Dr Victoria Atah Abanyam, Prof B. U. Cornelius-Ukpepi & Undelishima Ushie Patience
Abstract
Adopting Ex-Post Facto research design, this study investigated the relationship between principals’ administrative roles and Economics teachers’ teaching effectiveness in public secondary schools in Cross River State. The population of the study comprised all 819 principals and 4,982 secondary school teachers in all the two hundred and seventy-three (273) public secondary schools in Cross River State. A sample of 15 school principals and 85 teachers was used in the study which constitutes 100 respondents. The instrument used for data collection was a questionnaire titled Principals’ Administrative Role and Teachers’ Teaching Effectiveness Questionnaire (PARTTEQ). The instrument was validated, and the reliability established through Cronbach alpha ranged from 0.69-0.76. The hypotheses were tested at 0.05 level of significance using ANOVA. The findings revealed that teachers’ professional mentorship, instructional supervision and principal-teacher relationship influence teaching effectiveness of teachers in secondary schools in Cross River State. Based on the finding, it was recommended, among others, that principals should ensure that teachers are properly mentored on the job to help them feel satisfied and get involved in all that is done in the school for maximum effectiveness.