PRINCIPALS’ DELEGATORY FUNCTIONS AS PREDICTORS OF TEACHERS’ PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined principals’ delegatory functions as predictors of teachers’ productivity in public secondary schools in Anambra State. Six research questions and six null hypotheses guided the study. The study adopted a correlational research design. The sample of 819 teachers drawn from the population of 8,187 teachers in 267 public secondary schools was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques was used for the study. Delegatory Functions Questionnaire (DFQ), Committee System Questionnaire (CSQ) and Teachers’ Productivity Questionnaire (TPQ) were used for data collection. These instruments were subjected to face validation by three experts. The reliability of the instrument was established using Cronbach Alpha method and the average coefficients were established at 0.80 for DFQ, 0.81 for CSQ and 0.88 for TPQ. A simple linear regression statistical tool was used for data analysis. The findings of the study revealed that delegation of instructional programme has a moderate positive and significant predictive value on teachers’ productivity, while delegation of decision-making function has a high positive and significant predictive value on teachers’ productivity in public secondary schools in Anambra State. The study therefore concluded that principals’ delegatory functions positively and significantly predicted teachers’ productivity in public secondary schools in Anambra State. Based on the findings, the study recommended that Post Primary School Service Commission should create a welfare committee in every school to maintain high ethical standards by responding to teachers’ needs; plan the general welfare of teachers and create a healthy work environment by promoting good relations among staff to improve productivity in public secondary schools in Anambra State.