INFLUENCE OF PRINCIPALS’ MANAGERIAL ROLES ON TEACHERS’ MOTIVATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN NORTH CENTRAL STATES, NIGERIA

Abstract

The study investigated the influence of principals’ managerial roles on teachers’ motivation and students’ academic achievement in public secondary schools in North Central States, Nigeria. The study was guided by the correlational survey research design. The total population of the study consisted of 39938 (38,064 teachers and 1,874 principals) obtained from 1874 Secondary Schools in North Central States, Nigeria. The sample size of the study consisted of 3192 drawn from 1028 secondary schools. The researcher’s self-developed instrument which consisted of 35 items was used for data collection. The instrument was duly validated and it yielded 0.86 as a logical validity index. The instrument was pilot-tested on 40 teachers and a coefficient of internal consistency of 0.76 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions while Pearson product-moment correlation and multiple correlation analysis were used to test the hypotheses at 0.05 level of significance. The major findings of the study revealed that there is no significant influence of principal supervision on teachers’ motivation in public secondary schools, North Central States,  there is no significant influence of principal’s school facilities maintenance on teachers’ motivation in public secondary schools in North Central States and there is no significant influence of teacher’s motivation on students’ academic achievement. The study recommended that to facilitate effective motivation of teachers in North Central States’ secondary schools, all principals should adhere strictly to the laid down techniques stipulated by their various state ministries of education for the supervision of teachers.