Principals’ Diversity Management as Predictors of Teachers’ Job Performance in Public Secondary Schools in Anambra State

Abstract

The study investigated principals’ diversity management as predictors of teachers’ job performance in public secondary schools in Anambra State. The study was guided by four research questions and four hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study comprised all the 8,189 teachers in 269 public secondary schools in Anambra State. Proportionate stratified sampling technique was used to draw 819 teachers for the study. A researcher developed instruments titled ‘‘Diversity Management Scale (DMS)’’ and ‘‘Teachers’ Job Performance Questionnaire (TJPQ)’’ were used for data collection. The instruments were validated by three experts, two from the Department of Educational Management and Policy, and one from the Department of Educational Foundations, Nnamdi Azikiwe University. Cronbach alpha was used for a test of internal consistencies of the instruments which yielded coefficient values of 0.79 for DMS and 0.82 for TJPQ respectively.