ADMINISTRATORS’ ROLE PERFORMANCE AND TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE

Abstract

This paper examines Administrators’ Role Performance and Teachers’ Job Effectiveness in Public Secondary Schools in Cross River State. Design used for the study was correlation while the population of the study comprised of all the public secondary schools in Cross River State with a total of three hundred and one (301) schools having 15,910 teachers. Using proportional stratified sampling technique, 903 teachers were selected which is. Instrument for data collection was a questionnaire type designed by the researcher and named “Administrators’ Roles Performance Questionnaire and Teachers' Job Effectiveness Questionnaire” (ARPTJEQ). The instrument had two sections: A and B) which contained a total of 60 items which was used to gather data on the independent and dependent variable of the study. The instrument was face and content validated using experts in relevant fields. The average reliability of ARPTJEQ was 78 to .86 using Pearson Moment Correlation Coefficient which also serve as the method of data analysis. Findings revealed that administrators’ decision-making practices significantly and positively predicted teachers’ job effectiveness, it also showed a weak but significant positive relationship between administrators’ leadership behaviour and teachers’ job effectiveness amongst others and it was concluded that administrators’ role performance expressed through decision-making, leadership behaviour and resource allocation influences teachers’ job effectiveness. It was recommended that Ministry of Education should promote participatory decision-making in schools to ensure that teachers are actively involved in planning and policy execution and State Secondary Education Board should organise regular leadership training for principals to strengthen supportive and instructional leadership behaviours among others.