Principals Human Capital Development Practices And Teachers Job Performance In Public Secondary Schools In Akwa Ibom North East Senatorial District Nigeria

Abstract

The study examined the relationship between principals’ human capital development practices and teachers’ job performance in public secondary schools in Akwa Ibom North East Senatorial District, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted two theories: Human Capital Theory by Gary Becker (1964) and Theory of Performance Effectiveness by Don Elger (1972). The study adopted correlational research design. The population for this study was 3777 teachers in the 96 public secondary schools in Akwa Ibom North-East Senatorial District. 378 (10%) respondents were drawn from the population to participate in the study using multi-stage sampling procedure. Two instruments entitled: "Human Capital Development Questionnaire (HCDQ) and “Teachers’ Job Performance Questionnaire (TJPQ)” were used to gather data for the study. The instruments were validated by three validators. The reliability of the instruments was determined using Cronbach Alpha Reliability method with reliability indices of .821 and .887 for HCDQ and TJSQ respectively. The reliability indices for the sub-variables were .641 and .820 for staff training and staff mentoring respectively. Pearson Product Moment Correlation (PPMC) was used in answering the research questions and testing the null hypotheses at 0.05 level of significance. The findings of the study revealed independent significant relationship between staff training and staff mentoring and teachers’ performance in public secondary schools in Akwa Ibom North-East Senatorial District. Based on these findings, it was concluded that principals’ human capital development practices have a significant relationship with teacher’s job performance in public secondary schools in Akwa Ibom North East Senatorial District, Nigeria. It was recommended, amongst others that, school principals should take deliberate steps to institutionalize human capital development in their schools since these will enhance teachers’ competence, commitment, and overall job performance.