scholarly journals Relationship between Principals’ Administrative Variables and Teachers’ Job Performance in Public Secondary Schools in Delta and Edo States of Nigeria

2019 ◽  
Vol 9 (1) ◽  
pp. 45-53
Author(s):  
Okpoudhu Rachael Zino Oroye ◽  
Keyword(s):  
Secondary Schools ◽  
Job Performance

scholarly journals Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Nancy Maino ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Growth Opportunities ◽  
Interview Guide ◽  
Service Training

This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.

Performance Appraisal Practices and Teachers' Job Performance in Private Universal Secondary Schools in Manafwa District, Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 46-63
Author(s):  
Fred Wamimbi ◽  
Muhammadi Bisaso
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Performance Appraisal ◽  
Performance Monitoring ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Target Setting ◽  
Head Teachers

The study examined the effect of performance appraisal practices on teachers’ job performance, and sought to investigate the effect of 1) target setting 2) performance monitoring and 3) employee feedback on teachers’ job performance. A cross-sectional survey design with a mixed-method approach was adopted. The target population of the study was composed of 211 respondents spread across four private universal secondary schools; 207 teachers and four head teachers; and a sample size of 189 respondents with 185 teachers and four head teachers selected using a simple random sampling approach coupled with a fish-bowl technique, while census inquiry was adopted to select head teachers. A self-designed closed-ended questionnaire was administered to collect data from teachers while an interview guide was adopted to collect data from head teachers. The CVI obtained for the instrument was .90 and a reliability index of 931 Cronbach alpha co-efficient. Data was analyzed using frequencies, percentages, and simple regression. Findings indicate that target setting (β = 0.375, p< 0.05), performance monitoring (β = 0.435, p< 0.05) and employee feedback (β = 0.375, p< 0.05) had very strong significant effect on teachers’ job performance. The study concludes that performance appraisal practices can significantly aid teachers’ job performance in private USE schools if well handled in terms of comprehensiveness, clarity and timeliness. It recommends that target setting should involve teachers and their individual differences be reflected; academic meetings should be held monthly and performance support should be extended to teachers; whilst feedback given to teachers ought to be timely, comprehensive and interactive.

scholarly journals Relatıonshıp Between School Clımate And Prıncıpals’ Job Performance In Secondary Schools

2016 ◽  
Vol 12 (4) ◽  
pp. 55
Author(s):  
Perpetua N. Okorji ◽  
Innocent C. Igbokwe ◽  
Carol O. Ezeugbor
Keyword(s):  
School Climate ◽  
Secondary Schools ◽  
Job Performance ◽  
Organizational Climate ◽  
School Effectiveness ◽  
Sampling Technique ◽  
Climate Index ◽  
Self Assessment ◽  
Enugu State ◽  
Assessment Questionnaire

This study investigated the relationship between school climate and principals’ job performance in secondary schools in Enugu State, Nigeria. It adopted a correlational study design. Five research questions and five hypotheses guided the study. The population of the study embraced all the principals from 283 secondary schools in the six education zones of Enugu State. Out of the population, a sample of 177 principals was selected through simple random sampling technique. The instruments used to collect data were Organizational Climate Index and Principal Self-Assessment Questionnaire, adapted and developed by the researcher, respectively. The two sets of questionnaires were duly validated by experts in Measurement and Evaluation, and Educational Management and Policy. Cronbach Alpha method was used to determine the reliability coefficient of the instruments which yielded 0.83 for the Organizational Climate Index and 0.94 for the Principal Self-Assessment Questionnaire. . Pearson Product Moment correlation coefficient was used for data analysis. The findings showed among others that: there was a moderate positive relationship existing between the two variables- school climate and principal’s job performance. Based on the findings of the study, it was recommended that principals should embrace the collaborative and collegial style of administration where teachers are included and free to share ideas and concepts for managerial and school effectiveness. It was also recommended that principals should create an atmosphere that is supportive, comfortable, friendly, productive, and relaxed, to motivate students’ greater participation in learning and achieving educational goals.

scholarly journals Organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State Nigeria

2020 ◽  
Vol 16 ◽  
pp. 29-61
Author(s):  
Boniface Emengini ◽  
Ada Sam Omenyi ◽  
Christopher Amobi Nwankwo
Keyword(s):  
Organizational Culture ◽  
School Culture ◽  
Secondary School ◽  
Secondary Schools ◽  
Job Performance ◽  
Significant Relationship ◽  
Positive Attitude ◽  
Reliability Indices ◽  
Anambra State ◽  
Research Questions

The study investigated organizational culture as correlate of teachers’ job performance and attitude to work in secondary schools in Anambra State, Nigeria. Five research questions guided the study and six null hypotheses were tested. The study adopted correlational survey research design. The population of the study comprised all the 6396 teachers in public secondary schools in the state. Out of the population, a sample size of 1279 teachers was drawn through proportionate stratified random sampling techniques. Data was collected using three different questionnaires developed by the researchers. The questionnaires include school organizational culture questionnaire (SOCQ), Teachers’ job performance questionnaire (TJPQ) and Teachers’ attitude to work questionnaire (TAWQ). The instruments were validated by three experts from Faculty of Education Nnamdi Azikiwe University Awka. Cronbach Alpha method was used to determine the reliability of the instruments which yielded a reliability coefficient of .959, .957 and 0.701 respectively. The reliability indices were considered high enough and thus the instruments were deemed reliable. Data collection was done by the researchers with the help of ten research assistants. Aggregate score was used to answer research questions 1 to 3 while Pearson r was used to answer research questions 4 and 5 and critical probability table of Pearson r was used to take decision on the six null hypotheses at 0.05 level of significance. The findings showed among others that: teachers rated their school organizational culture to be good; teachers’ job performance is good and teachers have positive attitude to their work. Also, it was found that there is no significant relationship between school organization culture and teachers’ job performance; and no significant relationship between school organizational culture and teachers’ attitude to work. Based on the findings it was recommended that: School management and management of Anambra State post primary school service Commission should ensure improvement in secondary school culture in order that all the teachers would rate their school culture to be good without some rating it to be poor. It was also recommended that in- service training be organized for secondary school teachers through seminars, workshops and advance learning in order to ensure that all of the teachers have good job performance and positive attitude to work. Keywords: Correlate, Organizational Culture, Teachers, Job Performance and Attitude to Work

scholarly journals Organizational Climate at the Jordanian Public High Schools and its Relation to the Teachers' Job Performance

2018 ◽  
Vol 12 (5) ◽  
pp. 77
Author(s):  
Rateb S. Al-Saud ◽  
Khitam N. Radwan
Keyword(s):  
High Schools ◽  
Secondary Schools ◽  
Job Performance ◽  
Organizational Climate ◽  
High School Principals ◽  
Public High Schools ◽  
Ministry Of Education ◽  
The Public ◽  
Training Courses ◽  
Academic Year

This study aimed at identifying the organizational climate at the Jordanian public high schools and its relation to the teachers' job performance. The sample of the study consisted of (100) high school principals, who were chosen using the stratified random technique, and three teachers who work with each of those 100 principals, who were chosen randomly, during the academic year 2016-2017.The findings of the study indicated that both of the organizational climate and job performance at public high schools in Jordan was medium. Furthermore, the results indicated a statistically significant positive correlative relationship at (α=0.05) between the level of the organizational climate in the public secondary schools in Jordan and the level of teachers' job performance in these schools. Accordingly, the two researchers recommend that the Ministry of Education should improve the organizational climate in secondary schools in Jordan and hold training courses for principals in this field.

scholarly journals Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

2019 ◽  
Vol 6 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Research Question ◽  
The State ◽  
Continuous Professional Development ◽  
Correction Coefficient ◽  
State University ◽  
The Relationship

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

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