PRINCIPALS’ INSTRUCTIONAL SUPERVISORY SKILLS AS A CORRELATE OF TEACHERS’ JOB PERFORMANCE IN POST-BASIC SCHOOLS IN ADAMAWA STATE, NIGERIA

Abstract

This study examined principals’ instructional supervisory skills as a correlate of teachers’ job performance in post-basic schools in Adamawa State, Nigeria. A correlational survey design was adopted. The population consisted of 6,140 principals and teachers, from which a sample of 614 respondents was drawn using multi-stage sampling techniques. Data were collected using the Principals’ Managerial Skills Questionnaire (PMSQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated and yielded reliability coefficients of 0.82 and 0.85 respectively using Cronbach’s alpha. Data were analysed using mean, standard deviation, regression, at 0.05 level of significance. Findings revealed that principals’ instructional supervisory skills were high (M = 3.86, SD = 1.29), while teachers’ job performance was also high (M = 3.82, SD = 1.36). Regression analysis showed a significant positive relationship between instructional supervisory skills and teachers’ job performance (R = 0.485, R² = 0.236, β = 0.485, t = 3.141, p < 0.05). ANOVA results further confirmed that the regression model was statistically significant. The study concluded that effective instructional supervision significantly enhances teachers’ classroom performance and instructional delivery. It was recommended that principals should intensify classroom supervision, mentoring, and instructional monitoring to sustain teacher effectiveness.