Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools

This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 pu...

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Autores principales:	Ajetunmobi Funmilayo Grace, Maruff Akinwale Oladejo, Muhideen Adewale Oladejo
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	management intervention strategies professional development participatory management teachers’ job performance Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/dff8eeec98554c03b374ca70dc177e34
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id	oai:doaj.org-article:dff8eeec98554c03b374ca70dc177e34
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spelling	oai:doaj.org-article:dff8eeec98554c03b374ca70dc177e342021-12-02T22:38:27ZParticipatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools2311-1550https://doaj.org/article/dff8eeec98554c03b374ca70dc177e342020-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/410https://doaj.org/toc/2311-1550This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.Ajetunmobi Funmilayo GraceMaruff Akinwale OladejoMuhideen Adewale OladejoCommonwealth of Learningarticlemanagement intervention strategiesprofessional developmentparticipatory managementteachers’ job performanceTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 2, Pp 161-173 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	management intervention strategies professional development participatory management teachers’ job performance Theory and practice of education LB5-3640
spellingShingle	management intervention strategies professional development participatory management teachers’ job performance Theory and practice of education LB5-3640 Ajetunmobi Funmilayo Grace Maruff Akinwale Oladejo Muhideen Adewale Oladejo Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
description	This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.
format	article
author	Ajetunmobi Funmilayo Grace Maruff Akinwale Oladejo Muhideen Adewale Oladejo
author_facet	Ajetunmobi Funmilayo Grace Maruff Akinwale Oladejo Muhideen Adewale Oladejo
author_sort	Ajetunmobi Funmilayo Grace
title	Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
title_short	Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
title_full	Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
title_fullStr	Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
title_full_unstemmed	Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
title_sort	participatory management, professional development, and teachers’ job performance in public secondary schools
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/dff8eeec98554c03b374ca70dc177e34
work_keys_str_mv	AT ajetunmobifunmilayograce participatorymanagementprofessionaldevelopmentandteachersjobperformanceinpublicsecondaryschools AT maruffakinwaleoladejo participatorymanagementprofessionaldevelopmentandteachersjobperformanceinpublicsecondaryschools AT muhideenadewaleoladejo participatorymanagementprofessionaldevelopmentandteachersjobperformanceinpublicsecondaryschools
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Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools

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