Assessing the relationship between principals’ instructional supervisory strategies and teachers’ job performance in public secondary schools

Abstract

This study investigated the relationship between principals’ instructional supervisory strategies and teachers’ job performance in public secondary schools in Obubra Local Government Area, Cross River State. Specifically, it examined how classroom observation and demonstration strategies relate to teachers’ task performance. A correlational research design was adopted, with a target population of 146 secondary school teachers from 15 public secondary schools. Given the small population size, the census technique was used, including all 146 teachers in the study. Data was collected using a researcher-designed questionnaire titled Principals’ Instructional Supervisory Strategies and Teachers’ Job Performance Questionnaire (PISSTJPQ), comprising 25 items on a four-point Likert scale. Validity was ensured through expert review, while reliability was confirmed using the Cronbach alpha formula, yielding coefficients of .81 and .84. Data was analyzed using Pearson Product Moment Correlation at a 0.05 significance level. Findings revealed a statistically significant relationship between principals’ classroom visitation and demonstration strategies and teachers’ job performance. These supervisory approaches provide constructive feedback, model effective instructional techniques, and foster a collaborative teaching environment, which enhances teachers’ job performance. Based on these findings, it is recommended that principals should actively engage in regular classroom observations as a key supervisory strategy. By offering timely and constructive feedback, they can help teachers identify strengths, address weaknesses, and refine instructional techniques, leading to improved job performance.