Perceived Influence of Principal’s Supervisory Roles on Effective Teachers’ Performance in Senior Secondary Schools in Rivers State East Senatorial Zone

Abstract

The study investigated perceived influence of principal’s supervisory roles on teachers’ effective performance in senior secondary school in East Senatorial Zone of Rivers State. The study adopted descriptive design and directed by two research questions and corresponding null hypotheses to guide the study.  Stratified random sampling technique was used to select one thousand two hundred and fifty-eight male teachers (1258) and one thousand nine hundred and fifty-six female teachers (1956). Instrument used for data collection was perceived influence of principal’s supervisory roles on teachers’ effective performance (PIOPOTEP).  The data collected was analysed using means and standard deviation, and Pearson’s Product-Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significant.  No significant difference was observed between school principals and teachers’ performance.  Two major findings from the study revealed that school principals using mentorship and monitorship as supervisory techniques had improved teachers’ performance significantly. Based on these findings, the study recommended that, the inspectorate division of Ministry of Education should ensure school principal develop the professional know-how on mentorship of teachers to promote teachers’ performance. Monitorship of teachers’ performance should be seen as a necessity in building professional artistry in teachers in view of effective and efficient services.