PRINCIPALS’ SCHOOL FACILITIES MANAGEMENT SKILLS AS CORRELATES OF TEACHERS’ TASK PERFORMANCE FOR SUSTAINABLE NATIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined principals’ school facilities management skills as correlates of teachers’ task performance in public secondary schools for sustainable national development in Anambra State. The study which was guided by three research questions and three null hypotheses adopted a correlational survey research design. The population of the study consisted of 266 principals and 5133 teachers in the six Education Zones in Anambra State. Multi stage sampling procedure was used to draw a sample of 492 teachers and 123 Principals for the study. The instruments for data collection were researcher-made questionnaires titled; “Principals’ School Facilities Management Questionnaire (PSFMSQ) and “Teachers Task Performance Questionnaire (TTPQ). The average reliability index determined using Cronbach Alpha was 0.82. Pearson Product Moment Correlation Coefficient (PPMCC) was used to answer the research questions while the hypotheses were analyzed using test of significance of correlation. The findings of the study revealed among others that there is a significant relationship between principals’ school building, instructional material management and teachers’ task performance in public secondary schools in Anambra State. The study also revealed that there is no significant relationship between principals’ information and communication technology (ICT) management and teachers task performance in public secondary schools in Anambra State. The study recommended among others that for sustainable national development, government should provide adequate funds for proper management of school buildings in public secondary schools in Anambra State. Principals should ensure that instructional materials are properly used by teachers for instructional delivery and archive should be provided in the school for the safe keep of the instructional materials. Principals should organize periodic training programmes for teachers on the use of ICT in the school but they should make it clear to them that can still deliver instruction in the absence of ICT.