TEAMBUILDING AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined teambuilding and teachers’ job performance in public secondary schools in Anambra State. The study was guided by three research questions and three hypotheses. This study employed a correlational research design, targeting a population of 12,083 teachers across 267 public secondary schools in Anambra State. A sample of 604 teachers was selected through proportionate sampling, representing 5% of the population. Data collection involved two self-structured instruments: the Teambuilding Practices Questionnaire (TPQ) and the Teachers’ Job Performance Questionnaire (TJPQ). The TPQ, structured into three clusters, assessed collaborative, mentoring, and simulation practices using a four-point rating scale. The TJPQ, also using a four-point scale, assessed job performance. Instrument reliability, tested with Cronbach Alpha, yielded high scores (TPQ: 0.827-0.888; TJPQ: 0.715). Pearson Product Moment Correlation and simple linear regression were used to analyze the data, testing hypotheses at a 0.05 significance level. The study found a significant relationship between collaborative, mentoring, and simulation practices and teachers' job performance in Anambra State's public secondary schools. Collaborative efforts, mentoring, and simulations enhanced knowledge sharing, confidence, creativity, and problem-solving, leading to improved instructional techniques, classroom management, and overall teaching effectiveness, ultimately boosting student outcomes. The study recommended that schools should teambuilding by promoting collaborative practices such as team teaching, joint lesson planning, and professional learning communities to enhance knowledge sharing and skill development among teachers. School administrators should encourage regular mentoring programs where experienced teachers guide their less experienced colleagues to foster continuous learning, confidence, and skill improvement. Teachers should be provided with opportunities to engage in simulation practices, such as role-playing and classroom scenarios, to enhance practical, experiential learning and refine teaching techniques.