INSTRUCTIONAL SUPERVISION AS PREDICTOR OF JOB COMMITMENT: A STUDY OF PUBLIC SECONDARY SCHOOL TEACHERS IN CALABAR EDUCATION ZONE

Abstract

This study examined instructional supervision as a predictor of job commitment among teachers in public secondary schools in Calabar Education Zone, Cross River State. A correlational research design was adopted. The study population comprised 1,744 teachers across 95 public secondary schools in seven local government areas. Using stratified and simple random sampling techniques, a sample of 349 teachers (20% of the population) was selected.Data were collected using a 16-item, fourpoint Likert scale questionnaire titled Instructional Supervision and Teachers’ Job Commitment Questionnaire (ISTJCQ). The instrument’s validity was confirmed by experts in Educational Management and Measurement and Evaluation at the University of Calabar, while its reliability yielded Cronbach Alpha indices of .85 and .88.Descriptive statistics and Simple Linear Regression were used to answer the research questions. Hypotheses were tested using ANOVA and regression coefficients at the 0.05 significance level. Findings revealed that instructional supervision significantly predicts teachers’ job commitment in public secondary schools. The regression coefficient (R = .856) and coefficient of determination (R² = .733) indicated that instructional supervision accounts for 73.3% of the variance in teachers' job commitment.The study concluded that instructional supervision is a strong determinant of teachers’ professional commitment. It emphasized the need for structured, consistent supervision practices to enhance teaching effectiveness and educational outcomes. It was recommended that school administrators formalize instructional supervision policies with clear schedules, documentation, and follow-up processes to foster sustained improvement in teachers’ job commitment.