Administrative Competence of Principals and Secondary School Teachers’ Job Performance in Calabar South Local Government Area of Cross River State, Nigeria

Dr Helen Andong Akpama, Ubana Michael Ubana, Dr Glory Emmanuel Edoho & Emmanuel Agim Adigeb

Abstract

This study investigated administrative competence of principals and secondary school teachers’ job performance in Calabar South Local Government Area of Cross River State, Nigeria. Two research questions were formulated to achieve the purpose of the study. The research design adopted for the study was correlational research design. The population of the study was 790 teachers in the 13 public secondary schools in Calabar South Local Government Area of Cross River State. Stratified random sampling technique was adopted for the study. The instruments used for data collection were Administrative Competence of Principals Questionnaire (ACPQ) and Teachers’ Job Performance Questionnaire (TJPQ).  Data collected was analyzed using Pearson Product Moment Correlation Analysis. The results revealed that decision-making competence and supervisory competence significantly relate to teachers’ job performance. This implies that effective performance of supervisory role by school administrators may be one of the pragmatic models for quality education in secondary schools. Based on the results, it was recommended, among others, that principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness; and that supervisors should allow clinical supervision and human relations to come into play when interacting with teachers during supervision. 

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