Abstract
Administrative competence relates to school administrators’ capacity to establish a friendly and productive learning environment for teachers, which impacts their work performance. This study examined the association between the administrative effectiveness of headteachers and teacher job performance. The descriptive research design of the survey type was employed for this investigation. 520 participants served as the sample for this study. The questionnaire employed was a researcher-developed with 0.83 reliability index. Percentage was used to answer the research question raised. PPMC was used to test four hypotheses at the 0.05 level of significance. The result showed that most respondents had a modest degree of work performance. Also, there were significant relationships between headteachers’ vision and leadership, management skills and ethics and professionalism, and teacher’s job performance. One of the recommendations was that to improve headteachers’ communication, teamwork, resource management, and instructional leadership abilities, educational institution proprietors should fund extensive programs for professional development
Article Type
Article
First Page
1
Last Page
21
Publication Date
9-15-2024
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Odutayo, Adesegun Olayide and Omoponle, Adewuyi Habeeb
(2024)
"Assessing the Relationship Between Teachers’ Job Performance and Basic School Headteachers’ Administrative Effectiveness,"
Alustath Journal for Human and Social Sciences: Vol. 63:
Iss.
3, Article 1.
DOI: 10.36473/dcyfwq79
Available at:
https://alustath.researchcommons.org/journal/vol63/iss3/1
