ADMINISTRATORS ETHICAL DECISION-MAKING STRATEGIES AND TEACHERS PRODUCTIVITY IN PUBLIC SENIOR SECONDARY SCHOOLS IN PORT HARCOURT METROPOLIS IN RIVERS STATE

Abstract

This study investigated “administrators ethical decision-making strategies and teachers productivity in public senior secondary schools in Port Harcourt Metropolis in Rivers State”. Three research questions and three hypotheses guided the study. The study adopted the correlation survey research design. The study was carried out in Public Senior Secondary Schools in Port Harcourt Metropolis in Rivers State. The population of the study was 721 respondents consisting of all 105 administrators (principals, vice principal and admin) and 616 teachers from 35 Public Senior Secondary Schools in Port Harcourt Metropolis in Rivers State. Stratified Sampling technique was used to select 83 principals and 243 teachers. Hence, the sample size of the study was 326 respondents. The instrument for the data collection was a two self-constructed questionnaire titled “Administrators Ethical Decision-Making Strategies Questionnaire and Teachers Productivity Questionnaire. The validity of the research instrument was determined using face and content validity. The reliability of the instrument was established using a reliability index of 0.78, 0.83 and 0.89 for each research questions. The data gathered from the respondents were analysed using Pearson Product Moment Correlation Coefficient to answer the research questions and to test the hypotheses.  The study found that Administrators Collaborative Decision-Making Strategy, Utilitarian Decision-Making Strategy and Deontological Decision-Making Strategy positively relates to Teachers Productivity among others in Public Senior Secondary Schools in Port Harcourt Metropolis in Rivers State. The study recommended among others that School administrators should adopt transparent processes in their decision-making, ensuring that teachers are informed and involved in key decisions that affect their professional roles. This can enhance trust and motivate teachers to perform better.