STAFF-STUDENTS COLLABORATIONS OF SCHOOL ADMINISTRATOR AND TEACHERS'EFFICACY IN SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA

Abstract

This investigated staff-students collaborations of School Administrator and Teachers’ 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 used draw the sample. The instrument for data collection were two questionnaires, Staff-Students Collaborations of School Administrator Questionnaires (SSCSAQ) 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 coefficient of determinationwas used to analysis the research question while Linear regression analysis was used to test the hypothesis at 0.05 level of significance . The result of the analysis revealed that there exists a moderate positive relationship between school administrator determination of staff task and assigned staff task as it relates to teachers self-efficacy. Based on the findings, the study recommended among other things that use of effective staff-students collaborations should be encouraged by secondary School administrators so as to enable teachers develop professionally through learning from one another. The study further recommended that school administrators should align with Government to provide orientation programmes in the instructional supervisory techniques in order to enhance teachers efficacy.