Principals’ Stress Management Techniques As Correlates Of Teachers’ Task Performance In Public Secondary Schools In Anambra State, Nigeria.

Abstract

Teachers  propel teaching and learning in the school. This study investigated principals’ stress management techniques as correlates of teachers’ task performance in public secondary schools in Anambra State. Three research questions and three null hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study consisted of 266 principals in 266 public secondary schools in Anambra State. Census sampling procedure was used for the study. The instruments for data collection were two sets of structured questionnaires by the researcher tagged; “Principals’ Stress Management Techniques’ Questionnaire (PSMTQ)” and “Teachers’ Task Performance Questionnaire (TTPQ)’’. The face validity of the instruments was established by three experts. The construct validity was established using Principal Component Analysis Approach. The internal consistency of the instruments was determined using Cronbach Alpha procedure. Pearson Product Moment Correlation Coefficient (PPMC) and test of significance of correlation was used to analyze the collected data. Findings revealed that there is a low positive relationship between principals’ choosing priority stress management technique, and teachers’ task performance but they are not significantly related. The result of the study also indicated that there is a moderate positive and significant relationship between principals’ time management stress management technique and teachers’ task performance. The study also showed that principals’ communication stress management technique is positively and significantly related and teachers’ task performance. Based on the findings of this study, it was recommended that Principals should not be rigid in choosing  actions according to predetermined priorities, they should be flexible and make changes if the need arises to ensure that school goals are achieved. Principals should educate staff and students on the importance of time management and ensure that the school time table is available to guide all the school activities to avoid time wasters and stress for enhanced and sustained teaching and learning. 

 Principals should ensure that there is effective communication in the school and organize regular trainings for staff and students on the effects of stress