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Conference List

Humanities and Social Sciences Letters

March 2019, Volume 7, 1, pp 20-28

Principals Administrative Competence and Teachers Work Performance in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

Owan, V. J


Agunwa, J. N

Owan, V. J 1 ,

Agunwa, J. N 1 
  1. Department of Educational Administration and Planning, University of Calabar, Calabar, Nigeria 1

on Google Scholar
on PubMed

Pages: 20-28

DOI: 10.18488/journal.73.2019.71.20.28

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Article History:

Received: 25 October, 2018
Revised: 06 December, 2018
Accepted: 09 January, 2019
Published: 27 February, 2019


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.
Contribution/ Originality
This paper contributes with the findings that; principals’ administrative competence in terms of supervision, leadership, and communication influence teachers work performance relatively and compositely, in terms of instructional delivery, attendance to classes, notes writing and record keeping. It addresses the gap existing in the literature where earlier studies did.


Administrative competence, Instructional delivery, Attendance to classes, Notes writing, Teachers job performance, Record keeping.




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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


Both authors contributed equally to the conception and design of the study.

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