TEACHER COMPETENCIES AS PREDICTORS OF TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ competencies as predictors of teachers’ job performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study was 263 principals in 263 public secondary schools in the six Education Zones of Anambra State. There was no sampling because the population of the study was small and manageable. The instruments for data collection were a researcher-structured questionnaire titled: “Teachers’ Competencies Questionnaire (TCQ) and Teachers’ Job Performance Questionnaire (TJPQ).” The instruments were subjected to face and construct validation by three experts. The reliability of the instruments was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.78 for TCQ and 0.86 for TJPQ were obtained and considered highly reliable and suitable for the study. Simple regression analysis was used for the study. The study revealed that teachers’ disciplinary competency (r=0.517, p=0.000) and teachers’ decision-making competency (r=0.547, p=0.000) positively and significantly predicted teachers’ job performance in public secondary schools in Anambra State. The study concluded that teachers’ competencies are good driving force towards teachers’ job performance in public secondary schools in Anambra State, Nigeria. Based on the findings, the study recommended that teachers should always be update their knowledge through seminars, workshops and conferences for improved students’ performance in public secondary schools in Anambra State.