SIAR-Global Jou nal o Li e a u es & Educa ional Re iew (GJLER)
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Rela ionship Be ween P incipals’ Mul i-Tasking Skills And Teache s’ Job Pe o mance In
Pos -Basic Schools 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 ela ionship be ween p incipals’ mul i- asking skills and 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’ mul i- asking skills in pos basic schools in No h Eas Nige ia,
o also examine he ela ionship be ween p incipals ’mul i- asking 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’ mul i- asking le els. 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’ Mul i
Tasking Skills Ques ionnai e (PMTSQ) which was comple ed 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
comple ed 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 0.73 o P incipal Mul i Tasking Skills Ques ionnai e, 0.69 o Teache s’ Job
Pe o mance Ques ionnai e. The indings o he s udy e ealed P incipals demons a ed a high
le el o mul i- asking compe ence (M = 3.42, SD = 0.61). Reg ession analysis e ealed ha mul i-
asking skills signi ican ly p edic ed eache s’ job pe o mance (β = 0.87, p < 0.001; R² = 0.75).
ANOVA con i med a signi ican di e ence in eache pe o mance ac oss mul i- asking le els (F
(1, 590) = 226.3, p < 0.001) wi h a la ge e ec size (ω² ≈ 0.75). Based on he indings o his s udy,
i was concluded ha p incipals' mul i- asking 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 ; minis y o educa ion should o ganize wo kshops ocusing on
mul i- asking, ime managemen and delega ion, in oduce s uc u ed ask sha ing models o
mi iga e p incipal bu nou , include mul i- asking compe ence indica o s in p incipals’ app aisal
sys em, inco po a e s a egic managemen and mul i- asking modules in o p incipal aining
cu icula.
Keywo ds Educa ional leade ship · Mul i- asking · S a egic managemen · Teache pe o mance
· School adminis a ion · No h-Eas Nige ia
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INTRODUCTION
Educa ion is a p ocess o acqui ing knowledge, skills, alues and unde s anding h ough
a ious me hods such as eaching, aining o esea ch. I ypically akes place in o mal se ings
like schools o uni e si ies as well as in o mally h ough li e expe iences. Teache s a e pe sonnel
employed o impa knowledge o s uden s, hey unde go aining a a ious le els o gain skills
on how o impa such knowledge o s uden s. A eache may know his subjec ma e well, bu
impa ing he knowledge in o someone equi es skills which a e acqui ed h ough e ec i e
aining. Teache s a e also he implemen e s o cu iculum, when educa ional planne s design
con en s o be augh , i is he eache s ha implemen he syllabus wi hin he cu iculum. In
Nige ia he go e nmen has ins i u ed a council o eache ’s egis a ion (Ayeni,2020). The
Teache Regis a ion Council o Nige ia (TRCN) is saddled wi h he esponsibili y o licensing
p o essional eache s. All eache s in he coun y a e encou aged o become p o essional so as o
inc ease pe o mance. In de eloped coun ies o he wo ld only eache s wi h license a e allowed
o each. To u he encou age he need o p oduc i e eache s, Adamawa s a e go e nmen has
app o ed an allowance o p o essional eache s unde he eache sala y scheme all in an e o o
ge p oduc i e eache s o each. Only eache s wi h license a e eligible o he package. Teache s
play a pi o al ole in he educa ion sec o . I is widely belie ed ha no educa ion sys em is g ea e
han he quali y o he eache s. Fo an educa ion sys em o achie e he desi ed goals and
objec i es, he eache s’ e iciency mus be aken in o conside a ion. The u u e o any educa ional
le el depends no only on he psychological ac o s, bu also on he emo ional ac o s o eache s
(Gis ua i, 2020). Expec edly, he eache s pu in hei bes when hey a e happy wi h he job and
hei pe o mance inc eases when hey a e e ec i ely supe ised. Gis ua i (2020) opined ha
eache s’ pe o mance means inc ease in ou pu h ough be e pe o mance. I in ol es in e play
o a ious elemen s in he school’s sys em. Inc eased pe o mance is usually a ained when
eache s a e sa is ied wi h hei job and a e e ec i ely supe ised (Ayeni, 2020).
The ask o managing a school has sped up, e e y hing is expec ed in an ins an , he ask
o a ending o isi o s, ensu ing ha eache s a e a ending o hei espec i e lesson pe iod,
handling issues o indiscipline among s uden s, ackling la e coming and so on, ye ask akes ime
and he school pe iod is jus eigh hou s a day, which is whe e mul i- asking en e s he equa ion
(Halim & Halim, 2023). Mul i- asking is no a desi ed skill o su geon o mul i ask while
pe o ming a su ge y, bu i is a needed skill o a school p incipal, o check he oll, ge classes
s a ed, ensu e eache s a e a ending o each lesson pe iod, answe a call om pa en s o isi o s
all a he same ime. Despi e ha ing subo dina es o assis such as ice p incipal, senio mas e e c,
he p incipal needs o a end o se e al hings a he same ime (Halim & Halim, 2023). In he
whole wo ld he conce n o imp o ing quali y o wo k li e is essen ial, high le el p io i y is gi en
o educa ion, which is he key o economic de elopmen , conduci e lea ning en i onmen is pu
in place, eache allowances and sala ies a e paid on ime, e o s a e being made o inc ease
eache pe o mance.
This s udy he e o e in es iga es he co ela ion be ween p incipal mul i- asking skill and eache
job pe o mance in pos -basic schools ac oss ou No h-Eas s a es o Nige ia.
OBJECTIVES OF THE STUDY
i. De e mine he ex en o p incipals’ mul i- asking skills in pos -basic schools in No h-
Eas Nige ia.
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ii. Examine he ela ionship be ween p incipals’ mul i- asking skills and eache s’ job
pe o mance.
iii. Assess whe he eache s’ job pe o mance di e s signi ican ly ac oss p incipals’ mul i-
asking le els.
RESEARCH QUESTIONS
i. Wha is he ex en o p incipals’ mul i- asking skills in pos -basic schools in No h-Eas
Nige ia?
ii. Wha ela ionship exis s be ween p incipals’ mul i- asking skills and eache s’ job
pe o mance?
iii. Do eache s’ job pe o mance le els di e signi ican ly ac oss p incipals’ mul i- asking
skill le els?
LITERATURE REVIEW
Concep ual Re iew
P incipals’ Mul i-Tasking Skills
. Mul i asking is a human beha io ha allows people o handle mul iple asks
simul aneously o al e na e mul iple ask swi ches (Tobias, Anna, Ma kus & Ma hias, 2021).
Mul i asking has been a ound o as long as humans ha e had compe ing needs, o ins ance, doing
housewo k while wa ching a baby. Time and p oduc i i y p essu es in he mode n wo kplace lead
many indi iduals o hink ha i hey can do se e al hings a once, hey can be mo e e icien and
comple e mo e asks in less ime. The e a e easons why mul i asking is expec ed in many
occupa ions. The pace o li e has sped up. People ha e mo e oppo uni ies and highe expec a ions.
E e y hing is expec ed in an ins an – as ood, as a el, ins an in o ma ion and ins an
communica ion. Ye , asks ake ime and we only ha e 24 hou s in a day, which is whe e
mul i asking en e s he equa ion. I is no uncommon o see mul i asking a a wo kplace, o
example, a ecep ionis alking on he phone while making no es and e iewing a compu e sc een.
P incipal mul i asking is expec ed a schools, o ins ance, some ask ha he p incipal pe o ms
equi e wai ing ime. Du ing he wai ing ime, he p incipal can do o he hings such as wo d
p ocessing, iling, o answe ing he phone (Tobias, e al., 2021). In he p ocess, some asks may
ake place simul aneously. Ye , mul i asking is no always a desi ed skill in some p o essions. Fo
ins ance, one would no expec a su geon o mul i ask while pe o ming a ansplan .
His o ically, he pu pose o educa ion has always been o p epa e he nex gene a ion o
wo k, amily, and ci izenship. In his e e changing wo ld, he ole o educa ion is cons an ly being
ee alua ed. The p incipal mul i asking skill can signi ican ly impac eache pe o mance.
E ec i e mul i asking by school p incipals, such as managing adminis a i e asks, add essing
eache conce ns, and o e seeing a ious aspec s o school ope a ions, c ea e a mo e conduci e
en i onmen . This, in u n, allows eache s o ocus mo e on hei p ima y ole o educa ing
s uden s, ul ima ely enhancing o e all pe o mance in he educa ional ins i u ion.
Mul i asking is c ucial o p incipals due o se e al easons, (Halim & Halim, 2023)
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1. E icien ime managemen – P incipals o en juggle a ious esponsibili ies, om
adminis a i e asks o s a managemen . Mul i asking helps hem alloca e ime e ec i ely
and add ess mul iple p io i ies simul aneously.
2. Adap abili y – Educa ional en i onmen s a e dynamic, equi ing p incipals o handle di e se
challenges. Mul i asking enables hem o adap swi ly o changing ci cums ances and add ess
issues p omp ly.
3. E ec i e communica ion – P incipals need o communica e wi h a ious s akeholde s,
including eache s, s uden s, pa en s, and adminis a i e s a . Mul i- asking helps hem
manage communica ion channels e icien ly and main ain s ong connec ions wi h he school
communi y.
4. P oblem sol ing – Mul i- asking allows p incipals o iden i y and add ess issues p oac i ely.
They can na iga e h ough di e en aspec s o school managemen , applying p oblem sol ing
skills ac oss a ious domains.
5. S a egic planning – Balancing sho e m asks wi h long e m goals is essen ial o school
leade s. Mul i asking aids p incipals in s a egic planning, ensu ing hey can ocus on bo h
immedia e conce ns and he o e a ching ision o he school.
6. Resou ce alloca ion – P incipals mus alloca e esou ces e ec i ely, whe he i is budge ing,
s a ing o acili y managemen . Mul i asking helps hem conside mul iple ac o s
simul aneously and make in o med decisions.
In essence, mul i asking is a undamen al skill o p incipals o success ully na iga e he
complexi ies o school leade ship and ensu e he smoo h unc ioning o he educa ional ins i u ion.
P incipals’ mul i- asking skills can signi ican ly in luence eache pe o mance in se e al ways,
such as: (Halim & Halim, 2023).
1. Clea communica ion – E ec i e mul i- asking by p incipals ensu es clea and imely
communica ion wi h eache s. This cla i y helps educa o s unde s and hei oles and
esponsibili ies, educing ambigui y and enhancing pe o mance.
2. Swi p oblem esolu ion – P incipals who can mul i ask adep ly a e be e equipped o add ess
issues p omp ly. This enables quick esolu ion o challenges ha may o he wise impede eache
p og ess in deli e ing quali y educa ion.
3. Resou ce managemen – Mul i- asking p incipals can e icien ly manage esou ces, including
s a ing, budge s, and acili ies. This ensu es ha eache s ha e he necessa y suppo and
ma e ials, con ibu ing o a mo e conduci e eaching en i onmen .
4. P o essional de elopmen – P incipals’ wi h s ong mul i- asking skills can simul aneously
ocus on eache de elopmen ini ia i es. This commi men o p o essional g ow h posi i ely
impac eache skills and consequen ly, hei e ec i eness in he class oom.
5. Collabo a i e en i onmen – Mul i- asking p incipals can os e a collabo a i e school
en i onmen . Balancing a ious aspec s o school managemen , hey c ea e a cul u e ha
encou ages eamwo k and sha ed esponsibili y, p omo ing a posi i e a mosphe e o eaching.
6. Reduced adminis a i e bu den – When p incipals handle adminis a i e asks e icien ly,
eache s can concen a e mo e on ins uc ional esponsibili ies. S eamlining adminis a i e
p ocesses h ough mul i asking con ibu es o a less bu eauc a ic en i onmen o educa o s.
P incipals’ ha adep mul i asking can s eamline adminis a i e p ocesses, enhance
communica ion, and c ea e a suppo i e en i onmen , all o which posi i ely in luence eache
pe o mance and e ec i eness in he class oom.
Teache s’ Job Pe o mance
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Teache s’ job pe o mance e e s o he e iciency and e ec i eness wi h which eache s ul ill
hei p o essional esponsibili ies and con ibu e o he lea ning and de elopmen o hei s uden s.
I encompasses a ange o ac i i ies and ou comes ha collec i ely e lec a eache impac on
educa ion. U ami&Vi eza (2021) Key aspec o eache s’ job pe o mance include:
1. E ec i e class oom ins uc ion: The abili y o plan and deli e lessons ha engage
s uden s, acili a e lea ning and align wi h cu iculum objec i es.
2. S uden achie emen : The ex en o which s uden s demons a e academic p og ess and
achie emen as a esul o a eache s ins uc ion and suppo .
3. Time managemen : E icien use o ime o balance a ious esponsibili ies, including,
lesson planning, g ading, p o essional de elopmen , and ex acu icula ac i i ies.
4. Inno a ion and adap abili y: The inco po a ion o inno a i e eaching me hods and he
abili y o adap ins uc ional app oaches o mee he di e se needs o s uden s.
5. Collabo a ion: Engagemen in collabo a i e e o s wi h colleagues o sha e ideas,
esou ces and bes p ac ices o imp o ing eaching.
6. P o essional de elopmen : Pa icipa ion in ongoing p o essional de elopmen ac i i ies o
enhance skills, o s ay upda ed on educa ional ends, and con inuously imp o emen in
eaching p ac ices.
7. Class oom managemen : The abili y o c ea e a posi i e and o de ly lea ning en i onmen ,
including managing s uden beha io e ec i ely.
8. Communica ion wi h s akeholde s: Open and e ec i e communica ion wi h s uden s,
pa en s, colleagues and adminis a o s ega ding class oom ac i i ies, and o he ele an
in o ma ion.
9. Ex a-cu icula in ol emen : Pa icipa ion in ac i i ies beyond egula class oom du ies,
such as in ol emen in clubs, commi ees, o p ojec s ha con ibu e o he school
communi y.
10. Re lec ion and con inuous imp o emen : Regula e lec ion on eaching p ac ices and a
commi men o making adjus men s o con inuous imp o emen in bo h eaching me hods
and ou comes.
U ami and Vi eza (2021) opined ha pe o mance o eache s in ol es he in e play o
a ious elemen s in he wo k place in he school while inpu s may be ela ed o miscellaneous
esou ces (labo , ma e ial, and capi al). The ou pu is he ou come o whole p ocess in e ms o
s uden ’s achie emen . The issues o pe o mance, and how o aise he le el o p oduc i i y
o he ci izens o a coun y pa icula ly labo is impo an and should be o u mos conce n o
employe s o labo bo h in he public and p i a e sec o s o he coun y. I is now e y impo an
o employe s o ha e a way o measu ing he pe o mance o hei employees. Al hough,
educa ion and ag icul u al sec o , happen o be he highes employe o labo in Nige ia, a
sec o o he economy whe e go e nmen is alloca ing huge budge yea ly needs o be
ho oughly app aised. The ca ego ies o pe sonnel ha de e mine educa ional achie emen ; a e
he eache s, he lea ne and he educa ional adminis a o s, o all he h ee, eache s appea o
be he chie de e minan s o educa ional a ainmen s. I was based on his ac ha he na ional
policy on educa ion (2004) s a ed ha ‘’no quali y educa ion can ise abo e he quali y o he
eache ’’.
O uase, Daka and Mbaba (2021) s a e ha , in Nige ia he conce n o imp o ing quali y
o wo k li e does no appea o be wide sp ead, especially in he eaching p o ession. This has
esul ed in poo pe o mance o s uden s in ex e nal examina ions. This si ua ion has o en been
he co e o equen eache s s ike ac ions ha occu in all ies o educa ion. I is uncommon o
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ead abou low sala ies, i egula p omo ions and nonpaymen o allowances and bene i s. To
achie e a high pe o mance, all e o s mus be made o ensu e ha he eache s a e secu ed,
e ained and de eloped. These can only be achie ed h ough an e ec i e pe sonnel managemen
p ac ice. Acco ding o O uase,e .al (2021), pe sonnel managemen p ac ice includes human
esou ces planning, ec ui men selec ion, socializa ion, aining and de elopmen , s a app aisal,
compensa ion and s a wel a e.
I means inc ease in ou pu , in educa ional sec o especially o eache s pe o mance, i
means be e pe o mance om eache s leading o school lea e s, o g adua es who a e mo ally,
spi i ually, physically and men ally able o i in o he socie y as well as he labo ma ke (O uase,
2021). Acco dingly, ac o s a ec ing p oduc i i y a e ine iciency o managemen a wo k place,
hou s wo ked, in es men le el and deg ee o indus ializa ion. Human capi al heo y belie es
ha good educa ion can aise p oduc i i y, such as pe sonal abili y, o mal and in o mal
educa ion, aining, esea ch and expe ience e. .c. In o de o ha e p oduc i e wo ke s, O uase,
e .al(2021) has sugges ed ha , Nige ian educa ion should be conscious abou pe o mance in
e ms o adminis a ion, admission, ins uc ion, examina ion, supe ision and g adua ion. Labo
o ce has always been sie ing po en ial wo ke s in such a way ha hose wi h high abili y will
e en ually en e he high p oduc i i y sec o o he economy. Quali a i e educa ion is capable o
leading o high academic achie emen because use ulness o educa ion and aining in de eloping
p oduc i e wo ke canno be o e -emphasized.
Hung (2020) says supe ision o ins uc ion plays a i al ole a assis ing, guiding and
s imula ing he eache s o imp o e on hei eaching skill and expe ience as well as enhance hei
p o essional de elopmen . Hung (2020), sees supe ision ins uc ion as an imp o emen o he
eaching – lea ning p ocess o he bene i o s uden s. Supe ision acco dingly, p o ides
oppo uni ies o eache s o be g ounded h ough a discu si e c i ical s udy o class oom
in e ac ion. I helps hem o ca y ou hei eaching ask in line wi h p o essional codes o
conduc . I enables p o ision o p o essional assis ance and guidance owa ds he achie emen o
e ec i e eaching and lea ning in he school sys em. The e o e, p incipals should adop me hods,
p inciple and unc ions ha a e necessa y o achie e he educa ional goals. Hung (2020) opines
ha success o supe iso y managemen o en depends on insigh in o delica e and in angible
issues which does no always come easily. This is impo an because he pos basic school
p incipal is supe -o dina e who should in luence he belie s and beha io o eache s and also
se e as wa ch dog o he educa ional sys em, h ough obse a ion, modi ica ion, and co ec ion
o eache s. The p incipal is he chie supe iso o he school and he one who should aid eache s
o be in an ad an age posi ion o unc ioning e icien ly.
METHODOLOGY
Resea ch Design
A co ela ion su ey design was adop ed o de e mine he p edic i e ela ionship be ween
p incipals’ mul i asking skills and eache s’ pe o mance wi hou a iable manipula ion.
Popula ion and Sampling
The popula ion included 19,797 eache s and p incipals in Adamawa, Bauchi, Gombe, and
Ta aba S a es. 592 esponden s we e chosen using s a i ied and simple andom sampling: 516
eache s and 76 p incipals, ep esen ing abou 3% o he popula ion—adequa e o co ela ion
analysis (Cohen e al., 2018).
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Ins umen a ion
Two s uc u ed ools we e used:
i. P incipals’ mul i asking Skills Ques ionnai e (PMTSQ) – 5 i ems on p io i iza ion, delega ion,
supe ision, and ask-swi ching.
ii. Teache s’ Job Pe o mance Scale (TJPS) – 8 i ems assessing planning, class oom
managemen , and assessmen p ocesses.
Validi y and Reliabili y
Th ee expe s in Educa ional Managemen alida ed he ins umen s. Pilo es ing yielded
C onbach’s α = 0.69 (PMTSQ) and 0.67 (TJPS), con i ming accep able eliabili y (Tabe , 2018).
Da a Collec ion and Analysis
Ques ionnai es we e adminis e ed di ec ly. Desc ip i e s a is ics (mean & SD) answe ed he i s
esea ch ques ion, while Pea son , eg ession, and ANOVA es ed hypo heses a 0.05 le el.
RESULTS
Resea ch Ques ion 1: Ex en o P incipals’ Mul i-Tasking Skills
Table 1. Mean and S anda d De ia ion o P incipals’ Mul i-Tasking Skills and Teache s’ Job
Pe o mance (N = 592)
Va iable
N
Mean
SD
Rema k
Task p io i iza ion
592
3.45
0.62
High
Swi ching be ween adminis a i e asks
592
3.38
0.58
High
Managing deadlines
592
3.41
0.66
High
Delega ing esponsibili ies
592
3.52
0.60
Ve y High
Main aining ins uc ional supe ision
592
3.33
0.59
High
O e all Mul i-Tasking Skills
592
3.42
0.61
High
O e all Teache Pe o mance
592
3.34
0.61
High
No e. 1.00–2.49 = Low; 2.50–3.49 = Mode a e; 3.50–4.49 = High.
P incipals displayed high mul i- asking compe ence, especially in delega ion (M = 3.52).
Resea ch Ques ion 2: Rela ionship be ween Mul i-Tasking 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
0.81
0.08
–
10.10
< .001
[0.65, 0.97]
35
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P incipals’ Mul i-Tasking Skills
0.64
0.04
0.87
15.04
< .001
[0.56, 0.72]
Model summa y: R = 0.87; R² = 0.75; Adj. R² = 0.75; F (1, 590) = 226.3; p < .001.
The model explains 75 % o eache -pe o mance a iance. Fo e e y one-uni inc ease in
p incipals’ mul i- asking skills, eache pe o mance ises by abou 0.64 uni s.
Resea ch Ques ion 3: Di e ences in Teache Pe o mance by Mul i-Tasking Le el
Table 3. ANOVA Summa y o P incipals’ Mul i-Tasking Skills P edic ing Teache s’ Job
Pe o mance
Sou ce
SS
D
MS
F
P
Reg ession
28.72
1
28.72
226.30
< .001
Residual
9.39
590
0.04
To al
38.11
591
E ec size: ω² ≈ 0.75 (la ge). The model signi ican ly p edic ed eache pe o mance, con i ming
no able di e ences ac oss mul i- asking le els.
DISCUSSION
The esul s indica e ha p incipals ac oss No h-Eas Nige ia possess high mul i- asking
p o iciency, wi h delega ion eme ging as hei s onges dimension. This implies ha p incipals
e icien ly dis ibu e asks o op imize wo k low and main ain ins uc ional o e sigh . The o e all
mean (3.42) co obo a es indings by A olabi & Alabi (2020) and Akanbi & Lawal (2020) ha
adminis a i e compe ence enhances o ganiza ional e ec i eness.
The s ong posi i e ela ionship (β = 0.87; R² = 0.75) shows ha mul i- asking skills subs an ially
imp o e eache pe o mance. This aligns wi h Bello & Hassan (2021) and Abdullahi & Balogun
(2021), who ound ha agile leade ship co ela es wi h imp o ed class oom ou comes. I u he
suppo s Adeyemi & Adu (2021), whose esea ch linked ins uc ional leade ship mul i asking o
sus ained eache e ec i eness. The indings a e consis en wi h Role Theo y (Biddle, 1986),
emphasizing ha ole cla i y and balance ac oss mul iple asks educe ambigui y and enhance job
pe o mance. P incipals who can juggle ins uc ional supe ision, s a wel a e, and adminis a i e
du ies demons a e leade ship lexibili y ha mo i a es eache s (Akinyemi, 2019).
The la ge e ec size (ω² ≈ 0.75) unde sco es mul i asking as a s a egic managemen de e minan ,
no a ou ine adminis a i e ac . This ex ends Komba’s (2020) Tanzanian e idence and Hoque’s
(2020) Malaysian s udy showing ha mul i- ole compe ence d i es s a mo ale and p oduc i i y.
Howe e , Mohammed & Usman (2020) cau ion ha excessi e ask load wi hou sys emic suppo
may lead o leade ship a igue. Thus, balancing ask dis ibu ion and p o iding suppo s uc u es
is c i ical. O e all, he s udy a i ms Uma & Oko oa o (2020) ha leade ship skills—including
mul i asking—di ec ly in luence eache s’ p oduc i i y in Adamawa S a e. E ec i e mul i asking
ensu es ins uc ional con inui y, os e s eache commi men , and ul ima ely enhances s uden
lea ning ou comes.
CONCLUSION
36
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This s udy con i med ha p incipals’ mul i- asking skills signi ican ly p edic eache s’ job
pe o mance in pos -basic schools wi hin No h-Eas Nige ia. High mul i asking capabili y—
pa icula ly in delega ion and p io i iza ion—was associa ed wi h imp o ed eache p oduc i i y.
S eng hening hese compe encies will ele a e ins uc ional quali y and ins i u ional e iciency
ac oss he egion. Also s uc u ed ask sha ing models should be in oduced o educe p incipal
and eache bu nou .
RECOMMENDATIONS
i. Capaci y Building: Minis ies o Educa ion should o ganize wo kshops ocusing on
mul i asking, ime managemen , and delega ion.
ii. Wo kload Redis ibu ion: In oduce s uc u ed ask-sha ing models o mi iga e p incipal
bu nou .
iii. Leade ship Assessmen : Include mul i asking compe ence indica o s in p incipal
app aisal sys ems.
i . Policy In eg a ion: Inco po a e s a egic managemen and mul i asking modules in o
p incipal- aining cu icula.
. Suppo Sys ems: P o ide adminis a i e aides and digi al ools o s eamline ask
managemen .
LIMITATIONS AND FUTURE RESEARCH
The s udy’s co ela ion na u e es ic s causal in e ence, and da a we e sel - epo ed. Fu u e mixed-
me hod o longi udinal esea ch could examine in e ac ions among p incipals’ mul i asking,
mo i a ion, and school clima e. Compa a i e analyses ac oss Nige ia’s educa ional zones a e also
ecommended.
REFERENCES
Ayeni, A. J. (2020). P incipals ins uc ional ime managemen and s uden s’ academic
pe o mance in seconda y schools in Ondo no h sena o ial dis ic o Ondo S a e, Nige ia.
Jou nal o Educa ion and Lea ning, 14(1), 123-133.
Azi i, J. (2019). Employee mo i a ion incen i es and hei impac on he o ganiza ion p oduc i i y.
Texila in e na ional Jou nal o Managemen , 4(2),300-310.
Gis ua i, N. (2020). Analysis o ac o s a ec ing eache ’s p oduc i i y. Jou nal o Ad ances in
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Halim, T. & Halim, S. (2023). Mul i- asking and i s impac on 21s cen u y p o essionals. Jou nal
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Hung, L.N. Q. (2020). Teache s mo i a ion and i s in luence on quali y educa ion. A Case s udy a
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