TEACHERS SELF-LEADERSHIP AND PERCEIVED ORGANISATIONAL JUSTICE AS CORRELATES OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH EASTERN, NIGERIA.

Abstract

The study investigated teachers’ self-leadership and perceived organizational justice as correlates of their job performance in Secondary Schools in South East, Nigeria. 0ne research question guided the study and one null hypothesis was tested at 0.05 level of significance. The study adopted correlational survey research design. The population of the study is comprised of all the 29,231 teachers in public secondary schools in South Eastern Nigeria. Out of the population a sample of 1,462 teachers were drawn by cluster sampling using proportionate stratified random sampling technique. The data for the study were collected using three different questionnaires developed by the researcher. The questionnaires include: Teachers’ Self-leadership Questionnaire (TSQ), Teachers’ Perceived Organizational Justice Questionnaire (TPOJQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated by three experts from faculty of education, Nnamdi Azikiwe University, Awka. Cronbach Alpha method of reliability was used to determine the reliability of the instruments which yielded reliability coefficient of .94, .92 and .76 respectively. The reliability indices were considered high enough thus, the instruments were deemed reliable. Data collection was done by the researcher with the help of nine research assistants. Regression analysis was used to answer the research question and the test of null hypothesis with P. value being used to take decision on the null hypothesis at 0.05 level of significance. The findings of the study revealed that: there is high positive correlation existing among teachers’ self-leadership, perceived organizational justice and teachers’ job performance in secondary schools in South East, Nigeria. Also, it was found that teachers’ self-leadership and perceived organizational justice significantly correlate their job performance in secondary schools in South East, Nigeria. Based on the findings of the study, it was recommended that: management of post primary school service authorities in the five eastern states of Nigeria should help in uphold or keep improving the tempo of teachers’ self-leadership through engaging their teachers in self-leadership training from time to time and also maintain the just and fair way of treating their teachers as perceived by the teachers since it has been revealed that teachers’ self-leadership and perceived organizational justice correlate teachers’ job performance in secondary schools in south east, Nigeria. Implication of the findings of the study was stated at the end.