SUPERVISORY TECHNIQUES AS CORRELATES OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN OYI LOCAL GOVERNMENT AREA, ANAMBRA STATE

Abstract

The study investigated the relationship between supervisory techniques and teachers’ job commitment in public secondary schools in Oyi Local Government Area, Anambra State. Two research questions guided the study and two hypotheses were tested at the 0.05 significance level. A correlational design was adopted for the study. The population of study included all 293 teachers in nine public secondary schools Oyi Local Government Area, Anambra State. A census sampling technique was used to ensure all the 293 teachers participated in the study due to the manageable population size. Data were collected using researcher-developed questionnaires titled: Supervisory Technique Questionnaire (STQ) and Teachers’ Job Commitment Questionnaire (TJCQ). Both instruments underwent face validation by three experts from Chukwuemeka Odumegwu Ojukwu University and demonstrated good reliability (Cronbach Alpha: 0.81 for STQ, 0.83 for TJCQ). The researcher and two assistants administered the questionnaires, achieving a response rate of 98%. Pearson’s Product Moment correlation coefficient was used for analysis. The results showed among others, that classroom visitation had a strong positive relationship with teachers’ job commitment in Oyi Local Government Area, Anambra State. It was also found that workshop technique had a moderate positive relationship with teachers’ job commitment in public secondary schools. Recommendations included that the Ministry of Education provide funding to support workshop techniques. The study supports the effectiveness of supervisory techniques in improving teachers’ job commitment in public secondary schools