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P incipals’ Mo i a ional Skills as Co ela e o Teache s’ Job Pe o mance in Pos -Basic
School IN No h-Eas Nige ia
SADIQ AHMED
Depa men o Physical Science Educa ion, Modibbo Adama Uni e si y, Yola – Nige ia
[email p o ec ed] 08036788542
ORCID ID: 0009-0002-3931-1837
ABSTRACT
The s udy in es iga ed p incipals’ mo i a ional skills as a s a egic managemen co ela e o
eache s’ job pe o mance in Pos -Basic Schools in No h-Eas , Nige ia. The pu pose o he s udy
was o de e mine he ex en o p incipals’ mo i a ion skills in pos basic schools in No h Eas
Nige ia, o also examine he ela ionship be ween p incipals ’mo i a ion skills and eache s job
pe o mance and o assess whe he eache s’ job pe o mance di e s signi ican ly ac oss
p incipals’ mo i a ion skills le el. Th ee esea ch ques ions we e answe ed and h ee hypo heses
we e es ed a 0.05 le el o signi icance. The s udy adop ed he co ela ion su ey esea ch design.
S a i ied and andom sampling echniques we e used in selec ing he sample o he s udy. The
popula ion was 19,797 esponden s in Pos -Basic Schools om ou s a es (Adamawa, Bauchi,
Gombe, and Ta aba) d awn om No h-Eas zone, Nige ia. The sample o he s udy was 592
de e mined using Ta o Yamane o mula and comp ised o 76 p incipals and 516 eache s. The
ins umen s o da a collec ion we e wo, a s uc u ed ques ionnai e agged “P incipals’ Mo i a ion
Skills Ques ionnai e (PMSQ) which was esponded by eache s, and s uc u ed ques ionnai e
agged “Teache s’ Job Pe o mance Ques ionnai e (TJPQ) was adminis e ed and esponded o by
p incipals o measu e eache s’ pe o mance. The ins umen s we e ace alida ed and he in e nal
consis ency o he ins umen s was de e mined using C onbach Alpha me hod. Reliabili y yielded
0.71 o P incipal Mo i a ion Skills Ques ionai e, 0.67 o Teache s’ Job Pe o mance
Ques ionnai e. The indings o he s udy e ealed P incipals exhibi ed high mo i a ional
compe ence (M = 3.63, SD = 0.60). Mo i a ional skills signi ican ly p edic ed eache s’ job
pe o mance (β = 0.79, p < 0.001; R² = 0.62). ANOVA showed a signi ican e ec (F (1, 590) =
182.5, p < 0.001) wi h a la ge e ec size (ω² ≈ 0.62). Based on he indings o his s udy, i was
concluded ha p incipals' mo i a ion skills was signi ican ly ela ed o eache s' job pe o mance
in Pos -Basic Schools in No h-Eas Nige ia. Recommenda ions made based on he indings
include among o he s ha ; eache s’ should be assigned subjec s o cou ses o each based on hei
a ea o specializa ion, eache s’ should be p aised a all imes and wo kload be educed, eache s’
wel a e, p omo ion paymen o sala ies and allowances should be egula and consis en .
Keywo ds: P incipal, mo i a ion, skills, eache s’ job pe o mance, pos -basic school
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INTRODUCTION
Backg ound
The decline in eache pe o mance in schools can ha e se e al de imen al e ec s, i can
esul in educed s uden engagemen , ine ec i e ins uc ion and less suppo o s uden lea ning,
leading o lowe academic pe o mance and achie emen le els. (Ayeni,2020). Also when s uden s
a e no adequa ely suppo ed by pe o ming eache s, hey may become disengaged o disin e es ed
in school, leading o highe d opou a es and lowe a es o educa ional a ainmen . Schools wi h
declining eache pe o mance may de elop a epu a ion o poo academic pe o mance, leading
o dec eased en olmen , unding and communi y suppo , eache s who a e unable o e ec i ely
manage hei wo kload o see posi i e ou comes om hei e o s may expe ience dec eased job
sa is ac ion and mo ale, leading o highe le els o s ess, bu nou and u no e . (Ayeni, 2020).
Schools in es signi ican esou ces in hi ing and e aining eache s, as well as p o iding
p o essional de elopmen oppo uni ies, when eache pe o mance declines, hese in es men s
may no yield he desi ed e u ns, esul ing in was ed ime, money and e o . Decline in eache
pe o mance can exace ba e exis ing achie emen gaps be ween di e en s uden popula ion such
as hose based on ace, socioeconomic s a us o special needs, pe pe ua ing inequali ies in
educa ion. Fu he mo e, he quali y o educa ion p o ided by schools di ec ly in luences he u u e
wo k o ce, economy and social well-being o a socie y, which can ha e long-las ing consequences
o indi iduals and communi ies, hinde ing economic g ow h and social mobili y. (Ayeni,2020).
Teache pe o mance is one o he ac o s ha could de e mine a eache ’s e ec i eness in he
p o ession. I is achie ed h ough e o exe ed and he esou ces u ilized. When eache
pe o mance declines, i has a co ela ion wi h, and exe a g ea in luence on he s uden s.
Meanwhile he child en a e supposed o lea n om eache s in o mally by obse ing hei a i ude,
manne ism, conduc and gene al beha io o mally h ough hei eaching in he class oom
(Gis ua i, 2020). Howe e , he p incipal is he pe son who heads a school and leads he school
owa ds achie ing i s aims and objec i es, also o use eaching and cu icula s a egies ha a e
mo e e ec i e and also suppo eache e o s o implemen e ec i e ins uc ion. Acco ding o
O uaze, Daka, Mbaba (2021) ins uc ional leade ship en ails he abili y o he p incipal o c ea e
bo h in ellec ual and social cohesion. The p incipal should de elop a communi y o p o essional
lea ning in which eache s us , depend on and lea n om one ano he .
Teache s mo i a ion in luence quali y ou pu , quali y pe o mance, enhancing quali y
educa ional ou comes and ins uc ional deli e y ( eaching); eache s job sa is ac ion and
pe o mance, all which is o g ea signi icance o gua an eeing quali y assu ance in he educa ional
sys em. Howe e , when eache s in luence he educa ional sys em posi i ely, hey in end o
pe o m hei ask e ec i ely and e icien ly, and all educa ional goals will be achie ed wi h
posi i e ou comes and he ou pu s om he school sys em will be achie ed wi h posi i e ou comes
(Ismaili e al, 2022). Teache mo i a ion is a key de e minan o ins uc ional quali y and s uden
achie emen . This s udy sough o in es iga e he co ela ion be ween p incipals’ mo i a ion skill
and eache job pe o mance.
OBJECTIVES OF THE STUDY
i. De e mine he ex en o p incipals’ mo i a ional skills in pos -basic schools in No h-Eas
Nige ia.
ii. Examine he ela ionship be ween p incipals’ mo i a ional skills and eache s’ job
pe o mance.
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iii. De e mine whe he eache s’ job pe o mance di e s signi ican ly ac oss p incipals’
mo i a ional-skill le els.
RESEARCH QUESTIONS
i. Wha is he ex en o p incipals’ mo i a ional skills in pos -basic schools in No h-Eas
Nige ia?
ii. Wha ela ionship exis s be ween p incipals’ mo i a ional skills and eache s’ job
pe o mance?
iii. Do eache s’ job-pe o mance le els di e signi ican ly based on p incipals’
mo i a ional-skill le els?
LITERATURE REVIEW
Concep ual Re iew
P incipals’ Mo i a ional Skills
P incipal mo i a ion abili y plays a c ucial ole in in luencing eache pe o mance. When
p incipals e ec i ely mo i a e and inspi e hei eaching s a , i can lead o inc eased job
sa is ac ion, mo ale and commi men among eache s. Mo i a ed eache s a e mo e likely o be
engaged in hei wo k, esul ing in highe pe o mance and a posi i e impac on s uden ou comes.
P incipals’ who ecognize and app ecia e he e o s o hei eache s c ea e a suppo i e wo k
en i onmen , os e ing a cul u e o con inuous imp o emen and dedica ion o hei p o ession.
Mohammed and Abdullahi (2022) emphasized he impo ance o mo i a ing eache s on hei jobs
poin ed ou ha eache s’ mo i a ion was agile and declining mos ly in he de eloping coun ies
including Nige ia. The s udy also obse ed ha poo absolu e alue o he eache s’ sala ies was a
signi ican ac o in luencing hei mo i a ion. Low sala ies and bad wo king condi ions always
b eed co up ion. The esea ch epo indings also no ed ha he e is a s ong link be ween eache
mo i a ion and quali y assu ance in he Nige ian educa ional sys em. The e o e Teache s’
Pe o mance in con ibu ing owa ds lea ning is s ongly in luenced by eache mo i a ion which
includes good wo king condi ions, p omo ion, s a wel a e, aining and de elopmen , job
secu i y, ecogni ion o pe o mance, schola ship and awa ds, inancial ewa d good sala y and
emune a ion and p o ision o o he acili ies a e s ong ools o imp o ing he s a us o eache s.
Acco ding o Ayeni (2020) eache ’s mo i a ion has g ea signi icance o alue o he
Nige ian educa ional sys em in gua an eeing and aiding quali y assu ance. When eache s a e
highly mo i a ed and adequa e a en ion gi en o hem, i adds he alue and quali y o he
educa ional sys em by aising i s s anda d o ise o he expec ed le el he eby ensu ing quali y
eache – lea ning ou comes and ou pu . Teache s mo i a ion in luence quali y ou pu , quali y
pe o mance, enhancing quali y educa ional ou comes and ins uc ional deli e y ( eaching);
eache s job sa is ac ion and pe o mance, all which is o g ea signi icance o gua an eeing quali y
assu ance in he educa ional sys em. Howe e , when eache s in luence he educa ional sys em
posi i ely, hey in end o pe o m hei ask e ec i ely and e icien ly, and all educa ional goals
will be achie ed wi h posi i e ou comes and he ou pu s om he school sys em will be achie ed
wi h posi i e ou comes (Nizam & Shah, 2015).
Mo i a ion s a egies include he ollowing.
i. P o essional de elopmen and aining
ii. Pa icipa o y decision making
iii. Good wo king condi ions
i . P omo ion as a when due
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. Job secu i y
i. Conduci e wo king en i onmen
ii. P o ision o adequa e ins uc ions ma e ials
S a aining and de elopmen is one o he impo an mo i a ion s a egies ha could be
used o enhance quali y assu ance in he school sys em.
Teache s’ Job Pe o mance
Cen e o high Impac Philan h opy de ine a pe o ming eache as he one who has a
posi i e e ec on s uden s lea ning and de elopmen h ough a combina ion o con en mas e y,
pedagogical skills and communica ion skills. U ami & Vio eza, (2021) s a es ha p oduc i e
eache s need o ha e knowledge o subjec , ins uc ional skills, assessmen skill and
p o essionalism. The eache is one o he mos impo an inpu s in he educa ion sys em ha
shapes he di ec ion o educa ional inpu s o achie e he s a ed goals o he educa ion indus y.
Pe o mance is he esul o he e o s exe ed and he esou ces u ilised, pe o mance can be
measu ed as a a io o ou pu o inpu .
Job pe o mance is one ac o ha could de e mine eache e ec i eness in he
p o ession, i is achie ed h ough e o s exe ed and he esou ces u ilised (Gis ua i, 2020).
Pe o mance pe se is a se o ools ha measu e an indi idual e ec i eness and compe ence in
hei p o ession. Pe o mance may di e acco ding o di e se ac o s including abili ies and
e o , he a ailabili y o esou ces, he o ganisa ion o he wo k and so on. I has many
de e minan s and mus be iewed om many angles o unde s and i and be able o imp o e i .
Job pe o mance consis s o di e en concep and measu es, including how much a pe son can
p oduce o a ce ain pe iod o ime wi h gi en esou ces. The be e an indi idual makes use o
his esou ces, he highe his pe o mance will be and he be e o his ca ee becomes (Gis ua i,
2020).
Job pe o mance and eaching e ec i eness a e based on he sel -e icacy heo y o
Bandu a (1977), Sel -e icacy is de ined as he con idence in ones capabili ies o o ganise and
execu e he cou ses o ac ion equi ed o p oduce gi en a ainmen s. I is a pe son’s belie in his
o he capaci y o e ec beha iou s necessa y o p oduce speci ic pe o mance a ainmen , wi h
his sel -e icacy e lec s he eache ’s con idence o exe con ol o e emo ions, beha iou and
eaching en i onmen . Such cogni i e sel -e alua ions impac all manne o eaching expe ience,
which de e mines why he eache s i es he amoun o ene gy exe ed owa d achie ing eaching
goals and he likelihood o a ec ing pa icula le els o beha iou is mo i a ed and egula ed by
sel -e alua ion eac ions o hei own ac ions, and he e o e sel -di ec edness pa ly de e mines
he eache beha iou inside he class oom.
METHODOLOGY
Resea ch Design
A co ela ion su ey design was adop ed o assess he ela ionship be ween mo i a ional skills and
eache pe o mance.
Popula ion and Sample
F om 19,797 p incipals and eache s in Adamawa, Bauchi, Gombe and Ta aba S a es, a sample o
592 esponden s (516 eache s and 76 p incipals) was selec ed h ough s a i ied and simple
andom sampling.
Ins umen a ion
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i. P incipals’ Mo i a ional Skills Ques ionnai e (PMSQ): 5 i ems on ecogni ion, eedback,
incen i es, s a suppo and goal cla i y.
ii. Teache s’ Job Pe o mance Scale (TJPS): 8 i ems on lesson planning, deli e y, and
assessmen .
Validi y and Reliabili y
Th ee Educa ional-Managemen expe s alida ed bo h ools. Pilo es ing yielded α = 0.74
(PMSQ) and α = 0.70 (TJPS), con i ming in e nal consis ency.
Da a Analysis
Desc ip i e s a is ics (mean & SD) add essed Resea ch Ques ion 1; Pea son and Reg ession
es ed Resea ch Ques ion 2; ANOVA e alua ed Resea ch Ques ion 3 a p < 0.05. Assump ions o
no mali y and linea i y we e me .
RESULTS
Resea ch Ques ion 1: Ex en o P incipals’ Mo i a ional Skills
Table 1. Mean and S anda d De ia ion o P incipals’ Mo i a ional Skills and Teache s’ Job
Pe o mance (N = 592)
Va iable
N
Mean
SD
Rema k
Recogni ion and p aise
592
3.74
0.57
Ve y High
Cons uc i e eedback
592
3.56
0.63
High
Incen i es and ewa ds
592
3.68
0.61
High
S a suppo and wel a e
592
3.62
0.59
High
Goal cla i y and expec a ions
592
3.55
0.60
High
O e all Mo i a ional Skills
592
3.63
0.60
High
O e all Teache Pe o mance
592
3.70
0.63
High
No e. 1.00–2.49 = Low; 2.50–3.49 = Mode a e; 3.50–4.49 = High.
P incipals showed high mo i a ion compe ence; ecogni ion and ewa d we e s onges ac o s.
Resea ch Ques ion 2: Rela ionship Be ween Mo i a ional Skills and Teache s’ Pe o mance
Table 2. Simple Linea Reg ession P edic ing Teache s’ Job Pe o mance
P edic o
B
SE B
β
T
p
95 % CI (B)
Cons an
0.83
0.09
–
9.22
< .001
[0.65, 1.01]
P incipals’ Mo i a ional Skills
0.61
0.04
0.79
13.51
< .001
[0.53, 0.69]
Model summa y: R = 0.79; R² = 0.62; Adj. R² = 0.62; F (1, 590) = 182.5; p < .001.
P incipals’ mo i a ional skills explained 62 % o he a iance in eache pe o mance.
Table 3. ANOVA Summa y o P incipals’ Mo i a ional Skills P edic ing Teache s’ Job
Pe o mance
Sou ce
SS
D
MS
F
p
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Reg ession
77.8
1
77.8
182.5
< .001
Residual
273.3
590
0.46
To al
351.1
591
E ec size: ω² ≈ 0.62 (la ge). Mo i a ional skills signi ican ly di e en ia ed eache pe o mance
le els.
DISCUSSION
The s udy e eals ha p incipals in No h-Eas Nige ia possess high mo i a ional compe ence,
pa icula ly in ecogni ion and ewa d. This co obo a es Bello & Hassan (2021) and Adeyemi &
Adu (2021), who epo ed ha ecogni ion s eng hens eache commi men . The s ong β = 0.79
and R² = 0.62 alues demons a e ha mo i a ion is a s a egic de e minan o eache pe o mance.
He zbe g’s (1959) Two-Fac o Theo y is alida ed: mo i a o s (achie emen , ecogni ion) d i e
eache engagemen , while hygiene ac o s (s ipends, policies) p e en dissa is ac ion. Simila
pa e ns we e epo ed by Eze e al. (2023) and Lambe e al. (2024), who ound ha non- inancial
incen i es sus ain eache e en ion in de eloping con ex s.
The la ge e ec size con i ms mo i a ion as a co e s a egic managemen ool. When p incipals
acknowledge eache s’ e o s and p o ide eedback, eache s ecip oca e wi h dedica ion and
inno a ion (Awa ie e, 2022). Con e sely, absence o mo i a ion leads o apa hy and u no e
(Maduako e al., 2022).
In con lic -p one No h-Eas Nige ia, whe e ma e ial ewa ds a e sca ce, psychological
mo i a ion—p aise, communica ion, us —has immense alue. Thus, p incipals se e no only as
adminis a o s bu as chie mo i a o s sus aining he sys em’s esilience.
CONCLUSION
P incipals’ mo i a ional skills signi ican ly in luence eache s’ job pe o mance. E ec i e use o
ecogni ion, cons uc i e eedback, and incen i es enhances eache s’ commi men and
p oduc i i y. Mo i a ion should be ins i u ionalized as a s a egic managemen unc ion in pos -
basic educa ion. Also, eache s’ wel a e should be acco ded a opmos p io i y.
RECOMMENDATIONS
i. Teache s’ should be assigned subjec o cou ses o each base on hei a ea o
specializa ion which gi es hem much job sa is ac ion.
ii. Teache s should be p aised a all imes and wo k load should be educed.
iii. Teache s’ wel a e should be a op mos p io i y, p omo ions and paymen o sala ies and
allowances should be egula and consis en .
LIMITATIONS AND FUTURE STUDIES
The s udy was c oss-sec ional and sel - epo ed; longi udinal esea ch could be e es ablish
causali y. Quali a i e in e iews may also e eal con ex ual di e ences in mo i a ion mechanisms
ac oss Nige ia’s zones.
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