Quality Assurance Practices of Principals? and Teachers? Job Performance in Secondary Schools in South East States of Nigeria

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@article{1708339,
      author = {Onyejiaka Nwamaka Ijeoma, Prof. B.E Afianmagbon, Prof. R. N. O Ogbonna},
      title = {Quality Assurance Practices of Principals? and Teachers? Job Performance in Secondary Schools in South East States of Nigeria},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {11},
      pages = {2361-2373},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1708339.pdf},
      abstract = {This study examined the relationship quality assurance practices of principals? and teachers? job performance in secondary schools in south east states of Nigeria. Specifically, it investigated how principal motivation practice and capacity building influence teacher job performance. A correlational survey research design was adopted, covering  public secondary schools in south-east states in NIgeria. with a population of 17617 A sample of approximately 10%  of the principals of public secondary schools in South ? East, Nigeria which is 121 out of 1206  and the sample of 1750 out of 17617 public secondary school teachers in South ? East, Nigeria were taken. A self-structured instrument of Quality Assurance Practice Principals Questionnaire (QAPPQ) and the Teacher Job Performance Scale (TJPS) formulated. The instrument is made up of two sections: sections 1 and 2. Section one sought information on the biodata of the respondents while section two consists of 15 items in each instrument. Similarly, teaching experience significantly influenced internal efficiency, explaining 60% of the variance. Motivation as a quality assurance practice significantly relates to teacher job performance. And Professional development and training of teachers strongly impact positively on their job performance. The study recomended that Heads of schools should encourage collaboration among teachers by forming professional learning communities that promote sharing of best practices, peer observations and cooperative planning. Providing regular time for collaboration can lead to improved teaching methods and teacher morale. Institutionalize regular feedback mechanisms for both teachers and administrators. This feedback loop should facilitate open communication about the effectiveness of supervision, evaluation, motivation and professional development initiatives allowing for continuous improvement.},
      month = {May},
  }