RELEVANCE OF LEADERSHIP ABILITIES ON TEACHERS JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

This study examined relevance of leadership abilities on teachers’ job performances in public secondary schools in Bayelsa State. One research questions and one null hypotheses guided the study. Correlational survey design was used for the study. The population of the study was 4015 students’ of public secondary schools teachers in Bayelsa State during the 2022/2023 academic session. The proportionate stratified random sampling technique was used to draw up 384 teachers made up of 204 male and 180 female teachers respectively. A self developed instrument containing 45 items titled Administrators Competence and Teachers Job Performance Questionnaire (ACTJPQ) was used for data collection. The data generated from the trial testing were analyzed using Cronbach Alpha statistics and the reliability scores is made up of instructional materials, .797; decision-making, .785; reward system, .737; in-service training, .803, teachers’ job performance, .789 and the entire instrument, .886. Simple regression analysis was used to answer the research questions while Pearson Product Moment Correlation coefficient (PPMC) was used to test the null hypotheses at 0.05 level of significance. Findings of the study showed that  leadership ability is significantly associated with teachers’ job performance in secondary schools in Bayelsa State. Conclusively, this study offered significant understanding of the primary factors influencing teachers' job performance. This knowledge can help shape the creation of continuous professional development programmes for teachers, thereby fostering academic achievement for all students. Based on the findings, the study recommended that teachers’ should depend on leadership ability as a result of their ability to enhance their job performance in secondary schools.