PERCEIVED INFLUENCE OF ADMINISTRATORS' SUPERVISORY SKILLS ON TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ABA SOUTH LOCAL GOVERNMENT AREA OF ABIA STATE.

Abstract

The job performance of teachers is paramount in every educational institution and for it to be 
achieved; the supervisory skills of administrators must be adequately provided and utilized. This 
study investigated the perceived influence of administrators’ supervisory skills on teachers’ job 
performance in Aba South Local Government Area of Abia State. Six research questions, divided into 
four clusters with six statements on each cluster table guided this study. The study adopted a 
descriptive survey research design and utilized a census approach since the entire population of 147 
secondary school teachers in Aba South Local Government Area was studied. The instrument for 
data collection was the Administrators’ Supervisory Skills and Teachers’ Job Performance 
Questionnaire (ASSTJPQ). The instrument was validated by experts in the Department of 
Educational Management and Educational Foundations. Reliability of the instrument was 
established using the Cronbach Alpha method and the reliability coefficient obtained was 0.88. The 
findings of the study showed that among the predictors, the supervisory skills of administrators such 
as effective communication skills, performance evaluation skills, conflict resolution skills and team 
building skills were significant in influencing teachers’ job performance. The study recommended 
training and capacity building through regular workshops by the government and education boards 
for school administrators' to strengthen their supervisory techniques. Principals should evaluate 
teacher's based on neutrality and transparency to promote a positive work environment. Evaluation 
systems should be improved to ensure regular feedback and realistic target-setting that support 
teachers' professional growth.