International Journal of World Policy and Development Studies ISSN(e): 2415-2331, ISSN(p): 2415-5241 Vol. 3, No. 4, pp: 21-25, 2017 URL: http://arpgweb.com/?ic=journal&journal=11&info=aims *Corresponding Author 21 Academic Research Publishing Group Relationship between Principals’ Instructional Supervision Practices and Teachers’ Job Performance in Secondary Schools in Anambra State Gladys Uzoechina * Department of Educational Foundations, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State, Nigeria Isaac N. Nwankwo Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria 1. Introduction In the school system, it is among the responsibilities of the school head to develop and maintain teachers’ competence. One of the means of doing this is through instructional supervision. In secondary schools for instance, the instructional supervisory activities principals include: checking of teacher’s lesson notes, scheme of work, students’ note, teachers’ punctuality, teachers’ regularity in class, classroom observation, demonstration, conferencing, workshop, micro-teaching, moderation of examination question papers and moderation of marking schemes among others. To carry out these tasks, the principal must have supervisory capacity to enforce this task and also encourage the teachers to utilize their talents when necessary so that at the end, instruction and instructional procedures can be improved. Instructional supervision is one of the processes by which school administrators’ attempt to achieve acceptable standards of performance and results. It is the tool of quality control in the school system and a phase of school administration which focuses primarily upon the achievement of appropriate expectation of educational system (Peretomode, 2001). Teachers, whether new or old on the job need necessary support in implementing the instructional programmes. Principals as school heads therefore, need to provide this support to teachers, they have to be involved in the implementation of instructional programmes by overseeing what teachers are doing with the students. Supervision in a school involves the use of expert knowledge and experiences to oversee and coordinate the process of improving teaching and learning activities in schools. According to Ngunjiri (2012), instructional supervision is an effort designed by school officials towards providing leadership to teachers and educational workers for the improvement of instructions. It involves stimulation of teachers in the improvement of instruction, selection and revision of educational objectives, maintenance of instruction and methods of teaching and evaluations. Instructional supervision centers on the head teacher and is meant for the improvement of instructions (Mavindu, 2013). According to Van Deventer and Kruger (2003), the five basic elements of instructional supervisory roles of principals are: defining the school mission, managing the curriculum and instruction, supervising teaching, Abstract: This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge. Keywords: Relationship; Instructional supervision practices; Anambra State.