INSTITUTIONAL SUPPORT AS PREDICTOR OF TEACHERS’ JOB ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ institutional support as a predictor of teachers’ job engagement 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 the study. The population of the study comprised 7,248 teachers in 268 public secondary schools in six Education Zones in Anambra State. The sample comprised 507 teachers (7%) drawn from the population of the study. Proportionate stratified and simple random sampling techniques were used for the study. The instruments for data collection were researcher-structured questionnaires titled: Institutional Support Questionnaire (ISQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were validated by three experts in the Department of Educational Foundations, Nnamdi Azikiwe University, Awka. The reliability of the instruments were determined using Cronbach Alpha Coefficient method and the average coefficient for ISQ is 0.75 and 0.80 for TJEQ were obtained and were considered reliable and suitable for the study. Simple regression analysis were used for data analysis. The study revealed that conducive work environment (r = 0.682; P < 0.000), professional development opportunities (r = 0.664; P < 0.000) positively and significantly predicted teachers’ job engagement in public secondary schools in Anambra State. The study concluded that institutional support is a predictor of teachers’ job enagement in public secondary schools in Anambra State. Based on the findings, the study recommended that government and relevant stakeholders should prioritize policies and interventions that strengthen supportive school organizational climates through regular monitoring, capacity building for school leaders and provision of resources that promote collaboration and teacher well-being.