Relationship between Supervisory Climate and Teachers’ Effectiveness in Senior Secondary Schools in Yobe State, Nigeria
Garba Waziri El-jajah, Adamu Mohammed
Teachers’ effectiveness seems declining which put to question the conduciveness of school climate in Senior Secondary Schools in Yobe State, Nigeria. The purpose of this study is to investigate the’ relationship between supervisory climate and teachers’ effectiveness in Senior Secondary Schools in Yobe State, Nigeria. Two research questions were raised and one null hypothesis was formulated and tested at 0.05 level of significance. The study adopted correlation survey design. The population of the study was 5,322 participants comprising school administrators and classroom teachers of senior secondary schools across the three education zones. The sample size for this study was 359 participants calculated using Taro Yamane’s formula. The researcher adapted questionnaire to generate data from the field titled: supervisory climate questionnaire (SSCQ) and teachers’ effectiveness questionnaire (TEQ). The statistical tools used in the analysis of two research questions were mean and standard deviation while linear regression analysis was used to test the null hypotheses at 0.05 level of significance. Findings from this study revealed that Supervisory climate and teachers’ effectiveness were found to have statistically moderate, positive relationship in senior secondary schools in Yobe State, Nigeria (r value = 0.229). This study concluded that, supervisory climate is moderate in Senior Secondary Schools in Yobe State, Nigeria. Based on the findings of this study, it was recommended that, Yobe State Government should. Principals should plan and maintain cordial relationship with teachers and student. Principals should be adequately trained on supervisory strategies and teachers should also adhere to regular update of school records and be punctual to classes.