Collaborative skills among teachers at the schools as a predictor of their teaching performance in public secondary schools in Delta State, Nigeria

Abstract

The paper studied collaborative skills among teachers at the schools as a predictor of their teaching accomplishment in public secondary schooling in Delta State, Nigeria. 2 research questions and 2 null hypotheses raised to guide the study.  The descriptive survey design was embraced. The population of this study consists of all 11,125 teachers distributed over the 477 public secondary schools in Delta State, out of which 390 teachers representing 5.32% of the population were used as respondents. A structured questionnaires titled: Teachers’ Collaborative Skills for Job Performance Questionnaire was used to obtain data from the field. The reliability coefficients of the instruments (Social Interaction for Job Performance and Positive Interdependence for Job Performance, had 0.79 and 0.80, respectively were determined using Cronbach Alpha Statistics. mean and standard deviation were used in answering the research questions and the null hypotheses were tested at a 0.05 level of significance using z-test statistics. Findings revealed that teachers’ social interaction for job performance and positive interdependence for job performance will improve and guarantee job performance in Public Senior Secondary Schools in Delta State, Nigeria and these were found to be significant at 0.05 level of significance; Based on the findings of the study, and the discussions on them, it was concluded that appropriate teacher’s collaborative skills will improve and guarantee effective job performance, it was recommended among others that to enhance further interrelationship, teachers should set up a collective goal, create recompenses for their success, and split the work-force of the conveyance of instruction.