PRINCIPALS’ INSTRUCTIONAL LEADERSHIP PRACTICES AS PREDICTORS OF TEACHERS’ JOB EFFECTIVENESS IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study determined the principals’ instructional leadership practices as predictors of teachers’ job effectiveness in secondary schools in Anambra State. Three research questions guided the study and three 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 (1,872 males and 3,124 females) in public secondary schools in Anambra State. The sample for this study consisted of 529 teachers (187 males and 342 females) drawn using proportionate stratified sampling technique. A researcher-developed questionnaires titled ‘‘Principals’ Instructional Leadership Practices Questionnaire (PILPQ)’’ and ‘‘Teachers’ Job Effectiveness Scale (TJES)’’ were used for data collection. The instrument was validated by three experts, two from the Department of Educational Management and Policy, and one from the Department of Educational Foundations, Nnamdi Azikiwe University. Cronbach alpha was used for a test of internal consistency of the instruments which yielded overall coefficients of 0.83 and 0.81 for PILPQ and TJES respectively. The researcher, together with five research assistants, collected data for the study using the direct approach method and 98% return was recorded. Simple regression was used for data analysis. The findings of the study revealed among others that principals’ instructional leadership practices is a strong predictor of male teachers’ job effectiveness in secondary schools in Anambra State. It was also found that principals’ instructional leadership practices is a strong predictor of female teachers’ job effectiveness in secondary schools in Anambra State. Also, principals’ instructional leadership practices is strong predictor of teachers’ job effectiveness in secondary schools in Anambra State. Based on the findings, it was recommended among others that the officials of Anambra State Post Primary Schools Services Commission should embark on routine supervision of instructional leadership practices of principals to render professional guidance to bring about improvement on the practices and job effectiveness of teachers.