Principals’ Motivational Skills as Correlate of Teachers’ Job P

Authors: SADIQ AHMED

Affiliation: Department of Physical Science Education, Modibbo Adama University, Yola – Nigeria

Corresponding Author: [email protected]

November 22, 2025

SIAR-Global Journal of Social Sciences & Legal Review

DOI: 10.5281/zenodo.17708569

Principals’ Motivational Skills as Correlate of Teachers’ Job P

Research Article Social Sciences

Abstract

The study investigated principals’ motivational skills as a strategic management correlate of teachers’ job performance in Post-Basic Schools in North-East, Nigeria. The purpose of the study was to determine the extent of principals’ motivation skills in post basic schools in North East Nigeria, to also examine the relationship between principals ’motivation skills and teachers job performance and to assess whether teachers’ job performance differs significantly across principals’ motivation skills level. Three research questions were answered and three hypotheses were tested at 0.05 level of significance. The study adopted the correlation survey research design. Stratified and random sampling techniques were used in selecting the sample of the study. The population was 19,797 respondents in Post-Basic Schools from four states (Adamawa, Bauchi, Gombe, and Taraba) drawn from North-East zone, Nigeria. The sample for the study was 592 determined using Taro Yamane formula and comprised of 76 principals and 516 teachers. The instruments for data collection were two, a structured questionnaire tagged “Principals’ Motivation Skills Questionnaire (PMSQ) which was responded by teachers, and structured questionnaire tagged “Teachers’ Job Performance Questionnaire (TJPQ) was administered and responded to by principals to measure teachers’ performance. The instruments were face validated and the internal consistency for the instruments was determined using Cronbach Alpha method. Reliability yielded 0.71 for Principal Motivation Skills Questionaire, 0.67 for Teachers’ Job Performance Questionnaire. The findings of the study revealed Principals exhibited high motivational competence (M = 3.63, SD = 0.60). Motivational skills significantly predicted teachers’ job performance (β = 0.79, p < 0.001; R² = 0.62). ANOVA showed a significant effect (F (1, 590) = 182.5, p < 0.001) with a large effect size (ω² ≈ 0.62). Based on the findings of this study, it was concluded that principals' motivation skills was significantly related to teachers' job performance in Post-Basic Schools in North-East Nigeria. Recommendations made based on the findings include among others that; teachers’ should be assigned subjects or courses to teach based on their area of specialization, teachers’ should be praised at all times and workload be reduced, teachers’ welfare, promotion payment of salaries and allowances should be regular and consistent.

Keywords

Principal, motivation, skills, teachers’ job performance, post-basic school

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SADIQ AHMED (2025). Principals’ Motivational Skills as Correlate of Teachers’ Job P. SIAR-Global Journal of Social Sciences & Legal Review, Vol. 1, No. 1. DOI: 10.5281/zenodo.17708569

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Principals’ Motivational Skills as Correlate of Teachers’ Job P

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