PRINCIPALS’ UTILIZATION OF REWARD PRACTICES AS CORRELATE OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated principals’ utilization of reward practices as correlate of teachers’ job 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. Correlational research design was adopted for this study. The population of the study comprised 7,027 teachers in the 265 public secondary schools in Anambra State. The sample for this study consisted of 703 teachers drawn using proportionate stratified random sampling technique. Two sets of instruments namely: ‘‘Reward Practices Questionnaire (RPQ)’’ and ‘‘Teachers’ Job Performance Questionnaire (TJPQ)’’ were used for data collection. The instruments were subjected to face validation by three experts made up of two from Department of Educational Management and Policy and the other in Measurement and Evaluation from Department of Educational Foundations, all from Faculty of Education, Nnamdi Azikiwe University, Awka. The internal consistencies of the instruments were determined using Cronbach Alpha method which yielded overall reliability indices of 0.81 for RPQ and 0.77 for TJPQ respectively. The instruments were administered by the researcher with the help of five research assistants and 98% return rate was recorded. Pearson’s Product Moment Correlation Coefficient to answer the research questions and t-test of correlation to test hypotheses. The findings of the study revealed among others that principals’ utilization of extrinsic and intrinsic reward practices have positive and significant relationship with teachers’ job performance in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Post Primary School Service Commission should organize annual seminar programme on reward practices for principals to enable them enrich their knowledge, upgrade their skills and modify the utilization of the strategies to improve the job performance of teachers.