INSTRUCTIONAL SUPERVISION AS CORRELATE OF TEACHERS JOB COMMITMENT IN PRIVATE SECONDARY SCHOOLS IN Ikom EDUCATION ZONE

Abstract

This study investigated the relationship between instructional supervision and teachers’ job commitment in private secondary schools within the Ikom Education Zone of Cross River State. A correlational research design was adopted to determine how instructional supervision predicts teachers’ commitment to duty. The study population comprised 1,224 teachers from 248 private secondary schools in the Ikom Education Zone, from which a purposive sample of 350 teachers was drawn. Data were collected using a structured questionnaire titled Instructional Supervision and Teachers’ Job Commitment Questionnaire (ISTJCQ), developed by the researcher and organized on a four-point modified Likert scale. The instrument included three sections covering demographic information, instructional supervision, and job commitment. Its face and content validity were confirmed by experts in Educational Management, Measurement and Evaluation at the University of Calabar, while reliability was established through a pilot test that yielded Cronbach Alpha coefficients of 0.81 and 0.87. Data were analyzed using descriptive statistics and simple linear regression, while hypotheses were tested at a 0.05 significance level. Findings indicated that instructional supervision significantly predicts teachers’ job commitment in private secondary schools within the Ikom Education Zone. The result underscores the importance of consistent and supportive supervision in improving teachers’ professional engagement and instructional delivery. The study concludes that effective instructional supervision enhances teachers’ motivation and commitment, thereby contributing to overall educational goal attainment.