Principal Leadership Style and Instructional Supervision as Determinants of Teachers’ Job Commitment in Public Secondary Schools, Oyo State

Abstract

Job commitment of teachers is very paramount in the realization of schools goals and objectives. With the awareness of the relevance of job commitment, numbers of researcher have carried out study exploring various variables that could bring about improvement of teachers job commitment in school. Thus, this paper examined principal leadership style and instructional supervision as determinants of teachers’ job commitment in public secondary schools, Oyo state. Survey design of correlational type was adopted. The population comprised 14,508 public secondary school teachers in Oyo State. 378 out of 14,508 teachers were selected using multistage sampling technique. Principal Leadership Style Questionnaire (PLSQ), Instructional Supervision Questionnaire (ISQ), and Teachers’ Commitment Questionnaire (TCQ) were used to obtain the data for this study. Using Cronbach’s Alpha measure of internal consistency, a reliability coefficient of 0.843, 0.751 and 0.651 were generated for (PLSQ), (ISQ) and respectively which showed that the questionnaires were reliable. Mean and standard deviation were used to answer the research questions raised while multiple regression statistics was used to test hypotheses. The result of the study revealed that the level of job commitment with average mean score of 3.07 to be moderate and there is significant relationship among principal leadership style, instructional supervision and teachers’ job commitment in public secondary schools, Oyo state, Nigeria among other findings. Based on the findings, it was recommended that the principal should improve their efficacy of their instructional leadership through provision of feedback to teachers at the end of learning observation and sustain their effort in checking their teachers’ scheme of work every term.