TY  - EJOU
AU  - 
T1  - Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria
T2  - Humanities and Social Sciences Letters

PY  - 2019
VL  - 7
IS  - 1
SN  - 2312-4318

AB  - The focus of this study was to investigate “principals’ administrative competence and teachers work performance” in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including “Principals’ Administrative Competence Questionnaire (PACQ),” and Teachers’ Work Performance Questionnaire (TWPQ).” Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to test the hypotheses at .05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals’ supervisory, leadership and communication competences are significantly related to teachers’ work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals’ supervisory, leadership and communication competences have significant composite influence on teachers’ work performance in terms of instructional delivery (p < .05; F = 26.764), attendance to classes (p < .05; F = 109.122), notes writing (p < .05; F = 228.118), and record keeping (P < .05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers’ work performance. 
KW  - Administrative competence
KW  - Instructional delivery
KW  - Attendance to classes
KW  - Notes writing
KW  - Teachers job performance
KW  - Record keeping.
DO  - 10.18488/journal.73.2019.71.20.28