Principals’ Instructional Supervision Strategies as a Correlate of Teachers’ Job Performance in Public Secondary Schools in Zamfara State, Nigeria.

Abstract

The study investigated principals’ instructional supervision strategies as a correlate of teachers’ job performance in public secondary schools in Zamfara State. Two research questions were formulated to guide the study and two hypotheses were tested  at 0.05 level of significance. The study adopted a correlation research design. The population comprised of all the 4766 teachers in 216 public secondary school in Zamfara state. The proportionate sampling technique was used to draw the sample size of 477 teachers for the study. Two sets of structured questionnaire titled‘ Principals’ Instructional Supervision Strategies Questionnaire’ (PISSQ) with cluster one and two,   and ‘Teachers Job Performance Questionnaire’(TJPQ) with four point rating scale were used for data collection. The instruments were content validated by three experts. The reliability coefficient value of 0.72 and  0.74, for cluster one and two respectively while 0.80 was for TJPQ. The instruments were tested using Cronbach Alpha method. Pearson Product Moment Correlation Coefficient was used to answer the research questions while the hypotheses were tested using p-value of correlation at 0.05 alpha level. The findings of the study revealed among others that there is a very high positive relationship existing between direct assistance supervision strategy and teachers’ job performance and a moderate positive relationship existing between group assistance instructional supervision strategy and teachers’ job performance in public secondary schools in Zamfara State. Based on the findings, it was recommended among others that principals should pay more attention to direct assistance strategy than group assistance  strategy so as to enhance teachers’ job performance in public secondary schools in Zamfara State.