Teachers’ Perception of Principals’ Adversity Quotient as Correlate of Their Job Performance in Public Secondary Schools in Anambra State, Nigeria

Volume : 8, Issue : 8, October - 2021

Abstract : The study investigated teachers’ perception of principals’ adversity quotient as correlate of their job performance in Public secondary schools in Anambra State. Four research questions guided the study. A correlational survey research design was adopted for the study. The population of the study consisted 4,370 teachers in the six education zones of Anambra State. A sample of 875 teachers was drawn using a multistage sampling procedure. Two sets of researchers’-developed instrument titled Principals’ Adversity Quotient Scale (PAQS) and Teachers’ Job Performance Scale (TJPS) which were validated by three experts was used for data collection. The instruments were face validated by three experts and subjected to internal consistency test using Cronbach alpha method which yielded 0.75, 0.68, 0.71 and 0.74 for the four sections of PAQS with overall coefficient of 0.72 while 0.84 was obtained for the TJPQ. Pearson’ Product Moment Correlation was used to analyze data  for the  study.  Findings  of  the  study indicated  that  a  substantial  positive relationship exists between teachers’ perception of principals’ control over adversity, principals’ ownership of the outcome of adversity, principals’ endurance and their job performance in public secondary schools in Anambra State. Based on the findings, it was recommended among others that secondary school principals in the state should constantly predict and take charge of difficult situations and foster adaptive preparedness in order to stimulate teachers’ sense of confidence which will stimulate their job performance. Principals should as much as possible try not to allow difficult situations in the school to extend or “reach into” and affect other areas of the school and beyond. They should learn to put difficult situations under control by keeping the reach at bay. This can be essential in inspiring teachers towards improved job performance

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