Principals’ Key Administrative Practices and Teachers’ Job Performance in Secondary Schools in Delta State, Nigeria

Abstract

The study examined the work performance of teachers in public secondary schools in Delta State, Nigeria, as well as the principals' essential administrative practices. The study used the correlational survey's propositions. All Delta State Public Secondary School principals and teachers for the 2023–2024 academic year made up the study population. 480 teachers and 120 principals were chosen for the sample using a proportionate stratified random sampling method. The study was guided by three hypotheses and three research questions. A questionnaire was the instrument used in this investigation. The internal consistency of the instrument's items was determined through a reliability test using the Cronbach Alpha method, which produced a reliability index of 0.84 after the instrument was validated. The chi-square test was used to test hypotheses at 0.5 level of significance, while mean scores and standard deviations were utilized to address the research questions. The results of the study showed, among other things, that effective teachers’ administrative practices enhance teachers’ job performance, principals involve teachers in decision making strategies in the school system, principals utilize certain welfare management strategies to enhance teachers’ job performance, and that principals' key practices that will result in positive teachers’ job performance are not viewed differently by principals and teachers. Based on the results, school principals were advised to implement positive administrative practices in order to enhance teachers’ performance, principals should include teaching staff in decision making processes, and facilitate easy communication within the school system in order to support the ideas of the teachers.

Keywords: Decision-making, Job Performance, Teachers, Principals, Key Administrative Practices.