INFLUENCE OF SCHOOL MANAGEMENT POLICIES AND COMMUNITY RELATIONS ON TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN OGUN STATE, NIGERIA
DOI:
https://doi.org/10.68653/tbhvk693Keywords:
School management policies, community relations, teachers, job performance, secondary schoolsAbstract
This study examined the influence of school management policies and community relations on teachers’ job performance in public senior secondary schools in Ogun State. Four hypotheses were tested. The study adopted survey research design. The population comprised 134 principals and 3,095 teachers in public senior secondary schools in Ogun-East Senatorial District. The study sampled 175 teachers and 35 principals from 35 senior secondary schools using simple random sampling and purposive sampling techniques. Three validated research instruments titled: School Management Policies Questionnaire (r = .70), School Community Relation Questionnaire (r = .74), and Teachers’ Job Performance Rating Scale (r = .71) were adapted from previous studies in literature, and were used for data collection. The null hypotheses formulated for the study were tested using Pearson’s Product-Moment Correlation (PPMC) and multiple regression analysis at .05 level of significance. Findings showed that there was a significant moderate positive relationship between school management policies and teachers’ job performance (r = .57, p < .05), there was a significant low positive relationship between school community relation and teachers’ job performance (r = .32, p < .05), there was a significant composite contribution of school management policies and school community relation to teachers’ job performance (F2, 147 = 6.7668; Adj. R2 = .225, p < .05), and there was a significant relative influence of school management policies on teachers’ job performance in public senior secondary schools (β = 0.401; t = 5.475, p < 0.05). However, the relative influence of school community relations on teachers’ job performance was not statistically significant (β = -0.0405; t = -0.305, p > 0.05). The study concluded that direct interventions through effective policy-making and implementation within a school have a more potent and measurable impact on teachers’ job performance compared to external community relations. The study recommended that among others that school principals should prioritise continuous review, development, and transparent implementation of robust management policies to improve overall teachers’ job performance.
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