PRINCIPALS' SUPERVISORY TECHNIQUES AND TEACHERS' JOB PERFORMANCE IN SECONDARY SCHOOLS IN IKOM EDUCATION ZONE, CROSS RIVER STATE, NIGERIA (original) (raw)
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International Journal for Social Studies , 2017
The persistent and prolonged pitiable state of teachers' job performance leading to poor academic achievement of secondary school students in Ebonyi State has become a source of concern and worry among stakeholders and parents. This could be that instructional supervision is not regularly performed by the principals in order to provide professional guidance and assistance to teachers to enable them improve on their instructional delivery. It therefore becomes necessary to investigate the relationship between principals supervisory techniques and teachers job performance in secondary schools in Ebonyi State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The study population comprised 4,368 secondary school teachers in Ebonyi State. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of PSTQ and 0.78 for TJPQ respectively. Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that there is a high positive correlation between classroom observation techniques and teachers' job performance in secondary schools in Ebonyi State. It also revealed that there was a significant relationship between principals' demonstration techniques and teachers' job performance in secondary schools in Ebonyi State. Based on the findings, conclusion was drawn and it was recommended among others that government should provide opportunity for principals to attend conferences, workshops, seminars and colloquiums on supervisory techniques at least once a year both nationally and internationally for more acquisition of skills and knowledge for effective instructional supervision in order to keep them at par with their foreign counterparts.
THE PRINCIPALS’ SUPERVISORY PRACTICES AND TEACHERS’ JOB PERFORMANCE IN EKITI STATE SECONDARY SCHOOLS
2004
The study examined Principals Supervisory practices and the extent to which these could enhance teachers’ job performance. Three hundred and Seventy teachers including the principals drawn from twenty secondary schools in sixteen Local Government Areas of Ekiti State were used in the study. Descriptive research survey was used for the study. A questionnaire titled “Principals Supervisory Practice and Teachers Job Performance” PSPTJP was administrated on the teachers and principals. Pearson's product moment correlation and t-test statistics were used to test all the hypotheses at 0.05 level of significance. The findings revealed that there was a significant positive relationship between principals’ supervisory practices and the teachers’ job performance. Based on the finding, it was recommended that Principals should therefore employ supervisory practices that will encourage the teachers to put in their best while discharging their duties.
2004
This study investigated the difference between public and private secondary schools in Ekiti-State with regard to principals’ supervisory practices and teachers' job performance. Three hundred and seventy teachers including the principals drawn from twenty public and private secondary schools in the sixteen local government areas of Ekiti-State through stratified random sampling technique were used for this study. Descriptive research survey was used for the study. A validated questionnaire titled “Principals Supervisory Practice and Teachers job performance” (PSPTJP) was administered on the teachers and principals. t-test statistics was used to test all the hypotheses at 0.05 level of significance. The findings revealed no significant difference between public and private secondary school in Ekiti State with regards to principals supervisory practices and Teachers job performance. Based on the findings, it was therefore recommend that both the Principals and teachers in the public and private secondary schools in the state should be given enough incentives and provided with conducive working environments so as to attain higher job-performance on their pans.
This research investigated the influence of principal's supervisory demonstration strategy on teachers' job performance in Cross River State, Nigeria. Respondents involved six hundred and sixty (660) teachers and three thousand, three hundred senior secondary school students which were randomly selected from two hundred and thirty two (232) secondary schools in Cross River State. Data was collected with Principals' Instructional Supervisory Strategies Questionnaire (PISSQ) and Teachers' Job Performance Scale Questionnaire (TJPSQ). The result of analysis utilizing one-way analysis of variance (ANOVA) indicated that principal's demonstration strategy did not significantly influence teachers' job performance. It is recommended that regular supervision should be organized by the Ministry of Education using more robust supervisory strategies which may include classroom visitation and inspection, inspection of teachers' lesson notes, conferencing strategy, inspection of teachers' record keeping, and administrative workshop strategy.
Journal of Education and Practice, 2015
The study investigated the relationship between instructional supervisory practices and teachers’ role effectiveness in public secondary schools in Calabar South Local Government Area of Cross River State. Two null hypotheses were formulated to guide the study. Ex-post facto research design was adopted for the study. The population of the study comprises all public secondary school principals and teachers in the study area. There are a total of six (6) principals and four hundred and thirty-three (433) teachers. Simple random sampling technique was used to select one hundred and ninety-five (195) teachers from six (6) public secondary schools. A well structured questionnaire tagged “Instructional Supervisory Practices Questionnaire (ISPQ) and Teachers’ Role Effectiveness Questionnaire (TREQ)” were used for data collection. The results of the analysis revealed that there was a significant positive relationship between instructional supervisory practice of classroom observation and te...
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals' instruction supervision practices and teachers' job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: 'Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire' (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial-test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson's Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
Headship Supervisory Practices as Predictors of Teachers' Job Effectiveness in Nigeria Schools
IJSSHE-International Journal of Social Sciences, Humanities and Education , 2018
This study examined the supervisory practices of school heads in Nigeria schools. It investigated the influence of headship supervisory practices on teachers' job effectiveness. The study adopted descriptive survey research design. The population for the study comprised all public schools heads and teachers in a state. The sample comprised 30 heads and 450 teachers. Using stratified random and purposive sampling methods, 5 schools were selected each from the 6 Local Government Areas in Ondo State. From each school, 15 teachers and their head teacher were randomly selected. Two validated instruments titled "Headship Supervisory Practices Questionnaire-(HSP-Q)" and "Teachers' Job Effectiveness Questionnaire-(TJE-Q)" were used for data collection. Data collected were analyzed using percentage, mean and multiple regression analysis. The results showed that supervision of classroom instructions, teachers' attendance during lessons, supervision of lesson notes, students' academic progress, and teacher's development and trainings were all performed by heads in Ondo State secondary schools. The results further showed that up to 72.4% variance in school effectiveness can be attributed to the variations in headships' supervisory practices. The study concluded that the combination of the headship supervisory practices significantly influence teachers' job effectiveness.
2020
This study examines the influence of principals’ management practices on teachers’ job performance in secondary schools in Kaduna State. To guide the study, two (2) research questions and two (2) null hypotheses were raised. Descriptive research design was used for the study with the total population of 15,135. Purposive sampling technique was used to select three hundred and seventy-eight (378) respondents. Based on the theoretical and empirical constructs of the study variables, the researcher designed a close-ended questionnaire on five-point Likert scale which was administered to the 378 selected respondents randomly. Analysis of Variance (ANOVA) was used to test the two (2) hypotheses postulated for the study at 0.5 level of significance. The findings of the study revealed that Principals used record keeping as a viable tool for monitoring teachers’ job performance, decision-making process provided guidelines on how teachers perform their duties in secondary schools in Kaduna S...
British International Journal of Education And Social Sciences Vol.7, No.6; June- 2020 ISSN (3342 – 543X); p –ISSN (4519 – 6511), 2020
The study assessed influence of principals' administrative role on teachers' job performance in Catholic secondary schools, Nasarawa State. The study was guided by 2objectives with corresponding research questions and hypotheses. The research design that was used for this study was cross-sectional survey research design. The population of the study consisted of 232 principals and teachers. The sample size of this study was selected using census sampling technique. The sample size consisted of 8 principals and 224 teachers from 8 Catholic secondary schools. The instrument that was used for data collection is called Teachers' Questionnaire on the Influence of Principals' Administrative Role on Teachers' Job Performance in Catholic Secondary Schools (TQIPARTJPCSS) in Nasarawa State. The questionnaire consisted of 18 items constructed based on 5-point Likert's scale. The instrument yielded 0.80 as the logical validity index. The instrument yielded 0.88 as coefficient of internal consistency. Descriptive statistics of mean and standard deviation were used to answer the research questions while t-test statistic was used to test the formulated null hypotheses at 0.05 level of significance. The findings of the study revealed that there is a significant influence of principals' supervisory role on teachers' job performance in Catholic secondary schools in Nasarawa Stat and, there is a significant influence of principals' communication skills on teachers' job performance in Catholic secondary schools in Nasarawa State. One of the recommendations of the study is the need for principals to develop series of supervisory strategies such as regular classroom visitation, coaching of newly employed teachers, guiding teachers with teaching deficiencies among others to help teachers acquire the necessary skills needed for effective job performance.