Abstract
There has been a significant increase in interest in the development of educational leadership in recent years, not least in the school sector. However, little research exists on how leaders in higher education have learnt to lead, particularly those in "middle-leadership" positions such as heads of faculties (Deans) and departments (Heads of Department). A survey research design was used in which data was collected and analysed. The study consists of 74 academics administrators (leaders) this include fourteen (14) Deans of faculties and sixty (60) Heads of Departments in the University of Port Harcourt, Rivers State, Nigeria. Questionnaires were given out between February 2013 and April 2013 to secure academics' perceptions of the development experienced to equip them with the necessary attributes to lead. The findings show that higher education provides leadership training at the University of Port Harcourt. Majority of the respondents agreed that what leaders do is learnt on-the-job, self-taught and acquired through opportunities that working committees present, peer and faculty mentors. Also, on how leadership training at the University of Port Harcourt contribute to the role of the educational leadership. It revealed that most of the participants agreed that leadership training contributes to increasing decision making skills, communication, knowledge on personnel issues, and organizational skills. These findings are in line with Speck (2003), Vaughan (2007) and Jing and Avery (2008) who stated that participants in their studies felt that leadership training provided: more understanding of challenges associated with educational leadership positions, more applicable information to develop skills for leadership positions and increased their knowledge of personnel issues.
