IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388, p- ISSN: 2320-737x Volume 11, Issue 1 Ser. II (Jan. – Feb. 2021), PP 57-62 www.iosrjournals.org DOI: 10.9790/7388-1101025762 www.iosrjournals.org 57 | Page Principals’ Quality Control Of Time Book, Teachers’ Class Attendance, And Teachers’ Job Performance In Secondary Schools In Calabar Education Zone Of Cross River State, Nigeria Eduwem Joy Dianabasi (Ph.D) Department of Educational Foundations, Guidance and Counselling. University of Uyo Uyo Omole, Catherine (PhD) School of Science and Technology, Abubakar Tatari Ali Polytechnic, Bauchi. Ezeonwumelu, Victor Ugochukwu (M.Ed). Department of Educational Foundations, Guidance and Counselling University of Uyo, Uyo Abstract The main thrust of this study was to examine principals’ quality control of time book, control of teachers’ class attendance and teachers’ job performance in secondary schools in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated. Literature review was carried out accordingly. Survey research design was adopted for the study. A sample size of one hundred and twenty (120) respondents’ was randomly selected for the study. The selection was done through the simple random sampling technique. The questionnaire was the main instrument used for data collection. The instrument was subjected to face validity by experts in Measurement Evaluation, Research and Statistics who vetted the items developed. The reliability estimate of the instrument was established through the cronbach alpha reliability method. Population t-test analysis was the statistical analysis technique adopted to test the hypotheses under study. Each hypothesis was tested at .05 levels of significance. The result of the analysis revealed that principals’ quality control of time book, and teachers’ class attendance, significantly related to teachers’ job performance in Colleges of education in Cross River State. Based on the findings of the study, it was recommended among others that that school principals should collaborate with relevant stakeholders to organize capacity development programmes for teachers to keep them abreast of current trends and best practices. Also, it was recommended that school management should ensure that adequate feedback on students’ performance is provided and adequately utilized for remedial purposes. --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 02-01-2021 Date of acceptance: 15-01-2021 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction Education has been described as the bedrock of every society and a tool for nation building and Nigeria is not an exception. Nigeria’s quest for educational excellence in the secondary school system as a pivot for its realization of national development ideals will remain unrealizable if principals of secondary schools are not efficient in the implementation of educational quality assurance. For quality education to be achieved in a nation the principal actors of learning who are the principals, teachers, students and the environment must be cooperatively organized. Vartlak (2016) highlights the importance of close monitoring of operations in organizations, claiming that no organization can successfully accomplish its goals without any consideration for efficiency of its internal and external operations. Principals’ quality assurance implementation involves the principal administering the school in such a way as to obtain better results that tally with the goals of secondary education. This is necessary if the institution is to ensure the production of the educated, employable, disciplined and cultured individuals. The most prominent task of the school principal is to improve the teaching-learning process through effective quality control measures that are connected to teachers’ class attendance. It is the primary responsibility of the school principal to coordinate and control teachers’ activities for the purpose of achieving the best in the management of instructional resource inputs, process and outputs which determine students’ academic success in secondary schools (Okoye, Onyali, & Ezeugbor, 2016).