INFLUENCE OF PRINCIPAL SUPERVISION AND RESOURCE AVAILABILITY ON TEACHER PERFORMANCE IN OYO STATE SECONDARY SCHOOLS

Abstract

This study investigated the influence of principal supervision and resource availability on teacher performance in public secondary schools in Oyo State, Nigeria, using a quantitative correlational design. The sample comprised 150 principals, 750 teachers, and 1,500 Senior Secondary 2 students across nine educational zones. Data were collected via structured questionnaires with high reliability (Cronbach alpha: 0.79–0.85). Hypotheses were tested with multiple regression and ANOVA. Principal supervision significantly predicted teacher performance (? = 0.38, p < 0.01, R² = 0.24). Resource availability also emerged as a significant predictor (? = 0.35, p < 0.01, R² = 0.21). Their interaction further enhanced performance (? = 0.22, p < 0.05, R² = 0.32). Significant zone-level differences existed (F (8, 741) = 6.74, p < 0.01), with urban zones outperforming rural ones. Recommendations included principal training, targeted rural resource allocation, and integrated supervision-resource strategies to reduce disparities and boost performance. The findings underscored equitable policies for improved educational outcomes in Oyo State.