THE INFLUENCE OF ADMINISTRATORS’ LEADERSHIP COMPETENCE ON SECONDARY SCHOOLS TEACHERS’ JOB PERFORMANCE IN CROSS RIVER STATE

Abstract

The study examined the influence of administrators’ leadership competence on secondary school teachers’ job performance in Cross River State, Nigeria. Specifically, the study investigated how administrators’ competence in decision-making and delegation of responsibilities influenced teachers’ classroom management, assessment practices, and disciplinary activities. Two research questions and two null hypotheses guided the study. An ex-post facto research design was adopted. The population comprised 259 principals from all public secondary schools in Cross River State, and a census sampling technique was employed due to the manageable population size. Data were collected using two researcher-developed instruments: the Administrators’ Leadership Competence Scale (ALCS) and the Teachers’ Job Performance Scale (TJPS). The instruments were validated by experts in Educational Management and Test and Measurement, while reliability was established using Cronbach Alpha. Data were analyzed using One-way Analysis of Variance at 0.05 level of significance. The findings revealed that administrators’ leadership competence in decision-making significantly influenced teachers’ classroom management, assessment procedures, and disciplinary activities. Similarly, leadership competence in delegation of responsibilities significantly influenced teachers’ job performance. The study concluded that administrators’ leadership competencies in decision-making and delegation of responsibilities are critical determinants of teachers’ job performance in secondary schools. Based on the findings, it was recommended that school administrators should actively involve teachers in important decision-making processes to improve their effectiveness and commitment to school goals.