PRINCIPALS’ MANAGERIAL PRACTICES AS PREDICTOR OF TEACHER EFFECTIVENESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN OGUN-EAST SENATORIAL DISTRICT, NIGERIA.

Abstract

The study examined the connection between the management strategies used by principals and the efficacy of their teachers in public senior secondary schools located in Ogun-East Senatorial District, Ogun State, Nigeria. Only two of the sub-variables—teacher effectiveness and principals' stress-management practices and principals' motivational practices were investigated in this study. For this study, a descriptive survey research design was chosen. 
3,095 teachers, 134 principals, and 134 public secondary schools made up the study's population. Purposive random sampling was used in the study to choose 575 teachers, 76 principals, and 76 public secondary schools. Data were gathered using two instruments: the  "Teacher Effectiveness Questionnaire" (TEQ) and the "Principals' Managerial Practices 
Questionnaire" (PMPQ). The Pearson Product Moment Reliability Index was used to determine the reliability coefficients of 0.86 and 0.82 for the two instruments, respectively. 
The developed hypotheses were tested at the 0.05 level of significance after the gathered data were examined using inferential statistics such as Pearson Product Moment Correlation and Regression Analysis. The study discovered a weakly significant correlation between the administrative practices of principals and the effectiveness of their teachers. According to the study, there is a low correlation between teachers' effectiveness and principals' stress management strategies and their motivational practices, but a moderately high significant relationship exists between the two. When considering other variables, the principal administrative practice demonstrated a stronger managerial practice. The study's conclusions indicate that since principals' management styles affect teachers' effectiveness, they are crucial to the continued existence of public secondary schools. To improve the managerial abilities and practices of principals, the state government ought to arrange symposia, seminars, and workshops. To increase teachers' commitment to and effectiveness
in teaching and learning, school principals should work in an environment that supports them in applying the knowledge and abilities they have gained.