PERFORMANCE MANAGEMENT CYCLE AND TEACHERS TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE

Okeowhor, Donatus Odinakachi

Abstract

The study examined performance management cycle and teachers task performance in public secondary schools in Rivers State. Three research questions were answered and three hypotheses tested in the study. The design used for the study was correlation design. Population of the study consisted of all the 262 Vice Principals Administration in public senior secondary schools in Rivers State out of which 158 Vice Principals Administration who were sampled for the study using randomly sampling technique while the sample size was determined using Taro Yamane minimum sample size determination formula. The instrument used for collecting data was questionnaire. A 30 item questionnaire titled “Performance Management Cycle Questionnaire” (PMCQ) was used to collect data on the independent variable while another questionnaire with 10 questionnaire items titled “Teachers Task Performance Questionnaire” (TTPQ) was used to collect data on the dependent variable. Cronbach Alpha was used to determine the reliability of the questionnaire with the following values; Performance Monitoring (PM) = 0.75, Performance Review (PR) = 0.81, Performance Reporting (PR) = 0.77 as well as Teachers Task Performance Questionnaire (TTPQ) = 0.76. The research questions raised were answered using Pearson Product Moment Correlation co-efficient while the hypotheses were tested using t-test of relationship at 0.05 level of significance. The findings of the study showed that the relationship between performance monitoring, performance review, performance reporting and teachers task performance was r=0.72, r=0.56 and r=0.14 respectively. It was recommended among others that school administrators should embrace modern technological devices for reporting of teachers’ performance.