| _version_ | 1866901833399664640 |
|---|---|
| author | AHMED, SADIQ |
| author_facet | AHMED, SADIQ |
| contents | <p>The study investigated principals’ motivational skills as a strategic management correlate of <br>teachers’ job performance in Post-Basic Schools in North-East, Nigeria. The purpose of the study <br>was to determine the extent of principals’ motivation skills in post basic schools in North East <br>Nigeria, to also examine the relationship between principals ’motivation skills and teachers job <br>performance and to assess whether teachers’ job performance differs significantly across <br>principals’ motivation skills level. Three research questions were answered and three hypotheses <br>were tested at 0.05 level of significance. The study adopted the correlation survey research design. <br>Stratified and random sampling techniques were used in selecting the sample of the study. The <br>population was 19,797 respondents in Post-Basic Schools from four states (Adamawa, Bauchi, <br>Gombe, and Taraba) drawn from North-East zone, Nigeria. The sample for the study was 592 <br>determined using Taro Yamane formula and comprised of 76 principals and 516 teachers. The <br>instruments for data collection were two, a structured questionnaire tagged “Principals’ Motivation <br>Skills Questionnaire (PMSQ) which was responded by teachers, and structured questionnaire <br>tagged “Teachers’ Job Performance Questionnaire (TJPQ) was administered and responded to by <br>principals to measure teachers’ performance. The instruments were face validated and the internal <br>consistency for the instruments was determined using Cronbach Alpha method. Reliability yielded <br>0.71 for Principal Motivation Skills Questionaire, 0.67 for Teachers’ Job Performance <br>Questionnaire. The findings of the study revealed Principals exhibited high motivational <br>competence (M = 3.63, SD = 0.60). Motivational skills significantly predicted teachers’ job <br>performance (β = 0.79, p < 0.001; R² = 0.62). ANOVA showed a significant effect (F (1, 590) = <br>182.5, p < 0.001) with a large effect size (ω² ≈ 0.62). Based on the findings of this study, it was <br>concluded that principals' motivation skills was significantly related to teachers' job performance <br>in Post-Basic Schools in North-East Nigeria. Recommendations made based on the findings <br>include among others that; teachers’ should be assigned subjects or courses to teach based on their <br>area of specialization, teachers’ should be praised at all times and workload be reduced, teachers’ <br>welfare, promotion payment of salaries and allowances should be regular and consistent.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17708569 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Principals' Motivational Skills as Correlate of Teachers' Job P AHMED, SADIQ Principal motivation skills teachers' job performance post-basic school <p>The study investigated principals’ motivational skills as a strategic management correlate of <br>teachers’ job performance in Post-Basic Schools in North-East, Nigeria. The purpose of the study <br>was to determine the extent of principals’ motivation skills in post basic schools in North East <br>Nigeria, to also examine the relationship between principals ’motivation skills and teachers job <br>performance and to assess whether teachers’ job performance differs significantly across <br>principals’ motivation skills level. Three research questions were answered and three hypotheses <br>were tested at 0.05 level of significance. The study adopted the correlation survey research design. <br>Stratified and random sampling techniques were used in selecting the sample of the study. The <br>population was 19,797 respondents in Post-Basic Schools from four states (Adamawa, Bauchi, <br>Gombe, and Taraba) drawn from North-East zone, Nigeria. The sample for the study was 592 <br>determined using Taro Yamane formula and comprised of 76 principals and 516 teachers. The <br>instruments for data collection were two, a structured questionnaire tagged “Principals’ Motivation <br>Skills Questionnaire (PMSQ) which was responded by teachers, and structured questionnaire <br>tagged “Teachers’ Job Performance Questionnaire (TJPQ) was administered and responded to by <br>principals to measure teachers’ performance. The instruments were face validated and the internal <br>consistency for the instruments was determined using Cronbach Alpha method. Reliability yielded <br>0.71 for Principal Motivation Skills Questionaire, 0.67 for Teachers’ Job Performance <br>Questionnaire. The findings of the study revealed Principals exhibited high motivational <br>competence (M = 3.63, SD = 0.60). Motivational skills significantly predicted teachers’ job <br>performance (β = 0.79, p < 0.001; R² = 0.62). ANOVA showed a significant effect (F (1, 590) = <br>182.5, p < 0.001) with a large effect size (ω² ≈ 0.62). Based on the findings of this study, it was <br>concluded that principals' motivation skills was significantly related to teachers' job performance <br>in Post-Basic Schools in North-East Nigeria. Recommendations made based on the findings <br>include among others that; teachers’ should be assigned subjects or courses to teach based on their <br>area of specialization, teachers’ should be praised at all times and workload be reduced, teachers’ <br>welfare, promotion payment of salaries and allowances should be regular and consistent.</p> |
| title | Principals' Motivational Skills as Correlate of Teachers' Job P |
| topic | Principal motivation skills teachers' job performance post-basic school |
| url | https://doi.org/10.5281/zenodo.17708569 |