Managerial Styles as Correlate of Teachers Job Performance in Secondary Schools in Nigeria

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VII, July 2021 | ISSN 2454–6186

Managerial Styles as Correlate of Teachers Job Performance in Secondary Schools in Nigeria

Prof. Cletus Ngozi Uwazurike¹, Cordelia Ogadimma Ezenwa-Adiuku^2
1Professor of Educational Management and Planning, Imo State University, Owerri, Nigeria
²Department of Educational Management and Planning, Faculty of Education, Imo State University, Owerri, Nigeria

Abstract: The development of any nation is primarily dependent on the education system available in the country. Education is nowhere without teachers playing a pivotal role in ensuring achievement in an educational institution. Teachers’ job performance plays a crucial role in students’ learning process. At every level of the educational system, teachers are the ones that execute the education programmes. The teacher maintains and improves the educational standard of every nation. Onye and Anyaogu (2017:1) opine that “the success or failure of any education system depends to a large extent on the quality, quantity and the caliber of teachers who are the interpreters and transmitters of desired knowledge, skill, attitudes, and values in the society”. Teachers are arguably the most important group of professionals for the future of our nation. The increased importance in teachers’ job performance has made it extremely important to identify the factors that influence their job performance.
One factor that might influence teachers’ job performance is organizational climate. The organizational climate dimensions were measured based on principals’ managerial styles. “Principals can encourage effective performance of their teachers by identifying their needs and trying to meet them” (Adeyemi, 2010:10). This encouragement is very much dependent on various aspects of the managerial styles. Nwankwo in Uwazurike (2019:136) notes that a bad administrative leader may render ineffective even the best school programme, the most adequate resources and the most motivated staff and students.

I. INTRODUCTION

Job performance refers to an act of accomplishing or executing a given task. Teachers job performance can be defined as the actions they perform in schools in order to achieve educational goals (Hwang, Bartlett, Greben and Hand, 2017). According to Obilade in Muraina (2014) teachers’ job performance could be described as the duties performed by the teacher at a particular period in the school system in achieving organizational goals. Therefore, teachers’ job performance is the conscious commitment and participation of the teachers in the day to day administration of the school with the view to actualizing set school goals and objectives. The principals and teachers as human resources are sine qua non in the attainment of school goals, in terms of instructional leadership, pupils’ discipline, academic achievement of the students, optimal use of existing school plants and other areas of teaching tasks for the overall actualization of set goals and objectives (Muriana, 2014).

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