QUALITY ASSURANCE PRACTICES AS CORRELATIVE TO TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN IMO STATE
Abstract
The researcher investigated quality assurance practices as correlates of teachers' job performance in secondary schools in Imo State. The study has four research questions and four hypotheses. The study adopted a correlation research design which involved simple linear method. The population of the study was made up of 3602 teachers in the 241 public senior secondary schools from the 17 LGAs in Imo State. The sample size for this study is made up of 360 subject-head teachers from 120 selected public senior secondary schools in Imo State. The sample was derived using proportionate and simple random sampling techniques. The instruments used for data collection are two rating scales titled: Quality Assurance Practice Scale (QAPS) and Teachers' Job Performance Scale (TIPS). The validity of the instruments was done by two specialists in Educational Measurement and Evaluation and three specialists in Education Management. The reliability coefficients of the instruments were derived using Cronbach alpha statistic. The result obtained yielded reliability indices of 0.82 and 0.72 for QAPS and TJP respectively, indicating high internal consistency reliability of the research instruments. Research questions were answered using Pearson (r) statistics while the hypotheses were tested with t-test of significance of simple linear correlation statistics at 0.05 level of significance. The findings of the study were that there is a moderate positive and significant relationship between instructional supervision practice and teachers' job performance; there is a very high positive and significant relationship between teacher motivation practice and teachers' job performance; there is a very high positive and significant relationship between monitoring practice and teachers' job performance; and there is a very high positive and significant relationship between evaluation practice and teachers' job performance. Based on the findings, it was recommended among others that since it was found out that instructional supervision practice moderately relates with teachers' job performance, quality assurance personnel from the secondary education management board must always work in synergy with the principals and teachers almost on a regular basis to bring about improved job performance.References
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