PRINCIPALS’ HUMAN RELATIONS STRATEGIES AND TEACHERS’ JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The main purpose of the study was to investigate the relationship between principals’ human relations strategies and teachers’ job effectiveness in public secondary schools in Anambra State. Five research questions guided the study and six hypotheses were tested at 0.05 level of significance. The correlational research design was adopted for the study. The population of the study comprised 266 principals in the 266 public secondary schools in the six Education Zones of Anambra State. Data for this study was collected by means of structured questionnaires developed by the researcher. The instruments were validated by three experts in the Department of Educational Foundations, all from the Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam. The instrument’s reliability was established through a pilot test. The data collected were analyzed using Cronbach Alpha and coefficient values of 0.75, 0.82, 0.87, 0.81 and 0.84 for clusters A to E respectively with an overall reliability co-efficient value of 0.81 for Instrument A. Furthermore, test of reliability on Instrument B using Cronbach Alpha reliability Co-efficient yielded coefficient value of 0.78. The Pearson Product Moment Correlation Coefficient was used to answer research questions while the multiple regression correlation analysis was employed to test the hypotheses. The findings of the study revealed that communication strategy, teamwork strategy, motivation strategy, staff development strategy and conflict management strategy have a positive relationship with teachers' job effectiveness. Based on these findings, the researcher concludes that there is a significant relationship between human relations strategies and teachers job effectiveness in public secondary schools in Anambra State.