RELATIONSHIP BETWEEN PRINCIPALS INTELLECTUAL STIMULATION AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS IN EBONYI STATE

Abstract

This study aims to investigate the relationship between principals' intellectual stimulation and teachers' job performance in secondary schools in Ebonyi State. One research question and one hypothesis in line with the researdh purpose, guided the study. This study adopted correlational survey design. The population of the study was four thousand six hundred and eighty-two (4682) teachers from 281 public secondary schools in Ebonyi State of Nigeria. The study adopted stratified sampling technique. 29 secondary schools was selected schools through stratified sampling technique, 468 teachers, representing 10% of all the secondary schools and teachers respectively in Ebonyi State.  The instrument for data collection was a structured questionnaire. The face validity of the instrument was established by three experts. Reliability of the research instruments were determined through a trial-test based on single administration of the instrument on 30 teachers in Cross River State The data collected were analyzed using the Cronbach Alpha statistical method in order to determine the instruments coefficient of internal consistency. The research questions was analyzed using Pearson Products Moment Correlation Statistics. The null hypotheses was tested at 0.05 alpha levels using Linear Regression Tool. The findings from the study indicates that there is a positive relationship. This signifies that there is a positive relationship between Principals Intellectual Stimulation and Teachers Job Performance in Ebonyi State. The study recommended that Government of Ebonyi State should from time to time organize capacity-building workshops for principals on enhancing their Intellectual Stimulation for effective school administration.