PRINCIPALS’ LEADERSHIP BEHAVIOURS AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN JOS SOUTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

This study examined principals’ leadership behavior and teachers’ job performance in public senior secondary 
schools in Jos south local government area, Plateau state, Nigeria. Four objectives were formulated and four 
research questions were answered for the study. The study adopted descriptive survey research design. The 
population comprised 326 teachers and 20 principals in 20 Public Senior Secondary Schools in Jos South Local 
Government Area, Plateau State, while the sample size of the study comprised of 80 teachers and 10 principals. Two 
researchers self-developed instruments “Principals’ Leadership Behaviour Questionnaire”, PLBQ and “Teachers’ 
Job Performance Scale”, TJPS were used. The PLBQ and the TJPS have two sections each. The first section 
obtained respondents personal data. The second section is analytical and is concerned with the issues under 
investigation. The instruments have 31 and 44 items respectively, using a five (5) point rating scale made up of 
Always, Often, Occasionally, Seldom and Never.  Content validity of the instruments was established through 
experts’ judgment, two from Educational Management (EDM) and one from Research, Measurement and Evaluation 
(RME) Unit, all from the Department of Educational Foundations, University of Jos. Kendall’s coefficient of 
concordance was used to judge the agreement among the experts and Kendall coefficient value of 0.731 was 
obtained for the instruments, The internal consistency of (PLBQ & TJPQ) was obtained using the Cronbach Alpha 
method. Reliability coefficients of 0.89 and 0.94 were obtained respectively. The instruments were administered in 
each school concurrently using face- to- face method of data collection. Descriptive statistics such as percentage, 
mean and standard deviation was employed to answer research questions. Findings revealed that principals' 
visionary leadership behavior is perceived as infrequent, principals’ instructional supervision influences teachers’ 
job performance to a moderate extent; there is weak relationship between principals’ reward system and teachers’ 
job performance. It also revealed that involving teachers in decision-making positively influence their job 
performance. It was therefore recommended that: Principals should create a strong vision around common objectives 
as well as, share school related tasks with employees to be able to achieve the set goals. Rewards system should be 
encouraged by school principals to teachers. Principals should encourage teachers and involve them in decision
making to enhance team work in senior secondary schools among others.