301; p< 0.05). The study concluded that though there are significant differences in the leadership styles adopted by the school principals, there are no leadership styles. It is therefore recommended that; principals of both school types should blend and adopt styles that best fit the situation at hand. Thus, leadership style should be applied based on contingency.

Leadership does not only define an organisation’s successes and failures but also is important in sustaining teachers’ job engagement. The study investigates leadership styles and public senior secondary school teachers’ job engagement in Ibadan Metropolis, Oyo State. A descriptive research design was adopted. The population of the study consists of 1396 teachers and 143 principals in the 11 sampled local governments. The multi-stage sampling procedure was used, a sample size of 715 respondents was sampled of which questionnaires were administered and 600 (80%) of the sampled population were retrieved and used for analysis. Self-designed questionnaires with a reliability coefficient of r= 0.896 was used for data collection. Two research questions and one hypothesis were used to guide the study. Results of the findings show a high level of teachers’ job engagement, X = 3.56. The leadership style most utilised was digital leadership frequency 97 (principals’ perspectives) and Laissez-faire frequency 227 (teachers’ perspectives). The hypothesis raised shows a significant relationship between principals’ leadership styles and public senior secondary school teachers’ job engagement r= 0.934. The study concluded that leadership styles utilised by school principals influenced teachers’ job engagement. Hence, principals in public senior secondary schools in Ibadan should adopt digital leadership which encourages teachers’ job engagement as this style of leading is a blend of others’ leadership styles.