INFLUENCE OF PRINCIPALS’ MANAGEMENT SKILLS ON TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN OGOJA EDUCATION ZONE OF CROSS RIVER STATE
Keywords:
Principals’ management skills, time management skills, supervisory skills, teachers’, job effectiveness .Abstract
This study investigated the influence of principals’ management skills on teachers’ job effectiveness in public secondary schools in Ogoja Education Zone, Cross River State, Nigeria. Specifically, the study examined the influence of principals’ time management skills and supervisory skills on teachers’ job effectiveness. The study was anchored on the New Competency Leadership Theory by Tucker and Au (2016) and adopted a descriptive survey research design. The population comprised 1,093 teachers in 90 public secondary schools, from which a sample of 219 teachers in 18 schools was selected using a multi-stage sampling procedure. Data were collected using a researcher-structured questionnaire titled Principals’ Management Skills and Teachers’ Job Effectiveness Questionnaire (PMSTJEQ). The instrument was validated by three experts and yielded a Cronbach Alpha reliability coefficient of 0.76. Mean and standard deviation were used to answer the research questions, while Chi-square goodness-of-fit was used to test the hypotheses at 0.05 significance level. The findings revealed that principals’ time management skills positively influenced teachers’ job effectiveness, with a cluster mean of 2.89; the influence was statistically significant, χ²(3) = 65.593, p < .001. Similarly, principals’ supervisory skills positively influenced teachers’ job effectiveness, with a cluster mean of 2.88, and the influence was statistically significant, χ²(3) = 70.926, p < .001. The study concluded that effective time management and supervisory skills are important managerial competencies for enhancing teachers’ job effectiveness. It recommended continuous professional development for principals in time management and strengthened instructional supervision.
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