TEACHERS’ COMPETENCIES AS PREDICTORS OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ competencies as predictors of teachers’ task performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 267 principals in the 267 public secondary schools from the six Education Zones in Anambra State. Census sampling technique was employed in the study to select the entire population of 267 principals for the study. Two instruments as structured by the researcher were used for data collection. They include: Teachers’ Competencies Questionnaire (TCQ) and Teachers’ Task Performance (TPQ). The instruments were subjected to content and construct validation. Content validation was done by three experts while construct validation was carried out by Principal Component Analysis (PCA) with the help SPSS v.26. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values of 0.78 for TCQ and 0.86 for TPQ are considered highly reliable and suitable for the study. Simple linear regression statistical tool was used for the study. The study revealed that teachers’ communication and instructional delivery competency positively and significantly predicted teachers’ task performance in public secondary schools in Anambra State. The study concluded that teachers’ competencies positively and significantly predicted teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended among others that teachers of secondary schools in Anambra State need to be subjected to participate in compulsory training programmes to be organized by the Post Primary School Service Commission to enable them to acquire the necessary knowledge and skills needed for proper communication and interaction with teachers to enhance their teaching efficiency.