PRINCIPALS’ SELF-EFFICACY AND MOTIVATION AS CORRELATES OF THEIR WORK PERFORMANCE IN SECONDARY SCHOOLS IN DELTA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the relationship between principals’ self-efficacy, motivation, and their work performance in secondary schools in Delta State. Effective school leadership is crucial for promoting positive educational outcomes, and principals play a pivotal role in shaping the learning environment. Understanding the factors that influence principals’ work performance is essential for improving educational practices and policies.
The study adopts a correlational research design, utilizing self-report questionnaires to collect data from a sample of principals in secondary schools in Delta State. The questionnaires assess principals’ self-efficacy beliefs, motivation levels, and work performance. Statistical analyses, including correlation and regression analyses, are employed to examine the relationships between these variables.
Preliminary findings reveal a positive correlation between principals’ self-efficacy and their work performance, suggesting that principals who possess a strong belief in their abilities tend to demonstrate higher levels of work performance. Additionally, a positive correlation is observed between principals’ motivation and their work performance, highlighting the importance of intrinsic and extrinsic motivational factors in driving effective leadership practices.
Furthermore, regression analyses indicate that both self-efficacy and motivation significantly predict principals’ work performance. Principals with higher levels of self-efficacy and motivation exhibit enhanced work performance, suggesting that interventions aimed at promoting principals’ self-efficacy and motivation could contribute to improved educational outcomes in secondary schools.
These findings have significant implications for educational policymakers, school administrators, and professional development programs. Strategies that enhance principals’ self-efficacy and motivation levels should be incorporated into leadership training programs to equip principals with the necessary skills and mindset to effectively lead their schools. Additionally, creating supportive work environments that foster intrinsic and extrinsic motivation can contribute to principals’ work performance and overall school success.
Further research is recommended to explore other potential factors that may influence principals’ work performance, such as organizational climate, instructional leadership practices, and stakeholder engagement. Understanding these complex interactions can inform the development of comprehensive frameworks for effective school leadership and educational improvement in Delta State and beyond.
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