Nnadiebube Journal of Education

The study examined principals’ role expectations as correlates of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 6,598 teachers in the 267 public secondary schools from the six education zones in Anambra State. The sample of 660 teachers was used for the study. Multistage sampling techniques comprising of proportionate stratified and simple random sampling technique was used for the study. Two researcher-structured instruments were used for data collection: Principals’ Role Expectations Questionnaire (PREQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were subjected to face and construct validation. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values of 0.81 for PREQ and 0.85 for TJCQ were obtained and considered highly reliable and suitable for the study. Pearson Product Moment Correlation and multiple linear regression analysis were used for the study. The study revealed that there is a positive and significant relationship among principals’ role expectations and teachers’ job commitment in public secondary schools in Anambra State. Based on these findings, the study recommended among others that secondary school principals should be conversant and up-to-date with administrative roles expected of them in the school in order to keep sustaining and improving teachers’ job commitment and performance in public secondary schools in Anambra State

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