PROFESSIONAL LEARNING COMMUNITY OF SCHOOL ADMINISTRATOR AS CORRELATE OF TEACHERS SELF EFFICACY IN SECONDARY MANAGEMENTSCHOOL IN SOUTH EAST, NIGERIA

Abstract

This study explored Professional Learning Community of School Administrator  as a Correlate of Teachers’ Self-Efficacy in Public Secondary Schools in South East, Nigeria. Two  research question and two null hypotheses provided direction for the study. The study adopted a Correlational Research Design. The population of the study comprised all the 18,758 teachers in the 1244 public secondary schools in 24 Education Zones in South-East, Nigeria. A sample of 960  teachers in 79 public secondary schools in South East Nigeria. was used for the study. Multi-stage sampling technique was use to draw the sample. The instrument for data collection were two questionnaires, Professional Learning Community of School Administrator Questionnaires (PLCSAQ) and Teachers Self-Efficacy Questionnaire (TSEQ) constructed by the researcher. Five experts in the area of Educational Management and Educational Measurement and Evaluation validated the instruments. The reliability of the instrument was determined using the test-retest reliability method and it yielded an overall reliability indices of 0.82 and 0.61. Pearson’s r, R² (coefficient of determination) was used to analyses the research question while Linear regression analysis was used to test the hypothesis at 0.05 of significance. The result of the analysis revealed that there exists a strong positive relationship between school administrators’ involving professional learning community and community relation as it relates to  teachers’ self-efficacy.Based on the findings the study recommended among other things that school administrators should apply the principle of involving professional learning community and school community relation which involves teachers in order to enhance teachers self-efficacy for achievement of educational goals and learning objectives.