PROFESSIONAL ETHICS AND MENTORSHIP AS CORRELATES FOR SCHOOL LEADERS ENHANCEMENT OF NEW-ENTRANT TEACHERS' JOB PERFORMANCE IN SECONDARY SCHOOLS IN AKWA IBOM STATE

Abstract

The paper focused on professional ethics and mentorship as correlates for school leaders’ enhancement of new entrant teachers’ work performance in secondary schools in Akwa Ibom State. The researchers set two research questions to guide the study. Survey research design was used for the study. The population of the study was 2,128 teachers and 376 principals from 376 public secondary schools located in 31 Local Government Areas of Akwa Ibom State. The sample of the study was 800 teachers and 200 principals sampled through random sampling technique. The 800 teachers were used to assess the 200 principals in the study. The research questionnaire was validated by experts in the Department of Educational Foundations, Guidance and Counselling, University of Uyo, Akwa Ibom State. The reliability of the instrument was carried out by conducting a pilot study. Twenty teachers (who were not part of the study) were used to respond to the questionnaire. Data was retrieved from the instruments and test-retest method of analysis was used to obtain data from the questionnaire. To test for the internal consistency was carried out usinf Cronbach Alpha statistical measure. The reliability coefficient index score of 0.78 was obtained. The findings of the study revealed that the principals had ensured that new entrant teachers practiced their professional ethics to enhance their work but they did not ensure that teachers were mentored in their task areas for job enhancement. Based on the study findings, the researchers recommended that: the principals should continue to mentor new entrant teachers to practice their professional ethics to enhance their profession.  These school heads should endeavour to make sure that they mentor teachers especially the neophytes in their task areas for them to be enhanced on the job.