Relationship Between Principals' Multi-Tasking Skills And Teachers' Job Performance In Post-Basic Schools IN North-East Nigeria

The study investigated relationship between principals’ multi-tasking skills and teachers’ job 
performance in Post-Basic Schools in North-East, Nigeria. The purpose of the study was to 
determine the extent of principals’ multi-tasking skills in post basic schools in North East Nigeria, 
to also examine the relationship between principals ’multi-tasking skills and teachers job 
performance and to assess whether teachers’ job performance differs significantly across 
principals’ multi-tasking levels. Three research questions were answered and three hypotheses 
were tested at 0.05 level of significance. The study adopted the correlation survey research design. 
Stratified and random sampling techniques were used in selecting the sample of the study.  The 
population was 19,797 respondents in Post-Basic Schools from four states (Adamawa, Bauchi, 
Gombe, and Taraba) drawn from North-East zone, Nigeria. The sample for the study was 592 
determined using Taro Yamane formula and comprised of 76 principals and 516 teachers. The 
instruments for data collection were two, a structured questionnaire tagged “Principals’ Multi 
Tasking  Skills Questionnaire (PMTSQ) which was completed by teachers, and structured 
questionnaire tagged “Teachers’ Job Performance Questionnaire (TJPQ) was administered and 
completed  by principals to measure teachers’ performance.  The instruments were face validated 
and the internal consistency for the instruments was determined using Cronbach Alpha method. 
Reliability yielded 0.73 for Principal Multi Tasking Skills Questionnaire, 0.69 for Teachers’ Job 
Performance Questionnaire. The findings of the study revealed Principals demonstrated a high 
level of multi-tasking competence (M = 3.42, SD = 0.61). Regression analysis revealed that multi
tasking skills significantly predicted teachers’ job performance (β = 0.87, p < 0.001; R² = 0.75). 
ANOVA confirmed a significant difference in teacher performance across multi-tasking levels (F 
(1, 590) = 226.3, p < 0.001) with a large effect size (ω² ≈ 0.75). Based on the findings of this study, 
it was concluded that principals' multi-tasking skills was significantly related to teachers' job 
performance in Post-Basic Schools in North-East Nigeria. Recommendations made based on the 
findings include among others that; ministry of education should organize workshops focusing on 
multi-tasking, time management and delegation, introduce structured task sharing models to 
mitigate principal burnout, include multi-tasking competence indicators in principals’ appraisal 
system, incorporate strategic management and multi-tasking modules into principal training 
curricula.