INFLUENCE OF PRINCIPALS’ ADMINISTRATIVE SKILLS ON TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Abstract

The study examined the influence of principals’ administrative skills on teachers’ job commitment in public secondary schools in Delta State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted descriptive research design. The population of the study comprised 10,318 teachers in 512 public secondary schools in eleven Education Zones spread across twenty five Local Government Areas in Delta State. The sample size for the study was 515 teachers drawn from the total population. Multi-stage sampling procedure was used in drawing the sample. The instruments for data collection were researcher’s developed instrument titled: Principals’ Administrative Skills on Teachers’ Job Commitment Questionnaire (PASTJCQ). The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.81 for PASTJCQ. The data were analyzed using mean, standard deviation and independent sample t-test. The study revealed that principals’ time management skill and principals’ supervisory skill positively and significantly influenced teachers’ job commitment in public secondary schools in Delta State. The study concluded that principals’ administrative skills influence teachers’ job commitment in public secondary schools in Delta State. The study recommended that principals should always focus on incorporating effective supervisory practices into their daily interactions, emphasizing constructive feedback, supportive guidance and collaborative problem-solving, in order to positively influence and enhance teachers' job commitment without necessarily relying on formal training programmes.