INFLUENCE OF PRINCIPALS SUPERVISORY TECHNIQUE ON TEACHER'S JOB PERFORMANCE IN SECONDARY SCHOOLS IN OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The study assessed the impact of principal's supervisory techniques on the job performance of public secondary school teachers in Ovia North-East LGA of Edo State. The study used descriptive survey research design. The target population for this study consisted of all the public secondary schools, principals and teachers which are 892 teachers and 17 principals in the 17 public secondary schools in Ovia North-East Local Government Area of Edo State. A sample of 150 teachers was used in this study and they were drawn from ten (10) randomly selected public secondary schools representing the entire population. In other to collected the needed sample size, a simple random sampling procedure was used for the study. The instrument used for data collection was a self-structured questionnaire. Two sets of questionnaires were used to elicit information for the study which are Principal Supervisory Technique Questionnaire (PSTQ) and Teacher Job Performance Questionnaire (TJPQ). The data collected was analyzed using mean ( , standard deviation(SD), Pearson Product Moment Correlation Coefficient (PPMCC) AND Fisher Z transformation statistics using Statistical Packages for the Social Science (SPSS). The findings reveal that the principal's supervisory techniques influenced the job performance of public secondary school teachers in Ovia North-East LGA of Edo State. The major findings of the is that the Principal's supervisory technique influenced the job performance of teachers in public secondary schools in Ovia North-East LGA of Edo State. Based on the findings of the study, it was recommended amongst others that the secondary school principals should employ effective instructional leadership strategies for achieving educational objectives in public secondary schools in Ovia North-East LGA of Edo State. This can be actualized when the Post Primary Education Board (PPEB) organizes retraining programmes that will expose them to effective instructional strategies which will enable them constantly supervise teachers‟ classroom instructional delivery coupled with students‟ learning progress and assessment in the school; monitor teachers‟ use of adequate instructional materials to improve students‟ learning and encourage or create opportunities for all staff to actively participate in professional training or development programmes that will improve their competences for effective achievement of instructional objectives in the classroom, for achievement of educational objectives.