Relationship between Teachers’ Perception of Principals’ Management Strategies and Their Job Performance in Public Secondary Schools in Anambra State

Carole Uzonwa A. Ndubizu, Nkechi P. Ikediugwu

Abstract


The study examined the relationship between teachers’ perception scores of principals’ management strategies and their job performance in secondary schools in Anambra State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. Correlation survey research design was adopted for the study. The study was carried out on a population of 6,402 teachers within the six education zones in the state. Sample sizes of 1,056 teachers were drawn through multistage sampling technique. Two instruments titled Principals’ Management Strategies Questionnaire and Teacher Job Performance Questionnaire were used to collect data for the study. Trial testing of the instruments was carried out in Enugu State and the reliability coefficients obtain were 0.74 and 0.76 using Cronbach’s alpha method. Pearson’s Product Moment Correlation Coefficient was used to answer the research questions and p-value for the hypotheses. The findings revealed there is a low positive and significant relationship between male teachers’ perception scores of principals’ disciplinary strategy and their job performance in public secondary schools in Anambra State. There is a medium positive and significant relationship between female teachers’ perception scores of principals’ disciplinary strategy and their job performance in public secondary schools in Anambra State. Based on the findings, it was recommended that proactive disciplinary strategy should be adopted to forestall peace, justice and equity in Anambra State public secondary schools and beyond, to enhance teacher job performance in alliance with the goals and objectives of Federal Republic of Nigeria National Policy on Secondary Education.

Keywords: Management, Management Strategies, Job performance


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Copyright (c) 2021 Carole Uzonwa A. Ndubizu, Nkechi P. Ikediugwu

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

Лицензия Creative Commons


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