Relationship between Teachers’ Role Culture and their Perceived Task Performance in Public Secondary Schools in Akwa Ibom State.

Abstract

The study investigated the relationship between teachers’ role culture and their perceived task performance in public secondary schools in Akwa Ibom State. one research question and one hypothesis guided the study. The study adopted a correlational research design. The population of the study was made of 8010 secondary school teachers in all the 270 public secondary schools in Akwa Ibom State. The sample size was 200 teachers sampled through simple random sampling technique. Two instruments titled: Rolel Culture Questionnaire (RCQ) and Teachers Task Performance Questionnaire (TTPQ) were used for data collection in this study with a total of 28 items. The instruments were validated by three experts, two in Educational Management and Policy and one in Department of Educational Foundations (Measurement and Evaluation Unit) all in the Faculty of Education, from Nnamdi Azikiwe University, Awka. Cronbach alpha was used to determine the internal consistency of the instruments of which 0.75 for RCQ and 0.92 for TTPQ were obtained as reliability coefficients. Data were analyzed using Pearson product moment correlation coefficient in answering the research question. The hypothesis was tested at .05 level of significance. Findings revealed that there is low positive relationship existing between the teachers’ role culture and their perceived task performance in public secondary schools in Akwai-Ibom State. Accordingly, it was recommended among others that government should provide teachers with clear role expectations and responsibilities to enhance their understanding of their role and improve task performance