School Management Techniques and Teachers’ Job Commitment in Secondary Schools in Ikom Education Zone, Cross River State, Nigeria

Abstract

This study examined school management techniques as correlates of teachers’ job commitment in secondary schools in the Ikom Education Zone of Cross River State, Nigeria. To achieve this, correlational design was adopted for the study. The population of this study comprises all 1,494 teachers in the 112 public secondary schools in Ikom Education Zone of Cross River State. The sampling technique used for this study is the stratified random sampling technique. The study sample was made up of 373 teachers drawn from 28 randomly selected public secondary schools in the six local government areas in the study area. A questionnaire titled School Management Techniques and Teachers’ Job Commitment Scale (SMTTJCS) was used for data collection in this study. The research instrument was subjected to face and content validity. To determine the reliability of the instrument, the Cronbach Alpha reliability estimate was utilised. Multiple linear regression was adopted to test the null hypothesis stated. The result of data analysis revealed that there is significant composite contribution of school management techniques on teachers’ job commitment in public secondary schools. Based on the result of the study, it was concluded that in order to improve the level of teachers’ commitment in public secondary schools in the Ikom Education Zone of Cross River State, there is a need for principals to adopt appropriate managerial techniques and proficiency to arouse teachers’ morale towards improved job commitment in secondary schools. It was recommended, among other things, that instructional supervisors should make conscious efforts to provide timely feedback to teachers on their performance.