Vol. 4 No. 7 (2024)
Articles

Exploring the Interplay Between Principals’ Planning and Teachers’ Performance in Missionary Secondary Schools in Plateau State, Nigeria

Caius Ferdinand Kakaba
Department of Educational Foundations, Faculty of Education, University of Jos. ckakaba11@gmail.com
Prof. Theresa S. Gyang
Department of Educational Foundations, Faculty of Education, University of Jos. tessygyang37@gmail.com

Published 2024-07-10

Keywords

  • Teachers’ Performance,
  • Principal's Planning,
  • Teaching Activities

How to Cite

Kakaba, C. F., & Gyang, T. S. G. (2024). Exploring the Interplay Between Principals’ Planning and Teachers’ Performance in Missionary Secondary Schools in Plateau State, Nigeria. International Journal of Research in Education and Sustainable Development, 4(7), 1-11. https://www.openjournals.ijaar.org/index.php/ijresd/article/view/632

How to Cite

Kakaba, C. F., & Gyang, T. S. G. (2024). Exploring the Interplay Between Principals’ Planning and Teachers’ Performance in Missionary Secondary Schools in Plateau State, Nigeria. International Journal of Research in Education and Sustainable Development, 4(7), 1-11. https://www.openjournals.ijaar.org/index.php/ijresd/article/view/632

Abstract

Effective school leadership is crucial for effective teachers’ performance and student success in missionary secondary schools. The study explores the relationship between principals' administrative planning function and teachers' job performance in missionary secondary schools in Plateau State, Nigeria. A cross-sectional survey design was used to collect data from principals and teachers across various missionary schools. The study examines 165 registered missionary secondary schools in Plateau State, Nigeria, including principals and teachers. The sample size includes 30 principals and 660 teachers from 30 schools across five missionary blocks. The study uses two questionnaires, Principals' Administrative Function Questionnaire (PAFQ) and Teachers' Job Performance Questionnaire (TJPQ), to measure principals' and teachers' performance in planning and teaching activities. Both instruments were reviewed by experts and tested for reliability using a pilot test with 42 teachers. The study uses descriptive statistics and inferential statistics to analyze the data, with a decision rule based on a p-value of less than 0.05. The results showed that principals perform planning activities to a high extent, while teachers perform teaching activities to a very high extent. A significant positive correlation was identified between principal's planning and teacher's job performance. The findings align with previous research, but limitations in self-reported data suggest the need for more objective assessment methods. Recommendations include ongoing training programs for principals on effective planning strategies and teacher training programmes focused on enhancing teaching practices. The findings can inform policy decisions and training programmes to improve school administration and enhance student learning outcomes.

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