MEAN AND STANDARD DEVIATION ON THE EXTENT TO WHICH PRINCIPALS’ SUPERVISORY ROLE ON CLASSROOM MANAGEMENT INFLUENCES TEACHERS' JOB PERFORMANCE IN SECONDARY SCHOOLS IN ABAKALIKI EDUCATION ZONE

Abstract

The extent to which principals' supervisory role on classroom management effects teachers' job performance in secondary schools in Abakaliki Education Zone and Anambra State is examined in this study. One research question and one hypothesis inline with the purpose of the study guided this paper. The study adopted a quantitative research design to examine the relationship between principals' supervisory role in classroom management and teachers' job performance in secondary schools in Abakaliki Education Zone. A sample of 200 teachers from 20 secondary schools was selected using a simple random sampling technique. A questionnaire was used to collect data on the extent of principals' supervisory role in classroom management and teachers' job performance. Mean and standard deviation are used to measure the influence of principals' supervisory role on classroom management. The data was collected through surveys and interviews from teachers in secondary schools in Abakaliki Education Zone and Anambra State. The results showed that there is a significant correlation between principals' supervisory role and teachers' job performance. The findings suggest that a strong supervisory role from principals can positively impact teachers' job performance, leading to better academic outcomes for students. Further research is needed to explore this relationship in more depth and to develop strategies for principals to effectively support teachers in their classroom management practices.