LEADERSHIP SKILLS OF PRINCIPALS AND JOB PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE

This study investigated the role of leadership skills of principals in teachers’ job performance in public secondary schools in Rivers State. Three research questions and hypotheses were used to guide the study in line with the specific objectives. The study adopted a descriptive research design of the survey type and the population comprised principals from all 247 public senior secondary schools in the 23 local government areas of Rivers State. A sample size of 74 principals (30 males and 44 females), representing 30% of the entire population, was drawn using a simple random sampling technique. Data collection was conducted using a researcher-developed questionnaire titled Principals’ Leadership Skills and Teachers’ Job Performance Questionnaire (PLSTJPQ). The instrument was validated by three experts, and a reliability coefficient of 0.78 was obtained using Cronbach’s alpha through the test-retest method. The research questions were answered using the mean and standard deviation, while the null hypotheses were tested at a significance level of 0.05 using the z-test. Findings revealed that leadership skills are the operational tools in influencing people, including secondary schools, to strive willingly and enthusiastically toward the achievement of organizational goals. Secondary school principals also encounter a myriad of challenges while performing their leadership roles. The study recommended that principals should possess proper leadership skills and techniques to enhance teachers’ instructional delivery by encouraging staff welfare schemes, recommending staff for promotion exercises, making open commendations for teachers, and showing love/care for teachers to boost their morale. Principals should pay greater attention to their role performance, as it exerts a direct and significant influence on the performance of teachers.