EVALUATION OF TEACHERS’ PERCEPTION ON PRINCIPALS’ LEADERSHIP ACTIVITIES AS CORRELATES OF THEIR ORGANIZATIONAL CITIZENSHIP BEHAVIOUR IN SECONDARY SCHOOLS IN IMO STATE

Abstract

This study investigated discernment of teachers on principals’ leadership activities as correlates of their organizational citizenship behaviour in secondary schools in Imo State. The study adopted a correlational survey research design. The population of the study consists of all the 5,423 teachers in the state government-owned secondary schools in the six education zones of the State. The sample size for this study comprised 2000 teachers in the state government-owned secondary schools. The proportionate stratified sampling technique was adopted for this study. Two research questions were raised for the study while two null hypotheses were formulated and tested at 0.05 level of significant. The structured questionnaire was validated and used as the instrument for collecting data titled “Questionnaire on Principals’ Leadership Behaviour” (QPLB) and “Questionnaire on Teachers’ Organizational Citizenship Behaviour” (QTOCB). The instrument was subjected to reliability testing, the Cronbach Alpha Method was used to determine the internal consistency of the instrument and it yielded an overall co-efficient of 0.81 for the two instruments. Pearson Product Moment and simple regression were used to answer the research questions while t-test of correlational analysis and multiple regression were used to test the null hypotheses at .05 alpha level. It was found that there was a positive and significant relationship among principals’ class monitoring, delegation of authority, communication process, decision-making, instructional resource allocation and staff development and teachers’ OCB in secondary schools in Imo State. Based on the findings of the study, it was therefore recommended amongst others that principals in secondary schools in Imo State should effectively monitor teachers’ instructional delivery to render suggestions for enhancement and consistent with the stated goals of the school.