Teachers’ job performance

The study investigated the influence of principals' leadership styles on teachers' job performance in public senior secondary schools in Edo State. The population of the study covered the twenty-eight (28) public senior secondary schools in Ovia North East local government area of Edo state. Also, the study took into consideration the three hundred and thirty six (336) teachers in the same local government area. The sample size of seventy (70) teachers was selected using the simple random sampling technique. The study was based on McGregor's X and Y theories. The researcher constructed a questionnaire that was used to obtain responses from the respondents. The reliability of the instrument was ascertained through test-retest procedure to be 0.87 coefficient using Pearson's Product moment correlation coefficient. Data collected were analyzed using the mean ratings. The results of the analysis show that only the principals' democratic leadership style had a positive influence on teachers' job performance while the laissez-faire leadership style and the autocratic leadership style had a negative influence on teachers' job performance. xi It was concluded that though there are three leadership styles available to school principals, only the democratic leadership style positively influenced teachers' job performance in Ovia North East local government area of Edo state. The laissez-faire and autocratic leadership styles negatively influenced teachers’ job performance in the same local government area. This implies that the democratic leadership style is preferred by teachers and it should be adopted by principals in order to improve teachers’ job performance. Therefore, leadership styles are important for teachers’ job performance. Consequently, the researcher recommended among other things, that principals must take cognizance of their behavioural patterns and styles of leadership in order to enhance teachers' job performance. Specifically, the democratic leadership style was suggested

The study is on the relationship between teachers’ conditions of service and their job performance in public secondary schools in Ovia Northeast Local Government Area. The major purpose of the study is to find out the condition of service for enhancing the performance of teachers in secondary schools. Three research questions and four hypotheses were formulated to guide the study. Correlational research design was adopted by the study. The population comprised of twenty-eight (28) principals and all the 1839 (1,111 comprised males and 728 females) teachers in the twenty-eight (28) public secondary schools in Ovia Northeast Local Government Area in the 2019/2020 academic session. The multistage sampling technique was adopted by the study to select a sample of fourteen (14) principals and public secondary schools, representing 50% of the total population to make up the sample for the study. Two research instruments were used for data collection. The first was a structured questionnaire titled “Conditions of Service) which was administered to the teachers in the selected schools to rate their principals. Questionnaire (COSQ) and the second was a “Teachers’ Job Performances Checklist (CPSRQ). The instrument for data collection was validated by the researcher’s supervisor and two other experts in the Department of Educational Management, University of Benin, Benin city. In order to establish the reliability of the instrument, Cronbach Alpha statistics was adopted for the study. The instrument were administered once to twenty (20) teachers and twenty (20) principals, their responses were scored and analyzed using Cronbach’s Alpha formula and the alpha value obtained are 0.87 and 0.63 for principals and teachers respectively. Therefore, the instrument for the study was reliable. Data collected were analyzed with descriptive statistics such mean, standard deviation and Fisher The findings of the study revealed that teachers conditions of service in public secondary schools in Ovia North East was poor, Teachers’ job performance in public secondary schools in Ovia North East Local Government Area was high, there was no significant difference in the relationship between conditions of service and teachers ' job performance. Based on the findings of the study, it was recommended among others:
The teachers in public secondary schools should consistently be motivated to enhance and sustain their level of job performance. This can be done through provision of well -equipped classrooms, staff-rooms, and regular payments of their fringe benefits, Salary of teachers should be paid promptly to enable them concentrate on their job for effective delivery.
The government and school management should ensure regular promotion of teachers promptly to mention but a few.