PRINCIPALS’ BEHAVIOURAL ROLES AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN SAGAMU LOCAL GOVERNMENT AREA OF OGUN STATE, NIGERIA

Abstract

This study examined principals’ behavioural roles as predictors of
teachers’ job performance in secondary schools in Sagamu Local
Government Area of Ogun State, Nigeria.It adopted the descriptive
survey research design, while, “Principals’ Behavioural Roles and
Teachers’ Job Performance in Secondary Schools Questionnaire
(PBR&TJPQ)” was used to elicit information from the participants for the
study. It was face, content, construct validated and yielded reliability coefficient of 0.807 Cronbach's Alpha. The instrument was administered
on 103 secondary school teachers sampled for the study. Two research
hypotheses were formulated and tested at 0.05level of significance.
Findings showed that there was significant difference in the principals’
behaviour in sharing of responsibilities among secondary teachers in
enhancing their job performance in Sagamu Local Government Area of
Ogun State (F-ratio=3.093; p<0.05 ). Also, there was significant
difference between principals’ behavioural supports through reward
and discipline in promoting teachers’ job performance in secondary
schools in Sagamu Local Government Area of Ogun State (F-ratio=1.670
; p<0.05). Arising from the findings it was discovered that the principals’
behavioral roles go long a long way in predicting the teachers’ job
performance. Therefore, it was recommended that school principals
should endeavour to support their teachers in translating the identified
various educational policies, rules and regulations that guide their job
performance in the school system. Doing this would make their
leadership/principalship responsibilities to be lighter and to be easy in
performing their daily activities better.