PRINCIPAL’S SUPERVISORY TECHNIQUE AS CORRELATE OF TEACHERS JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ZONE ‘C’ SENATORIAL DISTRICT OF BENUE STATE, NIGERIA

Abstract

This study investigated the principals’ supervisory technique as correlate of teachers’ job performance in public secondary schools in Zone ‘C’ Senatorial District of Benue State, Nigeria. Specially, the study examined the influence of principals’ supervisory techniques on the classroom visitation, workshops and demonstration techniques as correlate of teachers’ job performance in public secondary schools. Three (3) research questions and three (3) hypotheses guided the study. The review of related literature was done under the conceptual framework which identified the influence of principals’ classroom visitation, workshops, and demonstration techniques in public secondary schools in Zone ‘C’ Senatorial District of Benue State, Nigeria. The population of the study comprised two thousand nine hundred and thirty (2,930) teachers from 96 grant-aided secondary schools in Zone ‘C’ Senatorial District of Benue State, Nigeria. A sample of two hundred and ninety-two (292) teachers from fourteen (14) chosen secondary schools was used for study. A 15- items structured questionnaire developed by the researchers titled “Principals Supervisory Technique and Teachers’ Job Performance Questionnaire (PSTTJPQ)” was used for data collection. A reliability estimate of 0.87 was established for the instruments. Descriptive statistics of mean and standard deviation were used to answer the research questions while the Chi-square statistical tool was used to test the hypotheses at 0.05 level of significance. The findings revealed that principals’ classroom visitation, workshops and demonstration technique significantly influence on teachers job performance in public secondary schools in Zone ‘C’ Senatorial District of Benue State, Nigeria. Based on the findings of the study, it was recommended amongst others that Principals should endeavor to pay adequate attention to classroom visitation and provide professional assistance and guidance were necessary. Also the Educational administrators in collaboration with Teachers Service Board (TSB) should regularly organize workshops so as to enhance teachers’ job performance in schools. Principals should ensure that efforts are made to make the demonstration techniques genuine and natural so that artificiality could be avoided. Conclusion were made and implication of the findings drawn.