Principal’s Mentoring Competencies, Supervision Styles and Public Secondary Schools Teacher’s Job Performance in Ibadan Metropolis, Oyo State

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dc.contributor.authorMary Abiola AYODELE
dc.date.accessioned2025-07-01T12:02:46Z
dc.date.available2025-07-01T12:02:46Z
dc.date.issued2024-12
dc.description.abstractTeacher’s job performance is of great concern to stakeholders because of its importance to students’ achievement, school reputation, leadership recognition, and national educational goals. While many studies have explored teacher’s job performance predictors, few have focused on principal’s mentoring competencies and supervision styles. This study fills that gap by examining how these factors influence public senior secondary school teacher’s job performance in Ibadan Metropolis, Oyo State, Nigeria. A descriptive survey design type was employed, with a population of 337 principals and 6,213 teachers in Ibadan's public senior secondary schools. Using a multistage sampling procedure, the study involved 884 respondents: 52 principals and 832 teachers. Data were collected using two instruments (PMCSSQ) (r =0.884) and (TJPQ) (r =0.948) and analysed using descriptive statistics of frequency, simple percentage, mean, and inferential statistics of multiple regression analysis. Findings indicated high levels of teacher’s job performance (weighted mean = 3.16), and, principal’s mentoring competencies (weighted mean =3.39), with situational supervision style being the prominent style adopted (weighted mean =3.48). There was a significant combine influence of the principal’s mentoring competencies and supervision styles on the teacher’s job performance, Adj. R2 =.276, F(8, 815) = (40.285, p<0.05) and a significant relative influence (relationship building (β=0.176, t=3.929, p<0.05); effective communication (β=105, t=2.135, p< 0.05); fostering independence (β=0.091, t=1.757, p<0.05); promoting professional development (β=0.154, t=3.494, p<0.05); autocratic style (β=0.162, t=4.835, p<0.05); strategic style (β=0.127, t=3.069, p<0.05) on public secondary school teachers’ job performance in Ibadan Metropolis at a 0.05 level of significance. The study concluded that a principal’s mentoring competencies and supervision styles significantly predict a teacher’s job performance. It was recommended among others that principals should uphold their mentoring competencies and the government should have a principals’ and teachers’ appreciation policy in place for those having a record of excellent job performance to encourage them. Keywords: Principal, Mentoring Competencies, Supervision Styles, Teacher’s Job Performance. Word Count: 299
dc.identifier.citationKate Turabia
dc.identifier.otherM.ED
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1028
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesM.ED
dc.subjectPrincipal
dc.subjectMentoring Competencies
dc.subjectSupervision Styles
dc.subjectTeacher’s Job Performance.
dc.titlePrincipal’s Mentoring Competencies, Supervision Styles and Public Secondary Schools Teacher’s Job Performance in Ibadan Metropolis, Oyo State
dc.typeThesis

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