PRINCIPALS’ SUPPORT SERVICES AND TEACHERS’ PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined the relationship between principals’ support services and teachers’ productivity in public secondary schools in Anambra state. The correlational research design was adopted for the study. The study was guided by five research questions and five null hypotheses tested at 0.05 level of significance. The population of the study comprised 5,323 public secondary school teachers in the Six Education Zones of Anambra State. The sample of the study comprised 372 secondary school teachers drawn from the 266public secondary schools in the six Education Zones in the State. Taro Yamane method was used to determine the sample size for the study. Two instruments employed for data collection were Principals’ Support Services Questionnaire (PSSQ) and Teachers Productivity Questionnaire (TPQ). The two instruments were validated by three experts two from Educational Management and one from Measurement and Evaluation all from Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. The instruments were analyzed using Cronbach Alpha statistics to determine the reliability, and the average reliability coefficient showed a value of 0.81 for principals’ support service questionnaire (PSSQ) and 0.84 for Teachers Productivity Questionnaire (TPQ). Pearson Product Moment Correlation Coefficient statistics was used to answer the research questions and test the hypotheses. The result of data analysis showed that principals’ support services (security, training, reward, placement, and counseling support services) correlates positively and significantly with teachers’ productivity in public secondary schools in AnambraState. Principals in collaboration with the government should help to provide adequate security support services in schools, periodic training and re-training programs should be organized for teachers by both principals and the government, principals should ensure that the good effort of teachers are rewarded both financially and non-financially. Placement of teachers should be based on their areas of specialization and experience and that Principals should ensure that active professional counsellors are available to counsel teachers to enhance their productivity in public secondary schools in Anambra State.