PRINCIPALS’ INTELLECTUAL STIMULATION AND INDIVIDUALISED CONSIDERATION BEHAVIOURS AS CORRELATES OF TEACHERS’ COMMITMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study investigated principals’ intellectual stimulation and individualised consideration as correlates of teachers’ commitment in secondary schools in Anambra state. The study was guided by two research questions and two null hypotheses tested at 0.05 level of significance. The research design for the study was a correlational research design. The population of the study consist of 4,946 teachers in public secondary schools in Anambra state. Multi-state sampling technique was used to draw 540 teachers as sample for the study. Two instruments were used for data collection namely: Transformational leadership questionnaire (TLQ), and Teacher’s Commitment Questionnaire (TCQ). The instruments were validated by three experts. Reliability of the instruments was established using Cronbach Alpha method. Reliability coefficient obtained from TLQ yielded coefficient of 0.84 and TCQ yielded 0.95. Pearson Product Moment coefficient correlation was used to analyze data and test the hypotheses. The findings of this study showed ahigh positive correlation between principals’ intellectual stimulation and teachers’ commitment. It showed a moderate positive relationship between principals’ individualised consideration behaviour and teachers’ commitment. There were significant correlation between principals’ intellectual stimulation and individualised consideration behaviour and teachers’ job commitment. It was concluded that principals’ intellectual stimulation and individualised consideration positively influence teachers’ commitment. It was recommended that Anambra state ministry of education should encourage principals to adopt intellectual stimulation and individualised consideration style since it has been found to positively affect teachers’ job commitment.