ADMINISTRATIVE PRACTICES OF PRINCIPALS AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated the administrative practices of principals as correlates of teachers’ job performance in public secondary schools in Anambra State. Specifically, the study sought to investigate motivational, supervisory, participatory decision-making as well as staff professional development practices as correlates of teachers’ job performance. Four research questions guided the study and four null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study comprised 5,286 teachers in the 263 public secondary schools in Anambra State. The sample for the study comprised 665 teachers drawn using multistage sampling procedures. Two set of questionnaires titled ‘‘Principals’ Administrative Practices Questionnaire (PAPQ) and Teachers’ Job Performance Questionnaire (TJPQ) were used for data collection. The face and construct validation of the instruments were determined by three experts who are lecturers in the Department of Educational Foundations, two specialists in Educational Management and a specialist in Measurement and Evaluation, all in the Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam campus. The internal consistency of the instruments was determined using Cronbach Alpha which yielded reliability coefficient values of 0.81, 0.79, 0.80 and 0.79 for Clusters A, B, C and D of PAPQ with overall reliability coefficient value of 0.80 and the coefficient obtained for TJPQ was 0.83.The researcher together with six research assistants, who are secondary school teachers in the area of study, administered 665 copies of the questionnaires directly to the respondents and 654 copies were retrieved which represented a 98 percent return rate. Data were analyzed using Pearson Product Moment Correlation for the research questions, and simple regression for the hypotheses. The findings of the study revealed among others that there is strong relationship between motivational practice of principals and teachers’ job performance in public secondary schools in Anambra State. It was also reported that there is significant relationship betweenprofessional development practice of principals and teachers’ job performance in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Post Primary School Service Commission organize regular professional development programmes for teachers to enable them up-date their knowledge and skills to bring about improvement on their job performance.