PRINCIPALS’ JOB COMPETENCIES AND TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated principals’ job competencies and teachers’ commitment in public secondary
schools in Anambra State. Three research questions guided the study and three null hypothesis was
tested at 0.05 level of significance. A correlational survey research design was adopted for the study.
The population of the study consisted all the 7,027 teachers in the six education zones of Anambra
State. A sample size of 1405 teachers was drawn using multi-stage sampling technique. Two
questionnaires titled: “Principals’ Job Competencies Questionnaire” (PJCQ) and Teachers’
Commitment Scale (TCS) were used for data collection. The instruments were validated by three
experts and subjected to internal consistency test using Cronbach’s alpha method which yielded 0.75,
0.80 and 0.82 for three sections of PJCQ while that of TCS was 0.82. Data for the study were collected
using direct administration and retrieval method. Pearson’s Product Moment Correlation Co-efficient
was used to analyze data for the study. The findings of the study indicated that there is a moderate and
significant relationship between principals’ competency in supervision of instruction, staff personnel
management and communication and teachers’ commitment in public secondary schools in Anambra
State. Based on the findings, it was recommended among others that Anambra State government
through Post Primary School Service Commission (PPSSC) should establish a sustainable school-based
yearly training programme for principals to constantly upgrade their job competencies in supervision
of instruction, personnel management and communication in order to optimize teachers' commitment.