By Walson, Ominini Brother Asako
The study examined the relationship between demographic and personality variables and principals’ performance in the management of secondary schools in South-South, Nigeria. The corelational survey design was adopted for the study. 13 research questions and 10 hypotheses guided the study. The population of the study comprised of 1,356 principals of public secondary schools. The sample for the study consisted of 310 principals obtained using Taro Yamen’s formula. Proportionate stratified random sampling was used to select the number of principals per state while disproportionate stratified random sampling was used to select the number of principals per senatorial zone for fair representation. Four instruments namely: principals’ motivational factors questionnaire (PMFQ), principals’ leadership style questionnaire (PLSQ), principals’ performance scale (PPS), and plant observation rating scale (PORS) were used for data collection. These instruments were face validated by three experts: Two in educational administration and planning, and one in measurement and evaluation, from University of Nigeria, Nsukka. The overall internal consistency reliability co-efficient index of the instruments obtained through cronbach alpha method were 0.97 for principals’ motivational factors questionnaire, 0.60 for principals’ leadership style questionnaire, 0.93 for principals’ performance scale, and 0.95 for plant observation rating scale. The data collected were presented using means, standard deviations, and correlation co-efficient. The null hypotheses were tested using multiple regressions and associated t-tests at 0.05 level of significance. It was found that most principals were males, married, had first degrees in different aspects of education, and have served as principals and vice principals for not more than 11 years. Principals in South-South, Nigeria exhibited open leadership styles. The factors that motivated principals in the performance of their duties were nature of work, recognition, responsibility, achievement and prospects for advancement. Principals’ performance was high in instructional supervision, communication, decision-making, provision of incentives, financial management, adherence to legal status, and conflict management. Their performance was low in human resources development, public relations, and school plant management. Leadership styles, educational qualification, and working experience had substantial correlation coefficients with principals’ performance in some task areas of management of secondary schools. Demographic and personality factors had joint significant relationship (P