Vol. 1 Issue 1 - 2024
This study examines how principal supervision and availability of resources affect teacher performance in secondary schools in Oyo State, Nigeria, through a quantitative correlational research design. The sample used was 150 principals, 750 teachers and 1500 Senior Secondary 2 students in nine educational zones utilising highly reliable structured questionnaires (Cronbach’s alpha: 0.79-0.85). The inferential statistics such as Pearson correlation, multiple regression, and ANOVA were used to test four hypotheses. The results prove that principal supervision is a strong predictor of teacher performance (β = 0.38, p < 0.01, R2= 0.24), and so is resource availability (β = 0.35, p < 0.01, R2 = 0.21). The interrelationship between supervision and resources also supports performance (β = 0.22, p < 0.05, R2 = 0.32) and there are also strong zone-level differences (F (8, 741) = 6.74, p < 0.01), with the urban ones performing better than the rural ones. The findings are congruent with the Path-Goal, Two-Factor, and Resource-Based View theories by Herzberg, indicating the combination of the beneficial influence of supervision and resources. Policy recommendations include enhancing principal training, allocations of resources to rural schools and combination of supervision and resource strategies to tackle disparity and improve teacher performance. The research establishes the importance of equitable educational policies in enhancing secondary education outcomes in Oyo state
Principal Supervision, Resource Availability, Teacher Performance, Secondary Schools
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