PRINCIPALS’ ADMINISTRATIVE ENGAGEMENT AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Abstract

This study investigated the administrative engagement of principals and teacher performance in public secondary schools in Delta State. The research design was a correlational survey.  Population included 473 principals and 14,745 teachers. Stratified sampling was used to select 243 principals and 738 teachers. Data was collected using the Principals' Administrative Engagement Questionnaire (PAEQ) and the Teachers' Job Performance Questionnaire (TJPQ). PAEQ and TJPQ were validated by three experts, and their Cronbach Alpha reliability coefficients were 0.73 and 0.79, respectively. Using coefficient of determination and Pearson's product moment correlation, the collected data were analysed. Findings showed that principals' disciplinary, supervisory, monitoring, record-keeping, and motivational administrative engagements are positive correlates of teachers' job performance. The study recommends, among other things, that principals adopt moderate disciplinary measures in the daily operation of the school and regularly monitor and supervise teachers, especially beginning teachers, in order to develop their abilities in both curricular and co-curricular activities