Search

AbstractDue to the importance of teachers in providing quality education, research in the last two decades has consistently focused on their effectiveness. However, there are inconclusive debates in the literature on the nature of relationships that exist between different supervisory strategies and their links to teachers’ job performance. This study used a predictive correlation design to assess how five principals’ supervisory practices contribute to teachers’ job effectiveness generally and across three specific areas. Secondary school teachers that participated in the study were 284 and were selected using simple and purposive sampling techniques. Data were collected using a questionnaire. A bootstrapping procedure in covariance-based structural equation modelling (CB-SEM) and multiple linear regression analysis were used for hypotheses testing at the .05 alpha level. Among others, findings revealed a significant joint prediction of classroom observation, supervision of sporting activities, instructional aids, team teaching and school record on teachers’ job effectiveness generally and in the dimensions of lesson note preparation and classroom management, but not the use of instructional materials. Teachers who reported frequent classroom observation by principals also reported a higher level of lesson preparation but not other aspects of teaching effectiveness. The supervision of sporting activities significantly predicted teachers’ overall effectiveness and specific aspects such as lesson preparation, instructional material use, and classroom management. This study can encourage school principals to gain more knowledge, facts and strategies required for effective and efficient school-based supervision.

The main purpose of this study was to examine the influence of mentorship in terms of psychosocial support on teachers’ job performance in public secondary schools in Cross River State, Nigeria. To achieve the aim of this study, one hypothesis was formulated to guide the study. Literature was reviewed accordingly. Ex-post facto research design was adopted for the study. A sample of seven hundred and eleven teachers was used for the study. The participants were drawn through the stratified and simple random sampling techniques. The questionnaire was the instrument used for data collection. The instrument was subjected to face and experts’ validation. The experts are in Research and Statistics. The reliability estimate of the instrument was established through Cronbach alpha reliability method. One-way analysis of variance (ANOVA) was adopted to test the study hypothesis. The hypothesis was tested at .05 level of significance. The result of the analysis revealed that mentorship in terms of psychosocial support has a significant influence on teachers’ job performance. Based on the results and findings of the study, it was recommended that mentorship should be adopted in schools so as to develop a good learning environment that can help the teachers acquired more skills on teaching. Résumé : L'objectif principal de cette étude est d'examiner l'influence du tutorat en termes de soutien psychosocial sur le rendement au travail des enseignants dans les écoles secondaires publiques de l'État de Cross River, au Nigéria. Pour atteindre l'objectif de cette étude, une hypothèse a été formulée pour guider l'étude. L’état des lieux a été fait en conséquence. La conception de la recherche ex-post facto a été adoptée pour l'étude. Un échantillon de sept cent onze enseignants a été utilisé pour l'étude. Les participants ont été tirés par les techniques d'échantillonnage aléatoire stratifié et simple. Le questionnaire est l'instrument utilisé pour la collecte de données. L'instrument a été soumis à la validation des experts. Les experts sont en recherche et en statistique. L'estimation de fiabilité de l'instrument a été établie par la méthode de fiabilité alpha de Cronbach. L'analyse à sens unique de la variance (ANOVA) a été adoptée pour tester l'hypothèse de l'étude. L'hypothèse a été testée à un niveau d'importance de 0,05. Le résultat de l'analyse a révélé que le tutorat t en matière de soutien psychosocial a une influence importante sur le rendement au travail des enseignants. Sur la base des résultats et des résultats de l'étude, il a été recommandé d'adopter le tutorat dans les écoles afin de développer un bon environnement d'apprentissage qui puisse aider les enseignants à acquérir plus de compétences en enseignement.