INTRODUCTION
School organisations may
be defined in a variety of ways reflecting the function it performs, the market
it serves and the product it produces. Organisations need competent
administrators in order to reach their objectives, effectively and efficiently.
The traditional part of the administrator’s functions is to ensure that work is
done well according to standard. In today’s horizontal organisation,
administrators have functions and tasks that are highly interdependent. Administration is a highly
individualised art. What style works well for one administrator in a particular
situation may not produce the desired results for another administrator in a
similar situation, or even for the same administrator in all situations. Every
administrator must discover for himself, therefore, what works and what does
not work for him in different situations. He cannot become effective merely by
adopting the practices or the administrative styles of someone else. He must
develop his own natural style and follow practices that are consistent with his
own personality. According to Nnabuo (2001) educational administrators have
administrative functions and responsibilities that are linked with purposes and
processes of education that cannot be adequately or properly performed from the
intrinsic educational activities of the organisation. Administration is the
primary force within organisations for coordinating human and material
resources, and administrators are responsible for organisational administrative,
both current results and future potentials. School administration involves influence and it may be experienced by
principals in schools. Traditionally, principal’s job has been clearly focused
on administration. The form of administration assumes that principals should be
committed and capable of achieving stated goals of the schools. Higher levels of personal commitment to
school goals and greater capacities for accomplishing those goals are assumed
to result in extra and greater job performance. The principals perform with others
to establish the vision in the structures and processes of the schools. They
are responsible for teachers’ job security, decision making processes,
school climate, instructional supervision, input control, behaviour control,
output control and teachers’ job performance in public secondary schools in
Delta and Edo States. The major focus of school administration is the behaviour
of teachers as they engage in activities directly influencing the development
of students. Instructional leadership model assumes that principals should have
expert knowledge and formal authority to exert influence on teachers. School
administrative assumes that the focus of principals ought to be on functions,
task and behaviours. If these functions’ are carried out competently, the job
of others in the schools will be facilitated. School administrative assumes as
well assume that the behaviour of school members is largely rational. Authority
and influence are allocated to the formal positions in proportion to the status
of those positions in the school hierarchy. Southworth (2002) in a study found
that that three strategies were particularly effective in improving teaching
and learning. They are modeling, monitoring and professional dialogue and
discussion. The principals should ensure concern for stated objectives, roles
and the task of building purposes into its structure and exemplifying these
purposes in everything that it does with followers. The embodiment of purpose
and the development of followership are unavoidably ethical.
Statement of the Problem
The poor conditions of service in Delta and Edo states
secondary schools are crippling the system as it is not encouraging teachers to
stay in teaching profession. Presently, there is insecurity in employment
of teachers in Delta and Edo states. Delta and Edo states governments have
review employment policies for teachers. The age long practice of tenured
appointment is no longer in place. Many teachers in the public secondary
schools are on federal government empowerment scheme which is on contract
staffing basis. Delta and Edo states governments are not ready to give teachers
permanent appointment. Teachers are
extremely facing demotivating conditions of service due to insecurity and poor
pay by Delta and Edo states governments. Contract staffing tied with lack of
clear increase in salaries are some of the factors.
Decision making is central to principal’s job of
organising endeavour towards achieving goals and objectives. Many principals
make incorrect decisions due to non involvement of their staff in decision
making processes. Principals want
teachers to be involved in decision making, but most times do not use their
suggestions. Some principal’s hoards information from their staff as well as
set up kitchen cabinet. This involves the application of divide and rule in
school administration. Some principals are extremely bureaucratic and
create negative climate that encourage feelings of fear and change. They also
create unfavourable school climate to learning, indisciplinary behaviour among
staff and students and sabotage. They in addition provide school climate that
sustain lack of esteem, competitiveness, threat, defensiveness and instructive
approaches. Their administrative styles and inter-personal relationship with
staff also negatively influence the climate of the schools.
Research Questions
The following research questions were raised to guide
study:
1.
What is the relationship between teachers’ job security
and teachers’ job performance in public secondary schools in Delta and Edo
States?
2.
What is the relationship between decision making and
teachers’ job performance in public secondary schools in Delta and Edo States?
3.
What is the relationship between school
climate and teachers’ job performance in public secondary schools in Delta and
Edo States?
Hypotheses
The
following null hypotheses were formulated to guide the study:
1.
There is no significant relationship between teachers’
job security and teacher’s job performance in public secondary schools in Delta
and Edo States.
2.
There is no significant relationship between decision
making and teachers’ job performance in public secondary schools in Delta and
Edo States.
3.
There is no significant relationship between school
climate and teachers’ job performance in public secondary schools in Delta and
Edo States.
Purpose of the Study
This study investigated relationship between principals’
administrative variables and teachers’ job performance in public secondary
schools in Delta and Edo States, Nigeria. Specifically the study investigated:
1.
The relationship between teachers’ job security and
teacher’s job performance in public secondary schools in Delta and Edo States.
2.
The relationship between decision making and teachers’
job performance in public secondary schools in Delta and Edo States.
3. The
relationship between School climate and teachers’ job performance in public secondary schools in Delta and Edo
States.
REVIEW OF RELATED
LITERATURE
The Relationship between
Teachers’ Job Security and Teachers’ Job Performance in Public Secondary
Schools in Delta and Edo States.
Public secondary schools teachers in Delta and Edo States
are continuously disturbed by job insecurity rate. The creative ability of a
nation depends on a vibrant workforce (Money & Money, 2013). Rahim (2000)
carried out a study on why teachers resist teams: Examining the 'Resistance
Barrier, regards resistance and disagreement on the part of teachers assigned
to teams. Findings showed that teachers' concerns reflected issues of school justice,
such as fairness and equity; accountability; trust; school outlook; individual
ability and influence. Foster (2013), confirmed that unmotivated teachers will
not produce good results. Criticism, laxity, upset and fighting the principals
will describe the level of their job performance. The principals will always be
in the centre of blame. They will not get anything done without running into
problems with their teachers.. Delta and Edo governments are responsible for
ensuring teachers’ job security. Ogboro
and Adeyemi (2017) carried out a study on
the levels of deployment, utilisation and job performance of teachers in
the public senior secondary schools in Edo State. Findings showed that there is low deployment
and uneven distribution of graduate teachers to public schools and under
utilisation of these teachers were very clear. Consequently the study concluded
that teachers’ job performance and teachers’ job security is very low and there
was no rationalise distribution of teachers as there are inadequate teachers in
rural area secondary schools.
The Relationship between
Decision Making and Teachers’ Job Performance in Public Secondary Schools in
Delta and Edo States.
Dolinger
and Danis (1998) carried out a study on preferred decision making styles: A
cross cultural comparison. Findings showed that principals have a tendency to
have more than three dominant style in decision making. The Principal
should be facilitators of learning to encourage teamwork among teachers and not
instrument of political qualities. Hall (2012) studied decision making
in secondary schools. Findings showed that with regard to complex problem
solving responsibilities, where there is a single correct answer based on
objective facts or expert judgement, principals and teachers using an agreement
method are more successful than decision made by principal alone, except in
rare cases, averaging technique or voting. Bello, Ibi and Bukar (2016) carried
out a study on principals’ administrative styles and students’ academic
performance in Taraba state secondary schools, Nigeria. Findings showed that
there were no positive significant relationships between principals initiative
administrative styles and students’ academic performance. Findings further
showed that no significant relationships between consideration structure of
principals’ administrative styles, participatory administrative styles of
principals’ and student academic performance in senior secondary schools. Findings
also showed that among the three administrative styles, none is the best
predictor of students’ academic performance. Participative decision making
boost teachers morale, motivation, job performance, reduces turnover and
absenteeism rates.
The Relationship
between School Climate and Teachers’ Job Performance in Public Secondary
Schools in Delta and Edo States.
School climate is
that uniqueness that differentiates secondary schools and relate with the
behaviour of teachers in secondary schools. It is typically utilised to clarify
the internal excellence of the schools as knowledgeable by its teachers. Climate
is tone, 'personality', or nature of the school's environment, the entirety of
the 'feel' of the schools that is viewed by the teachers as exclusive to
schools. It is the term used to clarify psychological arrangement of schools.
It is the broad mood that is expressed by the physical chart, the way teachers
work together and the manner teachers’ conduct themselves with students or
other stranger. School climate is usually measured with instrument that is
intended at measuring its basic extent. The physical, emotional and learning
climate can be obviously different in each secondary school and thus can
influence teachers’ job performance.
The climate of a school particularly as
established by the principal can support cooperation among individuals in the
secondary schools or hinder it. Climate strength refers to the degree of
agreement among members in the secondary schools about the importance of
specific values. School climate serves two critical functions in the secondary
schools. It integrates members so that they know how to relate to one another
and assist the school get used to the external environment. If wide spread
agreement exists about the importance of those values, the climate is organised
and strong but if little agreement exists, the climate is weak. The climate of
schools describes the uniqueness of a school. Review of literature shows the
association between school climate and effective school administration and
student’s academic performance. Positive school climate is very important in
reducing inter-group conflict in secondary schools. The main challenge for
principals is to know that school climate have relate with students, teachers
and the type of behaviour utilised by them.
Hayat (1998) conducted a study and focused on organisational climate,
job satisfaction and classroom performance of college teachers. He found
through his study that age, qualifications, staff size, length of service and
stay in college were significantly correlated with job satisfaction of teachers
in open and autonomous climates. Findings showed that open climate in bulk of
colleges and college teachers with high scores on job satisfaction performed better
in classroom. Tikunoff, Berliner and Rist (1995) in an ethnographic study of
the forty classroom of the beginning teacher education evaluation study known
sample. Findings showed that principal’s and teachers involvement, hospitality,
cooperation, engagement, promoting self sufficiency were climate that represent
a warm , positive environment in which students and teachers share common
suitable spirit and cooperation with each other.
Viltetoe (1997) studied the reasons for
success and failure of first year teachers as judged by their principals.
Findings showed that rapport with students, staff, parents, personality,
knowledge of subject matters, personal attitude, enthusiasm, professional
attitude and manner were the leading characteristics why first year teachers
succeed or fail. Theory X administrative philosophy stressed that principals as
administrator, provides school climate that support lack of esteem,
competitiveness, threat, defensiveness and instructive approaches. The climate
in a school duplicates the kind of people who make the schools, the job
procedure, way of communication and principal’s utilisation of power and
authority. Oluremi (2008) studied principal’s leadership behaviour and school
learning climate in Ekiti state secondary schools. The researcher raised three
questions and formulated three null hypotheses to lead the study. Findings
showed principal’s behaviour and school climate relate with teachers’ job
performance. Adejumobi and Ojikutu (2013) investigated the relationship between
school climate and teachers’ job performance among secondary schools in Lagos
State. Findings revealed that there was a significant relationship among
availability of facilities, class sise, leadership style, motivational
strategies, teacher morale and teachers’ job performance among secondary
schools in Lagos State.
Hoy, Smith, & Sweetland (2002) identified
some factors of school climate that relate to teachers’ job performance as
fringe benefits, salary, promotion, students’ attitude, school location, administrative
style, inter-personal associations, professional development, job security,
student population, educational policy, and composition of students among
others. School climate where the principals perform their jobs can lead to
the accomplishment or breakdown of any school in terms of achievement of
educational objective. It stands for all the basic features of the schools.
They are the physical, social, academic and emotional aspects of the school.
They may as well be influenced by material (external) or immaterial (internal)
issues. External issues comprise site, sise, student’s population, government
policies on educational and socio-economic alteration while internal issues
comprise the interactive behaviours between educational administrators and
principals, between principals and staff and between staff and students. The
climate of schools describes the uniqueness of a school. Review of literature
showed the association between school climate and effective school
administration and student’s academic performance. Positive school climate is
very important in reducing inter-group conflict in secondary schools. The main
challenge for principals is to know that school climate have relate with
students, teachers and the type of behaviour utilised by them. Okorji,
Igbokwe and Eseugbor (2016 )
carried out a study on relationship between school climate and teachers’ job performance in
secondary schools in Enugu State, Nigeria. Findings showed there
was a reasonable positive relationship between school climate and teachers’ job
performance. The
school climate is mixture of the principal’s performance and the teachers’
performance (Kast & Rosenzwerg, 2002).
METHODOLOGY
The study utilised ex-post facto design. Ex-post
facto research design is an organized observed investigation in which the
researcher does not have direct control of the independent variables as their
manifestations have previously happened, because they cannot be manipulated
since they occur in a natural setting. It allows the researcher to show the
relationship between the variables in his study and state the extent to which
one variable affects the other. Ex-post facto design was employed as the
study sought to ascertain the way and extent of the relationship between
administrative variables of appraisal, job security, decision making and school
climate and teachers’ job performance in
public secondary schools in Delta and Edo States. The population of the study
was 20,040 principals and teachers in public secondary schools in Delta and Edo
States. The population includes 463 principals and 11,965 teachers in public
secondary schools in Delta State and 259 principals and 7353 teachers in public
secondary schools in Edo State. The
researcher sampled 1,255 principals and teachers in public secondary schools in
Delta and Edo States. The sample of Delta state public secondary schools was
185 principals and 598 teachers while the sample for Edo States public
secondary schools was 104 principals and 368 teachers. The stratified
random sampling technique was utilised to select 40 % of principals and 5 % of
teachers in the two states that were employed in the study. The research
instrument for the study was a questionnaire titled Relationship between Principals’ Administrative Variables and Teachers’
Job Performance Questionnaire (RPAVTJPQ). The instrument was developed
by the researcher. Part A of the instrument consists of 16 items expected to
gather data on the relationship between teachers’ appraisal and teachers’ job
performance in public secondary
schools. Part B of the instrument as well comprises 16 items on the
relationship between teachers’ job security and teachers’ job performance in
public secondary schools in Delta and Edo States. Part C of the instrument
have16 items on the relationship between decision making and teachers’ job
performance in public secondary schools in Delta and Edo States. The instrument was validated with expert’s
judgement To guarantee the internal consistency of the instrument, the
researcher used split-half method to test the reliability of the instrument
with piloting. The internal consistency of the various parts of the Relationship between Principals’
Administrative Variables and Teachers’ Job Performance Questionnaire
(RPAVTJPQ) was established.
The reliability coefficient of the parts was teachers’
job security (0.74); Decision making (0.57); school climate (0.81) and an
overall part alpha of 0.71 was also obtained. The researcher with the help of
trained research assistants in the administration of the instrument visited the
different schools utilised in the study to administer the instrument to
principals and teachers who were used as respondents and directed them on how
the questionnaire were filled. Items on
the instrument based on variables such as teachers’ job security, decision
making and school climate were scored with the four points scoring scale of
Strongly Agree (4 points), Agree (3 points), Disagree (2 points) and Strongly
Disagree (1 point. Multiple Regression Statistics Model was used to answer the
three research questions and test the
three null hypotheses formulated to lead the study at 0.05 levels of
confidence.
Research Question 1: What is the relationship between teachers’ job security
and teachers’ job performance in public secondary schools in Delta and Edo
States?
Table 1: Multiple Regression Statistics Model on
Relationship between Teachers Job Security by Principal and Teachers’ Job
Performance.
|
States
|
N
|
Mean
|
SD
|
R
|
|
Delta State
|
776
|
52.20
|
6.15
|
.032
|
|
Edo State
|
460
|
51.65
|
6.29
|
|
Delta and Edo States
|
1236
|
52.10
|
6.21
|
Data in Table 1 shows the descriptive
statistics and relationship between teachers’ jo security and teachers’ job
performance in public secondary schools in Delta and Edo States. Delta State
has a mean score of 52.20, SD=6.15 while Edo State has mean score of 51.65,
SD=6.29. When Delta and Edo States were combined together the mean score was
52.10, SD=6.21. The computed r value is .032. The r value of .032 suggested
that there was a weak relationship between teachers’ job security and teachers’
job performance.
Research Question 2: What is the relationship between decision making and
teachers’ job performance in public secondary schools in Delta and Edo States?
Table 2: Multiple Regression Statistics Model on
Relationship between Decision Making by Principal and Teachers’ Job Performance.
|
States
|
N
|
Mean
|
SD
|
r
|
|
Delta State
|
776
|
50.79
|
6.91
|
.046
|
|
Edo State
|
460
|
49.99
|
6.84
|
|
Delta and Edo States
|
1236
|
50.49
|
6.89
|
Data in Table 2 shows the descriptive
statistics and relationship between decision making and teachers’ job
performance in public secondary schools in Delta and Edo States. Delta State
has a mean score of 50.79, SD=6.91 while Edo State has mean score of 49.99,
SD=6.84. When Delta and Edo States were combined together the mean score was
50.49, SD=6.89. The computed r value is .046. The r value of .046 suggested
that there was a weak relationship between decisions making and teachers’ job
performance.
Research Question 3: What is the relationship between school climate and
teachers’ job performance in public secondary schools in Delta and Edo States?
Table 3: Multiple Regression Statistics Model on
Relationship between School Climate by Principal and Teachers’ Job Performance.
|
States
|
N
|
Mean
|
SD
|
r
|
|
Delta State
|
776
|
59.61
|
6.58
|
.257
|
|
Edo State
|
460
|
59.61
|
7.53
|
|
Delta and Edo States
|
1236
|
59.61
|
6.94
|
Data in Table 3 shows the descriptive
statistics and relationship between school climate and teachers’ job
performance in public secondary schools in Delta and Edo States. Delta State
has a mean score of 59.61, SD=6.58 while Edo State has mean score of 59.61,
SD=7.53. When Delta and Edo States were combined together the mean score was
59.61, SD=6.94. The computed r value is .257. The r value of .257 suggested
that there was a weak relationship between school climates and teachers’ job
performance.
Hypothesis 1: There is no significant relationship between teachers’
job security and teacher’s job performance in public secondary schools in Delta
and Edo States.
Data in Table 6 shows regression analysis of the
relationship between school climate and teachers’ job performance in public
secondary schools in Delta and Edo States. The computed regression analysis of
variance (ANOVA) produced an F value of 81.300, df=(4,1231), P>.05 level of
significance. Thus, the null hypothesis which states that there is no
significant relationship between school climate and teachers’ job performance
in public secondary schools in Delta and Edo States was retained.
DISCUSSION OF RESULTS.
Relationship Between
Teacher’s Job Security and Teacher’s Job Performance in Public Secondary Schools in Delta and Edo
States
Data in Table 4 shows the descriptive
statistics and relationship between teachers’ jo security and teachers’ job
performance in public secondary schools in Delta and Edo States. Delta State
has a mean score of 52.20, SD=6.15 while Edo State has mean score of 51.65,
SD=6.29. When Delta and Edo States were combined together the mean score was
52.10, SD=6.21. The computed r value is .032. The r value of .032 suggested
that there was a weak relationship between teachers’ job security and teachers’
job performance.
There is no significant relationship between teachers’
job security and teacher’s job
performance in public secondary schools in Delta and Edo States. This finding
could be that teachers job security do not lie in the hands of the principal
rather in the hand of the government who employed the teachers. Thus to retain
their job, teachers are committed to their job. This finding is also in line
with Foster (2013), who confirmed that unmotivated teachers will not produce
good results. Criticism, laxity, upset and fighting the principals will
describe the level of their job performance. The principals will always be in
the centre of blame. They will not get anything done without running into
problems with their teachers.
This finding is not in
agreement with the finding of Ogboro and Adeyemi (2017) in a study on
the levels of deployment, utilisation and job performance of teachers in
the public senior secondary schools in Edo State that there is low deployment and uneven
distribution of graduate teachers to public schools and under utilisation of
these teachers were very clear. Consequently, the study concluded that
teachers’ job performance is very low and there was no rationalise distribution
of teachers as there are inadequate teachers in rural area secondary schools.
The Relationship Between
Decision Making by Principals and Teacher’s Job Performance in Public Secondary
Schools in Delta and Edo States
Data in Table 5 shows the descriptive
statistics and relationship between decision making and teachers’ job
performance in public secondary schools in Delta and Edo States. Delta State
has a mean score of 50.79, SD=6.91 while Edo State has mean score of 49.99,
SD=6.84. When Delta and Edo States were combined together the mean score was
50.49, SD=6.89. The computed r value is .046. The r value of .046 suggested
that there was a weak relationship between decisions making and teachers’ job
performance.
There is
no significant relationship between decision making and teachers’ job
performance in public secondary schools in Delta and Edo States. This
hypothesis tested indicted that there is no significant relationship between
decision making and teachers’ job performance in public secondary schools in
Delta and Edo States. This finding is as a result of the fact that principal do
not take decision on their own, teachers are most likely to be involve in the
decision making which will improve their job performance. This finding concurs
with Duncan, Lafrance and Ginter (2003) who carried out a study on
administrative and decision making: A retrospective application and assessment.
Finding showed that decision making process that involves making the correct
strategic choices leads to successful decision in secondary schools. But there
are a lot of problems of principals making incorrect decisions.
This finding is not in line
with the finding of Dolinger and Danis (1998) that principals
have a tendency to have more than one dominant style in decision making.
Principals should maintain an environment that supports teachers’ efforts and
minimise factors that can have negative influence in the learning process. This finding is not also in agreement with
the finding of Hall (2012) carried out a study on decision making in
secondary schools that with regard to complex problem solving responsibilities
where there is a single, correct answer based on objective facts or expert
judgement , principals and teachers
using an agreement method are more successful than decision made by principal alone , except in rare cases ,
averaging technique or voting.
Relationship between
School Climate and Teacher’s Job Performance in Public Secondary Schools in
Delta and Edo States.
Data in Table 6 shows the descriptive statistics and
relationship between school climate and teachers’ job performance in public
secondary schools in Delta and Edo States. Delta State has a mean score of
59.61, SD=6.58 while Edo State has mean score of 59.61, SD=7.53. When Delta and
Edo States were combined together the mean score was 59.61, SD=6.94. The
computed r value is .257. The r value of .257 suggested that there was a weak
relationship between school climates and teachers’ job performance.
There is no relationship between school
climate and teachers’ job performance in public secondary schools in Delta and
Edo States. The hypothesis tested revealed that there is no significant
relationship between school climate and teachers’ job performance in public
secondary schools in Delta and Edo States. This findings is as a result that
it is not only the school principal that
will create positive school climate in the school. Thus, teachers strive to
make the school climate conducive for them to perform their job.
This findings as well supports the findings
of Costa (2011) that teachers’ job performance is a major thing in competent
class administration. This also support Adejumobi and Ojikutu (2013) who
investigated the relationship between school climate and teachers’ job
performance among secondary schools in Lagos State and revealed that there was
a significant relationship among availability of facilities, class sise,
leadership style, motivational strategies, teacher morale and teachers’ job
performance among secondary schools in Lagos State.
This finding is not
in corresponds with the finding of Abaya (2011) that
principals had to among others should maintain high levels of competence,
climate, professionalism as well as morals. This finding is not also in
corresponds with the finding of Okorji, Igbokwe and Eseugbor (2016) that there was a reasonable positive relationship
between school climate and principal’s job performance.
FINDINGS.
From the data analysis, the
followings findings were arrived at;
1
The administrative variable such as teachers’
job security , decisions making and school climate relate with teachers’ job
performance positively in public secondary schools in Delta and Edo States.
CONCLUSION:
Based on the findings, it was
concluded that:
1.
The administrative variables such as teachers’ appraisal, teacher’s job security, decision making, school climate positively
relate with teachers’ job performance public secondary schools in Delta and Edo
States as their mean ratings were high
2.
The administrative variables such as teachers’ job
security, decision making and school
climate do not significantly relate with teachers’ job performance in
public secondary schools in Delta and Edo States .
RECOMMENDATIONS.
Arising from the findings, the
following recommendations were made:
1.
Delta and Edo States governments should try to ensure that teacher’s job security is taken
seriously to make teachers more committed to their job.
2.
The principals should encourage commendable
participation
of teachers in decision making processes in secondary schools. They should
organise periodic meetings with teachers to discuss problems they encounter in
teaching.
3.
The principals should create conducive climate that will
motivate teachers’ in their job performance. They should utilse joint and friendly style
of administration where teachers are involved and free to share ideas and
concepts for administrative and school competency. They should as well create
atmosphere that is supportive, simple, enjoyable, imaginative, and
stress-free to motivate students’ better involvement in learning and
attaining educational goals.
4.
The Post Primary Education Board and the Ministry of Education should
include a course on administrative variables of principals’ preparation
programmes. They should also organise workshops for principals when
appropriate to enable them acquire or improve their administrative skills and
competency.
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