RELATIONSHIP BETWEEN PRINCIPALS' SUPERVISORY TECHNIQUES AND TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

This paper determined the relationship between principals’ supervisory techniques and teachers’ job performance in state government-owned secondary schools in Anambra State. The study was guided by two research questions and two null hypotheses were tested at 0.05 level of significance. The correlational survey research design was adopted for the study. The population consisted of 6,342 teachers in the 257 state government-owned secondary schools in the State. A sample of 634 teachers was drawn using proportionate stratified random sampling technique. Data were collected using two instruments, namely: Teachers’ Ratings of Principals’ Supervisory Techniques Questionnaire (TRPSTQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated by three experts. Internal consistency reliability index of 0.75, 0.70, 0.71 and 0.74 were obtained for the four sections of the TRPSTQ while 0.75 was obtained for TJPQ. Data analysis was done using Pearson’s correlation analysis for the research questions, while P-value was used to determine the significance of the relationship. The findings revealed among others that there is a very high positive relationship of 0.86, between principals’ classroom visitation technique and teachers’ job performance; and a substantial positive relationship of 0.61, between principals’ workshop technique and teachers’ job performance.Based on the findings of the study, it was recommended among others that Secondary School principals should always endeavour to make use of supervisory techniques such as: classroom visitation technique and workshop technique and others, in order to improve teachers’ job performance in secondary schools. With this, principals can effect a sound academic improvement of the students through teachers’ effectiveness in instructional delivery.