Impact of Principal’s Administrative Strategies on Biology Teachers Performance in Secondary Schools in River State

Abstract

The study sought to examine the impact of principals’ administrative strategies on 
biology teachers’ performance in secondary schools in Rivers State. The design 
for this study was descriptive survey. Two research questions and two null 
hypotheses guided the study. A sample of 105 biology teachers and 24 principals 
were drawn by simple random sampling technique. The questionnaire was used 
as instrument for data collection. The reliability of the instrument was tested 
using Cronbach’s alpha method and the scores correlated having coefficient with 
the index of 0.83. Mean and standard deviation were used to answer research 
questions, while Z-test statistics was used to test the null hypotheses at 0.05 level 
of significance. The findings of the study indicated that a significance difference 
in the mean responses of principals and teachers on how principal’s 
administrative strategies influence biology teachers performance among which 
include proper supervision and encouragement of professional development 
courses could promote quality delivery and performance of biology teachers in 
secondary schools. It was therefore recommended that school principals should 
stand up to their responsibilities as academic administrators to facilitate teaching 
and learning process for overall better performance and achievement of 
educational goals in secondary schools