ADMINISTRATOR SUPERVISORY SKILLS AS CORRELATES OF TEACHER JOB PERFORMANCE IN SECONDARY SCHOOLS IN ENUGU STATE

Abstract

The study examined administrator supervisory skills as correlates of teacher job performance in secondary schools in Enugu State. Two research questions guided the study while two hypotheses were tested at .05 level of significance. Correlational survey research design was adopted for the study. The population for the study was 8,588 respondents which comprised 295 principals and 8,293 teachers in the 295 public secondary schools in Enugu State. The sample size for the study was 1124 respondents which consisted of 295 principals and 829 teachers. The researchers used a stratified and proportionate simple random sampling method to choose the respondents. A researcher-developed structured questionnaire named "Administrator Supervisory Skills as Correlates of Teacher Job Performance" was used for data collection. Questionnaire was used for data collection which was validated by three research experts. To ascertain the internal consistency of the instrument, the researcher made used of Cronbach alpha statistic which yielded .81 for cluster A and .79 for cluster B, with an overall reliability index of 0.80, indicating its suitability for use. In answering the research questions of this study, the researcher used Pearson’s Product Moment Correlation Coefficient while the hypotheses were tested at .05 level of significance using simple linear regression analysis. The findings of the study showed that there was a high relationship between administrator classroom visitation as well as workshop skills and teacher job performance in secondary schools in Enugu State. Based on the findings, the study recommended among others that administrators should be encouraged to engage in regular classroom visitations to observe teaching methods, assess classroom dynamics, and provide constructive feedback to teachers. This can enhance communication and foster a supportive environment for professional growth.