Influence of School Leadership on Teachers’ Job Performance in Public Primary Schools in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the influence of school leadership on teachers’ job performance in public primary schools in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised all the three hundred and fifty-seven (357) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred fifteen (115) teachers were selected from 9 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique.  The instrument used for data collection was a structured questionnaire, titled “Influence of School Leadership on Teachers’ Job Performance in Public Primary Schools Questionnaire (ISLTJPPPSQ).”  Validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other from Educational Psychology Department, both from Federal College of Education (Technical) Asaba. One hundred copies of the validated questionnaire were administered to 115 teachers from the 9 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and 109 were retrieved and analyzed using frequency counts, percentage and mean statistics. The bench mark was then fixed at 2.50.  Therefore, items with mean response of 2.50 and above were considered as agreed while items with mean response less than 2.50 were considered as disagreed. Findings of the study revealed among others that Effective leadership positively influences teachers’ instructional delivery by providing guidance, supervision, and motivation necessary for effective teaching and learning. Some recommendations were made to enhance the impact of school leadership on teachers’ job performance. It was recommended among others that School heads should motivate teachers through recognition and rewards for consistent punctuality and regularity to encourage commitment and discipline.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is widely regarded as the bedrock of national development, and its success largely depends on the quality of teachers’ performance at all levels. In primary education, which serves as the foundation of learning, teachers’ job performance is crucial in shaping pupils’ academic achievements and overall development.

Teachers’ job performance refers to the execution of duties such as lesson preparation, classroom instruction, punctuality, participation in co-curricular activities, and adherence to professional ethics. According to Adeyemi and Ojo (2021), teachers’ job performance refers to the effectiveness with which teachers carry out instructional duties, classroom management, and evaluation of students to achieve set educational objectives. This definition emphasizes the comprehensive nature of teaching roles beyond classroom instruction. Similarly, Okeke and Nwankwo (2022) describe teachers’ job performance as the extent to which teachers fulfill their professional responsibilities, including lesson preparation, delivery, and student assessment, in accordance with established standards. Their perspective highlights the adherence to pedagogical and ethical guidelines as a measure of performance. In the same context, Ibrahim and Salihu (2023) define teachers’ job performance as the degree of commitment and competence demonstrated by teachers in executing academic and co-curricular activities to improve students’ learning outcomes. This view incorporates both instructional and non-instructional contributions to student success. However, the level of teachers’ job performance is influenced by several factors, one of which is school leadership.

School leadership is the process by which school administrators influence, guide, and coordinate teachers and other stakeholders toward achieving educational goals. School leadership in Nigeria has been defined by scholars in ways that emphasize its managerial and instructional functions. According to Adebayo and Akintola (2021), school leadership refers to the ability of school heads to direct and influence teachers and learners toward the attainment of educational goals through effective decision-making and supervision. This definition focuses on leadership as a guiding process for achieving desired academic outcomes. Similarly, Okafor and Nwankwo (2023) describe school leadership as the coordination of human and material resources to promote effective teaching and learning, highlighting the administrative and resource management responsibilities of school leaders. In the same vein, Ibrahim and Yusuf (2022) define school leadership as the act of implementing educational policies and ensuring quality assurance through monitoring and evaluation of school activities. Effective school leaders create an enabling environment for teaching and learning by ensuring adequate supervision, providing instructional support, and fostering teacher motivation. They also establish a positive school climate where teachers feel valued and empowered to deliver quality education. According to recent educational studies, leadership is second only to classroom instruction among all school-related factors that contribute to student learning outcomes (Egwunyenga & Oyedeji, 2020). Schools leadership tend to influence teachers’ instructional delivery, punctuality/regularity and adherence to professional ethics.

Instructional delivery refers to the interaction among the student, the teacher, the content, and the knowledge/skills/dispositions students will need for learning and collaborating with others in a diverse society and rapidly changing world (Bailey, 2019). Instructional delivery can also be defined as the knowledge of teaching techniques and their application for learning to take place in such a flexible manner that would not distort the original intent of the teacher for being in the classroom (Olaniyi, 2020). In general, instructional delivery may be regarded as the interaction between a teacher, a pupil, content, and specific knowledge and skills necessary for a student in collaboration with others. That is why it involves a teacher’s application of instructional strategies to interact and communicate with pupils concerning academic content and support their engagement. As a matter of fact, students are able to extend previously acquired reading skills to adapt to various purposes and audiences’ demands.

Punctuality and regularity on the other hand are essential behavioral indicators of discipline and commitment in the educational environment. According to Adebayo and Alabi (2021), punctuality refers to the habit of arriving at a designated place or completing a task at the agreed time, while regularity denotes consistent attendance or participation in scheduled activities. This definition emphasizes time consciousness and attendance as key components of effective school functioning. Similarly, Okonkwo and Eze (2022) describe punctuality and regularity as behavioral traits exhibited by individuals who respect time and maintain steady participation in school or work-related activities, which in turn fosters productivity and organizational harmony. Their view highlights these traits as core values that enhance both individual performance and institutional efficiency. In the same vein, Ibrahim and Musa (2023) define punctuality and regularity as discipline-driven habits that ensure timely attendance and consistent engagement in formal obligations, contributing significantly to personal and organizational success.

Similarly, adherence to professional ethics Adherence to professional ethics is regarded as a critical aspect of maintaining standards and integrity within the teaching profession. According to Adeyemi and Ojo (2021), adherence to professional ethics refers to the compliance of teachers with established codes of conduct, guiding principles, and responsibilities required for effective service delivery in educational institutions. This definition stresses the importance of maintaining professionalism in behavior and instructional practices. Similarly, Okafor and Nwankwo (2022) describe adherence to professional ethics as the observance of ethical norms and statutory regulations that govern teachers’ actions and decisions in the classroom and school community. Their perspective underscores the role of ethics in fostering trust, accountability, and fairness in education. In the same vein, Ibrahim and Yusuf (2023) define adherence to professional ethics as the consistent demonstration of moral integrity, respect for rules, and commitment to best practices in teaching and learning processes.

In Delta and indeed Oshimili South, many public primary schools face challenges such as inadequate supervision, poor communication, and lack of instructional resources due to ineffective leadership practices. These issues often result in teacher absenteeism, lateness, poor lesson delivery, and low morale (Obinna, 2020). Consequently, pupils’ performance suffers, and the quality of primary education is compromised. Hence the need to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State

Statement of the Problem

The performance of teachers in public primary schools is a critical determinant of pupils’ learning outcomes and overall educational quality. Teachers’ job performance encompasses key aspects such as instructional delivery, punctuality, participation in co-curricular activities, and adherence to professional ethics. However, in recent years, concerns have been raised regarding the declining performance of teachers in many public primary schools in Nigeria and Oshimili South in particular. Reports of poor lesson preparation, absenteeism, lateness, and lack of commitment to teaching duties have become common, affecting the academic progress of pupils.

School leadership plays a pivotal role in creating an environment that motivates and supports teachers to perform effectively. Effective school leaders provide guidance, supervision, and resources necessary for teaching and learning, while also fostering a culture of accountability and professional development.            Unfortunately, in many public primary schools, leadership practices are perceived to be weak, characterized by poor supervision, inadequate communication, lack of instructional support, and limited involvement of teachers in decision-making. These challenges raise questions about the extent to which leadership influences teachers’ job performance.

It is against this backdrop that this study seeks to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State.

Purpose of the Study

This study seeks to examine the influence of school leadership on teachers’ job performance in Public Primary Schools in Oshimili South Local Government Area of Delta State.  Specifically, the study sought to:

1. determine the influence of school leadership teachers’ instructional delivery in public primary schools in Oshimili South Local Government Area.
2. examine the effect of school leadership on teachers’ punctuality and regularity in public primary schools in Oshimili South Local Government Area.
3. assess the impact of school leadership on teachers’ adherence to professional ethics in public primary schools in Oshimili South Local Government Area.

Research Questions

The following questions guided the study:

1. How does school leadership influence teachers’ instructional delivery in public primary schools in Oshimili South Local Government Area?
2. How does school leadership affect teachers’ punctuality and regularity in public primary schools in Oshimili South Local Government Area?
3. How does school leadership impact teachers’ adherence to professional ethics in public primary schools in Oshimili South Local Government Area?

Significance of the Study

Findings of this study could be of immense benefit to Students, Teachers, School Management, Policy Makers and Future Researchers.

The study could benefit student-teachers by exposing them to the role leadership plays in teacher performance. It could prepare them to work effectively under school leaders and also develop leadership skills they can apply in their future careers. Understanding leadership dynamics could help them adapt quickly during teaching practice and in their professional life.

The findings of this study could help teachers understand how effective leadership can enhance their job performance. It could provide insights on how good leadership practices such as supervision, communication, and support can improve their instructional delivery, punctuality, and participation in co-curricular activities. This awareness could motivate teachers to align with leadership goals for better results.

The study could provide school leaders with empirical evidence on how their leadership practices impact teachers’ job performance. This knowledge could guide them in adopting leadership strategies that foster a positive school climate, improve teacher morale, and enhance overall school effectiveness.

The research could assist policymakers in developing training programmes for school leaders to strengthen their leadership capacity. It could also inform policy interventions on supervision, monitoring, and teacher support systems aimed at improving performance in public primary schools.

The study could serve as a valuable reference for scholars interested in educational leadership and teacher performance. It could contribute to the existing body of knowledge and provide a foundation for further studies on effective leadership practices in schools.

Scope of the Study

            This study focused on influence of school leadership on teachers’ job performance. The study was delimited to Public Primary Schools in Oshimili South Local Government Area of Delta State with particular emphasis on classroom instructional delivery, punctuality and regularity and adherence to professional ethics. Respondents of the study are public primary school teachers in Oshimili South Local Government Area of Delta State.

Pages: 60

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.