PRINCIPALS’ ETHICAL ADMINISTRATION AND TEACHERS’ JOB COMMITMENT: EMPIRICAL INVESTIGATION OF PUBLIC SECONDARY SCHOOLS IN ABI LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA

Abstract

This study investigated principals’ ethical administration and teachers’ job commitment in public secondary schools in Abi Local Government Area, Cross River State, Nigeria. Specifically, it examined the relationship between ethical people-orientation, ethical power-sharing, and teachers’ job commitment. Two research questions and two corresponding hypotheses guided the study. A correlational research design was adopted. The study population consisted of all 133 teachers across the 13 public secondary schools in Abi Local Government Area. A census approach was employed, involving the entire population. Data were collected using a researcher-developed instrument titled Principals’ Ethical Administration and Teachers’ Job Commitment Questionnaire (PEATJCQ). The instrument underwent face and content validation by experts from the Department of Educational Management and the Department of Measurement and Evaluation, Faculty of Educational Foundation Studies, University of Calabar. Reliability was established using the Cronbach Alpha technique, yielding indices of 0.81 and 0.79 for the respective subscales. Data analysis was conducted using Pearson’s Product Moment Correlation Coefficient (r) to answer the research questions and test the null hypotheses, all at the 0.05 level of significance. The findings revealed a statistically significant positive relationship between principals’ ethical people-orientation, ethical power-sharing, and teachers’ job commitment. The study concluded that principals’ ethical administration is significantly associated with teachers’ job commitment in the study area. Based on these findings, it was recommended that the Ministry of Education should implement continuous leadership training programs for school principals, with a focus on ethical values such as fairness, transparency, respect, and open communication to enhance teacher commitment and performance.