Managerial Practices Adopted by Principals for Improving Teachers’ Job Performance in Public Secondary Schools in Anambra State

Abstract

The study investigated managerial practices adopted by principals for improving teachers’ job performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for this study. The population of the study comprised 7,293 respondents made up of 266 principals and 7,027 teachers in the 266 public secondary schools in Anambra State. The sample for this study consisted of 809 respondents made up of 106 principals and 703 teachers drawn using proportionate stratified random sampling technique. The researcher-developed instrument namely: ‘‘Managerial Practices for Teachers’ Job Performance Questionnaire (MPTJPQ) was used for data collection. The instrument was subjected to face validation by three experts made up of three experts from Faculty of Education, Nnamdi Azikiwe University, Awka. The internal consistency of the instrument was determined using Cronbach Alpha method which yielded coefficient values of 0.81 and 0.79 for Clusters A and B of the instrument respectively with overall coefficient value of 0.80. The instrument was administered by the researcher and five research assistants and 97% return rate was recorded. Mean and standard deviation were used to answer the research questions and t-test was used to test hypotheses. The findings of the study revealed among others that participatory decision-making and teamwork practices are adopted by principals for improving teachers’ job performance in public secondary schools in Anambra State. It was also found that there is no significant difference in the mean ratings of principals and teachers on the participatory decision-making and teamwork practices adopted by principals for improving teachers’ job performance in public secondary schools in Anambra State. Based on the findings, it was recommended among others that principals should undertake leadership courses to augment the skills and knowledge of participatory decision-making practices for improving the job performance of teachers.