AUTHORS
Ifiokobong Victor
saintleo.iv@gmail.com
Chukwuemeka Ignatius Nwagwu
University of Calabar
egodslove41@gmail.com
Ndifon Mamina Mba
University of Calabar, Cross River
mbandifon@gmail.com
Abstract
The study determined the personality attributes of school
principals and performance effectiveness of classroom
teachers in southern Senatorial District of Cross River State
Survey research design was adopted for the study. The
population of the study was 2051 the sample size of 300 was
selected through proportional stratified random sampling
technique. Researchers made questionnaires tagged “Principal
personality attributes and teachers effectiveness (PPATEQ)
and teachers work performance effectiveness questionnaire (TWPEQ) were employed to generate data from the study.
The instrument was validated by the supervisor of this work.
The reliability coefficient, determined using Test reliability
technique was 0.83 hence, the instruments were considered
reliable. Pearson retest moment correlation analysis technique
was used in testing the hypotheses. The findings of the study
show that principals’ motivational skill, coordination skill,
principals charismatic personality, principals level of
experience, principals’ affective behaviour and principals
dynamic behaviour have positive and significant influence on
teachers’ effectiveness. Based on the result of the findings, it
was concluded that principals’ personality do influence the
outcome of teachers’ efficiency and effectiveness. Thus, it was
recommended that principals should adopt the right type of
attitude that will encourage and enhance teachers’
effectiveness as well as the general performance of the school
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