Staff Personnel Administrative Practices Adopted By Principals’ For Promoting Teacher-Job Performance In Secondary Schools In Awka Education Zone, Anambra State, Nigeria
Volume 2 - Issue 1, January 2018 Edition
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Author(s)
Carol Obiageli Ezeugbor, Loyce, C. Onyali. Faith Ogechukwu Okoye
Keywords
Staff personnel, Administrative practices, Job performance
Abstract
The purpose of the study was to determine the staff personnel administrative practices adopted by Principals for promoting teacher job performance. The study was carried out in Secondary Schools in Awka Education Zone of Anambra State. Descriptive survey research design was adopted for the study. The study was guided by two research questions. Two null hypotheses were tested at 0.05 level of significance. The population consisted of 57 Principals, and 1639 teachers, totally 1696. The entire 57 Principals’ and 500 teachers drawn through stratified random sampling technique, making a total of 557 subjects participated in the study. Stratification was based on the already existing local government areas. Data collection was done using structured questionnaire of 20 items, which was validated by experts. A total reliability index of 0.81 was obtained using Crombach alpha co-efficient. Out of 557 copies of the instrument distributed, 555 representing 99% return rate were dully filled and retrieved. Data analysis was done using mean and standard deviation, while the hypotheses were tested using z-test at 0.05 level of significance. The findings revealed among others that the Principals adopted most of the staff professional development and motivational practices. However, they failed to sponsor teachers for ICT proficiency in this technological driven world and furnishing of teachers offices for a healthy working environment. Consequently, it was recommended among others that Principals should explore possible ways of raising funds especially through internally generation of funds (IGR) to furnish teachers’ offices so as to promote a healthy environment for teachers to put in their best for qualitative teaching.
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