The Influence of Principal on Teachers’ Job Performance in Secondary Schools in Ovia, Edo State Nigeria

Abstract

This study examined the influence of principals’ administrative roles on teachers’ job performance in secondary schools in Ovia North East Local Government Area of Edo State, Nigeria. The study was premised on the recognition that quality secondary education depends largely on effective school leadership and teacher performance. A survey research design was adopted to elicit the views of principals and teachers in selected public and private secondary schools. The population comprised 120 secondary schools, from which 12 schools were randomly selected. The sample included 24 principals and 600 teachers randomly selected, data were collected using a structured questionnaire validated by experts, with a reliability coefficient of 0.93 obtained through the test–retest method. Descriptive statistics and t-test analysis were used for data analysis at a 0.05 level of significance. Findings revealed that principals’ supervisory roles, communication skills, and managerial competencies significantly influence teachers’ job performance. Although both principals and teachers generally agreed on the positive impact of administrative practices, slight differences existed in their perceptions. The study concluded that effective supervision and communication by principals enhance teachers’ performance and, by extension, students’ academic achievement. It recommended strengthened leadership capacity and inclusive decision-making practices in secondary schools.