PRINCIPAL'S MANAGERIAL COMPETENCE AS CORRELATE OF SECONDARY SCHOOL TEACHER'S JOB EFFECTIVENESS IN BIASE LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA

Abstract

This study examined principals’ managerial competence as a correlate of secondary school teachers’ job effectiveness in Biase Local Government Area of Cross River State, Nigeria. Specifically, the study investigated the relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. Two null hypotheses were formulated to guide the study. A correlational survey research design was adopted. The population comprised all public secondary schools in the area and 323 teachers, and a census sampling technique was employed to include the entire population. Data were collected using two researcher-designed instruments: the Principals’ Managerial Competence Questionnaire (PMCQ) and the Teachers’ Job Effectiveness Questionnaire (TJEQ). Each instrument consisted of Sections A and B. Section A elicited demographic information such as age, educational qualification, and years of teaching experience, while Section B contained items measuring the study variables. Six items on a modified four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) were used to measure each variable. The reliability of the instruments was established using the Cronbach Alpha method, yielded coefficients ranging from 0.81 to 0.83, indicating adequate reliability. Data collected were coded and analyzed using Pearson Product Moment Correlation at the 0.05 level of significance. Findings revealed a statistically significant and strong relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. The study concluded that principals’ managerial competence significantly influences teachers’ job effectiveness in public secondary schools in the study area. It was therefore recommended that educational authorities regularly organize capacity-building programmes, workshops, and in-service training to enhance principals’ managerial competencies and promote improved teachers’ job effectiveness.