Principals’ Managerial Competencies as Correlate of Teachers’ Organizational Behaviour in Public Secondary Schools in Anambra State

Abstract

The study investigated principals’ managerial competencies as correlate of teachers’ organizational behaviour in public secondary schools in Anambra State. The study was guided by two research questions and two null hypotheses were tested at 0.05 alpha level. Correlational research design was adopted for this study. The population of the study comprised 269 principals in 269 public secondary schools in Anambra State. Census sampling technique was used since the entire 269 principals were studied because it is relatively small and manageable. Two sets of instruments titled Principals’ Managerial Competencies Scale (PMCS) and Teachers’ Organizational Behaviour Scale (TOBS) were used for data collection. The instruments were face validated by three experts, two were from the Department of Educational Management and Policy, and one from Measurement and Evaluation Unit in the Department of Educational Foundations, all from the Faculty of Education, Nnamdi Azikiwe University, Awka. Cronbach’s Alpha method was used to determine the internal consistency of items in the instruments which yielded reliability coefficients of 0.77 and 0.84 for two clusters of PMCS with overall reliability index of 0.81, while 0.84 was obtained for TOBS. The researcher with five research assistants collected data for the study using the direct administration and retrieval method and 97% return was recorded. Data collected were analyzed using Pearson’s Product Moment Correlation Coefficient to answer research questions and test hypotheses. The findings of the study revealed that principals’ decision-making and motivational competencies have strong and significant relationship with teachers’ organizational behaviour in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should offer annual financial supports to principals for period of at least two years to enable them enroll in short leadership courses on decision-making competency to refresh their knowledge of making informed decisions that facilitate organizational behaviour of teachers.