WORK FLEXIBILITY PRACTICES AND ORGANIZATIONAL SUPPORTS AS PREDICTORS OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Abstract
The study investigatedwork flexibility practices and organizational supports as predictors of teachers’ job performance in public secondary schools in Anambra State. The study was guided by three research questions and null three hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study comprised all the 7,027 teachers in 266 public secondary schools in Anambra State. A sample size of 703 teachers was drawn for the study usingproportionate stratified sampling technique. A researcher developed instruments titled ‘‘Work Flexibility Practices Scale (WFPS)’’, ‘‘Organizational Supports Scale (OSS)’’ and ‘‘Teachers’ Job Performance Questionnaire (TJPQ)’’ were used for data collection. The instruments were validated by three experts, two from the Department of Educational Management and Policy, and one from the Department of Educational Foundations, NnamdiAzikiwe University. Cronbach alpha was used for a test of internal consistencies of the instrumentswhich yielded coefficient values of 0.78, 0.80 and 0.82 for WFPS, OSS and TJPQ respectively. The researcher together with three research assistants collected data for the study using the direct delivery method and 98% return was recorded. Simple regression was used to answer research questions and hypotheses 1 and 2, while multiple regression was used to answer the research question and hypothesis 3. The findings of the study revealed among others work flexibility practices is a strong and significant predictor of teachers’ job performance in public secondary schools in Anambra State. It was also found out that organizational supports is a strong and significant predictor of teachers’ job performance in public secondary schools in Anambra State.. Based on the findings, it was recommended among others that Ministry of Education should develop policy that encourages principals to improve work flexibility practices for high job performance of teachers.
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References
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