ARCHIVES
VOL. 8, ISSUE 1 (2026)
Principals’ motivational practices for improving teachers’ job performance in public and private secondary schools in Anambra State
Authors
Ndidiamaka Okeke-James, Henry Kenechukwu Nwasike, Innocent Chiawa Igbokwe, Boniface Emengini
Abstract
The study investigated
principals’ motivational practices for improving teachers’ job performance in
public and private secondary schools in Anambra State. One research question
guided the study and one null hypothesis was tested at 0.05 level of significance.
Descriptive research design was adopted for the study. The population of
the study comprised of 13,505 teachers which is made up of all the 8,258
teachers in public Secondary Schools and 5,247 teachers in private secondary
schools in the six education zones of Anambra State. A sample of 1,351 teachers
made up of 825 from public secondary schools and 526 from private secondary
schools representing 10% of the population was drawn using stratified sampling
technique. A 10-item questionnaire developed by the researchers and
titled “Principals’ Motivational Practices for Teachers’ Job Performance
Questionnaire” (PMPTJPQ) was used for data collection. The instrument
was validated by three experts; two in Educational Management and Policy
Department and one in Measurement and Evaluation. All the experts are lecturers
in the Faculty of Education, Nnamdi Azikiwe University, and Awka Nigeria.
Cronbach’s alpha was used to determine reliability of the instruments which
yielded reliability coefficient of 0.75. The researcher, together with six
research assistants collected data for the study using the direct approach
method. Mean and Standard deviation were used to answer the research questions
and t-test was used to test the hypotheses. For the research questions, a decision
rule was applied using a bench mark mean of 2.50. Any item with a mean score of
2.50 and above was considered as agreed while items below 2.50 was regarded as
disagree. In testing the null hypotheses, if t-calculated is equal to, or
greater than t-critical at 0.05 level of significance, the null hypothesis was
rejected, but if otherwise, it was not rejected. The findings of the study
revealed, among others, that similar motivational practices was adopted by
principals for improving their job performance. Further results indicated that
there will be no significant difference in the mean ratings of public and
private secondary school teachers on staff motivational practices of principals
for improving their job performance. Based on the findings, it was
recommended among others, that government, through the Ministry of Education
should monitor secondary school administration, with specific focus on
encouraging principals to maintain similar motivational practices such as welfare
packages and incentives since a similar job performance is required of teachers
in both public and private secondary schools
Download
Pages:44-47
How to cite this article:
Ndidiamaka Okeke-James, Henry Kenechukwu Nwasike, Innocent Chiawa Igbokwe, Boniface Emengini "Principals’ motivational practices for improving teachers’ job performance in public and private secondary schools in Anambra State". International Journal of Educational Research and Studies, Vol 8, Issue 1, 2026, Pages 44-47
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.