HEAD TEACHERS’ LEADERSHIP COMPETENCE AND TEACHERS’ JOB PERFORMANCE IN PRIMARY SCHOOLS IN JOS NORTH LGA PLATEAU STATE

Abstract

This study is on head teachers’ leadership competence and teachers’ job performance in primary schools in Jos North LGA Plateau State. It was designed to examine the relationship between head teachers’ leadership competence and teachers’ instructional practices. It was a descriptive survey and used a cross-sectional survey design. Three research questions and a lone null hypothesis guided the study. The population was all teachers in all public primary schools in the study area. A sample of 200 primary school teachers was conveniently drawn and used for the study. Data were elicited by means of a self-made structured four-point questionnaire tagged Head Teacher leadership competence and teachers job performance questionnaire (HTLCOTEJOPQ). The questionnaire was validated by three professors from the University of Jos. The test-rest reliability index of the questionnaire was 0.87, indicative of high reliability. The direct delivery method was adopted for data collection, while frequency, mean, standard deviation, and Pearson’s correlation analysis were used for data analysis. The benchmark mean for the decision about the research questions was 2.50, while the statistical decision about the hypothesis was taken at the 0.05 level of significance. Results indicated, among other things, that most head teachers in Jos North are democratic in their leadership approach. Also, head teachers were found to be effective in their leadership roles. Finally, a significant relationship was found between head teachers leadership competence and their job performance. It was recommended, among other things, that all head teachers should equip themselves with the necessary skills, knowledge, attitudes, and training needed for competence to enhance teacher job performance in the various schools. The study concludes therefore that there is a significant relationship between head teachers’ leadership competence and teachers’ job performance.