Main Article Content

Abstract

The study investigated the relationship between principals’ instructional leadership practices and teachers’ job effectiveness in secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Correlation research design was employed for the study. The population of the study comprised all the 5,286 teachers in public secondary schools in Anambra State. Proportionate sampling technique was used draw a sample size of 529 teachers for the study. Two sets of structured questionnaires titled ‘‘Principals Instructional Leadership Practices Questionnaire (PILPQ) and Teachers Job Effectiveness Questionnaire (TJEQ)’’ were used for data collection. Cronbach Alpha method was used to establish the internal consistency of the instruments which produced the following coefficient values: 0.81 for PILPQ and 0.84 for TJEQ. The research questions were answered using Pearson’s Product Moment Correlation Coefficient and the hypotheses were tested using t-test. The findings of the study revealed among others that there is a high positive relationship between principals’ instructional supervision practices and teachers’ job effectiveness in secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should promote principals’ professional development in instructional supervision practices through intensive and annually seminars, workshops and conferences.

Article Details

How to Cite
Okeke Nneka Felicia. (2020). Relationship between Principals’ Instructional Leadership Practices and Teachers’ Job Effectiveness in Secondary Schools in Anambra State. International Journal for Social Studies, 6(1), 315-325. Retrieved from https://journals.eduindex.org/index.php/ijss/article/view/20171