Perceived Influence of School Administrative Practices on Teachers Job Commitment in Public Senior Secondary Schools in Port Harcourt Metropolis of Rivers State

The study investigated the influence of school administrative practices on teachers’ job commitment in public senior secondary schools in Port-Harcourt Metropolis, Rivers State. Three specific objectives, three research questions and three null hypotheses guided the study. This study adopted a descriptive survey research design. This study was conducted in Port Harcourt Metropolis and Obio/Akpor Local Government Area. The population of the study was 931 respondents comprising 1,885 teachers and 46 principals respectively. 386 respondents constituted of the study using simple random sampling techniques. A self-structured questionnaire developed by the researcher titled “School Administrative Practices on Teachers Job Commitment (SAPTJCQ) was used for data collection. The instrument was validated and tested for reliability using Cronbach Alpha. The reliability coefficients obtained from the three clusters of the instrument were 0.81, 0.76 and 0.83. Mean and Standard Deviation were used to answer the research questions. The hypotheses were tested using z-test statistics. The hypotheses were analyzed using z-test statistical tool. When the z-calculated value is higher than the z-critical value of ±1.96, the hypothesis was accepted, and rejected on the contrary when the z-calculated value is higher than the z-critical value of ±1.96. The findings of the study revealed that feedback responsiveness, resource management and communication effectiveness influence teachers job commitment to a high extent in public senior secondary schools in Port Harcourt Metropolis of Rivers State. It was recommended among others that principals should create systematic feedback mechanisms to gather teachers’ concerns and respond promptly with practical solutions