HUMAN CAPITAL DEVELOPMENT PRACTICES ADOPTED BY PRINCIPALS FOR IMPROVING TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined human capital development practices adopted by principals for improving teachers’ job performance in public secondary school in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of the study consisted 7,293 (7,027 teachers and 266 Principals). A sample size of a sample of 976 (704 teachers and 266 principals) was drawn using a multistage sampling procedure. A researchers’ developed instrument titled “Human Capital Development Practices for Teachers’ Job Performance Questionnaire” (HCDPTJPQ) which was validated by three experts was used for data collection. The internal consistency of the instrument was ascertained using Cronbach’s Alpha and this yielded reliability coefficient of 0.77 and 0.79 for the two parts of HCDPTJPQ and 0.78 for the entire instrument. Of the 976 copies of the questionnaire administered, 853 were retrieved and was used for data analysis. Mean rating was used to analyze the research questions and t-test for testing the hypotheses. The findings of the study indicated that principals of public secondary schools in Anambra State adopted eight of the nine training practices for improving teachers’ Job performance, they also adopted all the 11 mentorship practices improving teachers’ job performance. Based on the findings, it was recommended that adequate remuneration that is commensurate to their work should be provided to the principals. This will motivate them even more to make continuous efforts towards providing training for teachers’ improved job performance.