PRINCIPALS’ DELEGATION OF FUNCTIONS AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the relationship between principals’ delegation of functions and teachers’ job commitment in public secondary schools in Anambra State, Nigeria. Specifically, the study investigated the extent to which delegation of instructional programmes and delegation of decision-making predicted teachers’ job commitment. A correlational research design was adopted for the study. The population comprised 6,598 teachers in 267 public secondary schools across the six education zones in Anambra State. A sample of 623 teachers was selected using a multistage sampling procedure. Data were collected using the Principals’ Delegation of Functions Questionnaire and the Teachers’ Job Commitment Questionnaire. The instruments were subjected to validation, and their internal consistency was established using Cronbach’s alpha coefficients. Data were analysed using simple linear regression at the 0.05 level of significance. The findings showed that principals’ delegation of instructional programmes significantly and positively predicted teachers’ job commitment, R = .552, R² = .305, adjusted R² = .304, F(1, 621) = 272.145, p < .001. Thus, delegation of instructional programmes accounted for approximately 30.5% of the variance in teachers’ job commitment. Similarly, principals’ delegation of decision-making significantly and positively predicted teachers’ job commitment, R = .695, R² = .483, adjusted R² = .482, F(1, 621) = 580.18, p < .001. Therefore, delegation of decision-making accounted for approximately 48.3% of the variance in teachers’ job commitment. The findings suggest that appropriate delegation of instructional and decision-making responsibilities is associated with stronger teacher commitment. However, given the correlational and cross-sectional nature of the study, the findings should be interpreted as evidence of statistical association rather than causal effects. The study recommends that principals adopt structured and participatory delegation practices while providing teachers with appropriate authority, resources, guidance and feedback.