SIGNIFICANT RELATIONSHIP BETWEEN PRINCIPALS’ INDIVIDUALIZED CONSIDERATION AND TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ENUGU STATE

Abstract

The study aimed to investigate the significant relationship between the individualized consideration of principals and the job performance of teachers in secondary schools in Enugu State. This study adopted correlational survey design. The area covered by this research is in Enugu State of Nigeria. There are (300) public secondary schools with ten thousand eight hundred and six (10,806) teachers in public secondary schools in Enugu State. The sampling technique adopted for this study was the stratified sampling technique. 540 teachers, representing 5%  of all the secondary schools teachers in Enugu State.  The instrument for data collection is a structured questionnaire. The face validity of the instrument was established by three experts. Reliability of the research instruments were determined through a trial-test based on single administration of the instrument. The data collected were analyzed using the Cronbach Alpha statistical method in order to determine the instruments coefficient of internal consistency. The research questions was analyzed using Pearson Products Moment Correlation Statistics. The null hypothesis was tested at 0.05 alpha levels using Linear Regression Tool. The results of the study showed a strong positive correlation between principals' individualized consideration and teachers' job performance. This highlights the importance of principals' individualized consideration in promoting teachers' job performance in secondary schools. The study concludes that principals should focus on developing a positive relationship with their teachers, providing support and care, and recognizing their individual needs to enhance their job performance. This finding has significant implications for school leadership and management, as it can inform the development of effective strategies to improve teachers' job performance in secondary schools.