THE INFLUENCE OF PRINCIPALS’ QUALITY ASSURANCE METHODS ON TEACHING EFFECTIVENESS OF SENIOR SECONDARY SCHOOL TEACHERS IN PORT HARCOURT AND OBIO/AKPOR LOCAL GOVERNMENT AREAS, RIVERS STATE

Abstract

The study examined the influence of principals’ quality assurance methods on teaching effectiveness of senior secondary school teachers in Port Harcourt and Obio/Akpor Local Government Areas, Rivers State. Specifically, the study investigated the extent to which principals’ instructional supervision, monitoring, and quality control measures enhance teaching effectiveness. A descriptive survey design was adopted. The population comprised 156 principals and vice-principals in public senior secondary schools in the two Local Government Areas. Because the population was manageable, a census approach was adopted and the entire population was included in the study. Data were collected using a self-structured questionnaire titled Principals’ Quality Assurance Methods and Teaching Effectiveness Questionnaire (PQMETEQ). The instrument was validated by three experts in Educational Management and Measurement and Evaluation at Rivers State University. Reliability was established using Cronbach’s alpha, with an overall coefficient of 0.86. Mean and standard deviation were used to answer the research questions, while the null hypotheses were tested at the 0.05 level of significance. The findings indicated that instructional supervision, monitoring, and quality control measures were perceived by both principals and vice-principals to enhance teaching effectiveness to a high extent. The group comparisons reported in the original manuscript showed no statistically significant differences in the ratings of principals and vice-principals for the three dimensions. The study recommends that school principals sustain systematic instructional supervision, strengthen continuous monitoring of teachers’ instructional activities, and institutionalize clear quality control procedures across senior secondary schools.