Chapter Four

Data presentation, Analysis and Interpretation

4.1. Introduction
The Results and Discussion of Findings of the investigation are presented in this chapter. The

findings were based on the research questions and hypotheses raised in accordance with the

study objective.

4.2. Data Analysis and Result

Research Questions

The following research questions would be answered in this study:

4.2.1. Research Questions 1: To what extent do principals utilize communication skills in

the supervision of teachers for effective teaching and learning in the Federal Capital

Territory secondary schools?

Table 4.1: Mean rating and standard deviation of response of teachers on extent on which
principals utilize communication skills in the supervision of teachers for effective teaching
and learning in the Federal Capital Territory secondary schools

Strongly Disagree Disagree Agree Strongly Agree

Items Freq % Freq % Freq % Freq % x̅ SD Remark
3.35 .84 Agreed
1. Make good presentation of reports to
17 4.1% 48 11.6% 121 29.3% 227 55.0%
address audience well
3.15 .83 Agreed
2. Offer opportunity for teachers to express
3 0.7% 106 25.7% 131 31.7% 173 41.9%
themselves
3.17 1.06 Agreed
3. Motivates teachers using encouraging
43 10.4% 72 17.4% 71 17.2% 227 55.0%
praises
2.76 1.04 Agreed
4. Capture audience attention as a result of
59 14.3% 107 25.9% 121 29.3% 126 30.5%
eloquence of speech
3.64 .65 Agreed
5. Make use of clear language, while speaking 0 0.0% 41 9.9% 65 15.7% 307 74.3%
3.01 .82 Agreed
6. Maintain friendly tone while speaking 2 0.5% 131 31.7% 140 33.9% 140 33.9%
2.99 1.04 Agreed
7. Listen to understand teachers’ point of view 34 8.2% 122 29.5% 72 17.4% 186 44.9%
2.70 1.01 Agreed
8. Hinders confidence among teachers in
52 12.6% 135 32.7% 109 26.4% 117 28.3%
service delivery
3.43 .86 Agreed
9. Information is broken down to the level of
13 3.1% 63 15.3% 69 16.7% 268 64.9%
everyone to achieve target goals
 3.13 .91
Weighted Mean
Source: Researcher’s Field Survey, 2025. Key: X = Mean, SD = Standard Deviation and Freq= Frequency

Table 4.10 provides insights into extent on which principals utilize communication skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools. The data reveals a generally positive outlook on the extent to which

principals utilize communication skills in the supervision of teachers for effective teaching and

learning in the Federal Capital Territory secondary schools. For instant, 55.0% of teachers

strongly agree and 29.3% of teachers agree that principals make good presentation of reports to

address audience well with (x̅ = 3.35±.84). 41.9% of teachers strongly agree and 31.7% of

teachers agree that principals offer opportunity for teachers to express themselves with (x̅ =

3.15±.83). 55.0% of teachers strongly agree and 17.2% of teachers agree that principals

motivates teachers using encouraging praises with (x̅ = 3.17±1.06). 74.3% of teachers strongly

agree and 15.7% of teachers agree that principals make use of clear language, while speaking

with (x̅ = 3.64±.65). Similarly, 64.9% of teachers strongly agree and 16.7% of teachers agree that

principals broken down information to the level of everyone to achieve target goals with (x̅ =

3.43±.86). Table 4.1 also indicated that weighted mean score (3.13±.91) and mean rating of all

the items with respect to extent on which principals utilize communication skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools ranged between 3.64 and 2.70 which are greater than cut off mean of 2.50.

This implied that principals utilize communication skills in the supervision of teachers for

effective teaching and learning in the Federal Capital Territory secondary schools to a greater

extent. In addition, the standard deviation of all the items as well as overall standard deviation

ranged between .40 and 1.18. This indicated that all the respondents have similar opinions on
 extent on which principals utilize communication skills in the supervision of teachers for

effective teaching and learning in the Federal Capital Territory secondary schools.

4.2.2.Research Questions 2: What is the extent to which principals utilize problem-solving

skills in the supervision of teachers for effective teaching and learning in the Federal

Capital Territory secondary schools?

Table 4.20: Mean rating and standard deviation of response of teachers on extent to
which principals utilize problem-solving skills in the supervision of teachers for effective
teaching and learning in the Federal Capital Territory secondary schools

Strongly
Disagree Disagree Agree Strongly Agree
Item Freq % Freq % Freq % Freq % x̅ SD Remark
3.12 1.09 Agreed
1. Views problems from many angles 33 8.0% 124 30.0% 17 4.1% 239 57.9%
2.88 1.03 Agreed
2. Gathers and analyse data from multiple
sources to assess the problem and find the 90 21.8% 71 17.2% 50 12.1% 202 48.9%
best solution
2.90 1.05 Agreed
3. Explains a potential solution to a problem
71 17.2% 82 19.9% 76 18.4% 184 44.6%
clearly to others
2.51 1.06 Agreed
4. Makes decision when faced with multiple
90 21.8% 113 27.4% 120 29.1% 90 21.8%
options
2.87 1.05 Agreed
5. Finds solution by drawing conclusions 65 15.7% 105 25.4% 60 14.5% 183 44.3%
2.51 1.04 Agreed
6. Adjust to new situations without becoming
76 18.4% 147 35.6% 93 22.5% 97 23.5%
overwhelmed
3.18 .71 Agreed
7. Assess problems, evaluate evidences and
4 1.0% 62 15.0% 202 48.9% 145 35.1%
considers solutions
2.85 1.01 Agreed
Weighted Mean
Source: Researcher’s Field Survey, 2025. Key: X = Mean, SD = Standard Deviation and Freq= Frequency

Table 4.20 provides insights into extent to which principals utilize problem-solving skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools. The data reveals a generally positive outlook on the extent to which

principals utilize problem-solving skills in the supervision of teachers for effective teaching and
learning in the Federal Capital Territory secondary schools. For instant, 57.9% of teachers

strongly agree and 4.1% of teachers agree that principals views problems from many angles with

(x̅ = 3.12±1.09). 48.9% of teachers strongly agree and 12.1% of teachers agree that principals

gathers and analyse data from multiple sources to assess the problem and find the best solution

with (x̅ = 2.88±1.03). 44.6% of teachers strongly agree and 18.4% of teachers agree that

principals explain a potential solution to a problem clearly to others with (x̅ = 2.90±1.05).

Similarly, 35.1% of teachers strongly agree and 48.9% of teachers agree that principals assess

problems, evaluate evidences and considers solutions with (x̅ = 3.18±.71). Table 4.2 also

indicated that weighted mean score (2.85±1.01) and mean rating of all the items with respect to

extent to which principals utilize problem-solving skills in the supervision of teachers for

effective teaching and learning in the Federal Capital Territory secondary schools ranged

between 3.18 and 2.51 which are greater than cut off mean 2.50. This implied that principals

utilize problem-solving skills in the supervision of teachers for effective teaching and learning in

the Federal Capital Territory secondary schools to a greater extent. In addition, the standard

deviation of all the items as well as overall standard deviation ranged between .71 and 1.09. This

indicated that all the respondents have similar opinions on extent on which principals utilize

problem-solving skills in the supervision of teachers for effective teaching and learning in the

Federal Capital Territory secondary schools.

 4.2.3. Research Questions 3. To what extent do principals utilize leadership skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools?

Table 4.30: Mean rating and standard deviation of response of teachers on extent to
which principals utilize leadership skills in the supervision of teachers for effective
teaching and learning in the Federal Capital Territory secondary schools
Strongly
Disagree Disagree Agree Strongly Agree
Item Freq % Freq % Freq % Freq % x̅ SD Remark
1. Provides resources and support for ongoing 3.26 .82 Agreed
0 0.0% 98 23.7% 110 26.6% 205 49.6%
learning and growth
2. Monitors teachers to address their 3.16 1.03 Agreed
39 9.4% 73 17.7% 85 20.6% 216 52.3%
professional development needs
3. Monitors teachers in making decision about 2.91 1.01 Agreed
59 14.3% 56 13.6% 163 39.5% 135 32.7%
the best teaching methods
4. Provides teachers opportunity to learn 3.54 .81 Agreed
16 3.9% 35 8.5% 70 16.9% 292 70.7%
about teaching strategies for active learning
5. Observes classroom to evaluate teaching 3.19 1.04 Agreed
36 8.7% 83 20.1% 61 14.8% 233 56.4%
effectiveness
6. Provides constructive feedback and 2.99 1.04 Agreed
36 8.7% 117 28.3% 76 18.4% 184 44.6%
mentoring to teachers
7. Encourages innovation and creativity in 2.89 1.02 Agreed
66 16.0% 44 10.7% 174 42.1% 129 31.2%
teaching practices
8. Addresses students behaviors and 3.56 .70 Agreed
4 1.0% 38 9.2% 92 22.3% 279 67.6%
disciplinary issues effectively
9. Promotes social and emotional well-being 3.06 1.07 Agreed
52 12.6% 70 16.9% 93 22.5% 198 47.9%
among students and staff
Weighted Mean 3.17 .95 Agreed

Source: Researcher’s Field Survey, 2025. Key: X = Mean, SD = Standard Deviation and Freq= Frequency

Table 4.30 provides insights into extent to which principals utilize leadership skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory
secondary schools. The data reveals a generally positive outlook on the extent to which

principals utilize leadership skills in the supervision of teachers for effective teaching and

learning in the Federal Capital Territory secondary schools. For instant, 49.6% of teachers

strongly agree and 26.6% of teachers agree that principals provide resources and support for

ongoing learning and growth with (x̅ = 3.26±.82). 52.3% of teachers strongly agree and 20.6% of

teachers agree that principals monitors teachers to address their professional development needs

with (x̅ = 3.16±1.03). 70.7% of teachers strongly agree and 16.9% of teachers agree that

principals provide teachers opportunity to learn about teaching strategies for active learning with

(x̅ = 3.54±.81). Similarly, 67.6% of teachers strongly agree and 22.3% of teachers agree that

principals address students behaviors and disciplinary issues effectively with (x̅ = 3.56±.70).

Table 4.30 also indicated that weighted mean score (3.17±.95) and mean rating of all the items

with respect to extent to which principals utilize leadership skills in the supervision of teachers

for effective teaching and learning in the Federal Capital Territory secondary schools ranged

between 3.56 and 2.89 which are greater than cut off mean of 2.50. This implied that principals

utilize leadership skills in the supervision of teachers for effective teaching and learning in the

Federal Capital Territory secondary schools to a greater extent. In addition, the standard

deviation of all the items as well as overall standard deviation ranged between .70 and 1.07. This

indicated that all the respondents have similar opinions on extent on which principals utilize

leadership skills in the supervision of teachers for effective teaching and learning in the Federal

Capital Territory secondary schools.

 4.2.4. Research Question 4. What Is the extent to which principals utilize time management

skills in the supervision of teachers for effective teaching and learning in the Federal

Capital Territory secondary schools?

Table 4.40: Mean rating and standard deviation of response of teachers on extent to
which principals utilize time management skills in the supervision of teachers for
effective teaching and learning in the Federal Capital Territory secondary schools
Strongly
Disagree Disagree Agree Strongly Agree
Items Freq % Freq % Freq % Freq % x̅ SD Remark
1. Arrives on time in school and 3.30 .95 Agreed
12 2.9% 106 25.7% 40 9.7% 255 61.7%
prepare for daily work
2. Complete daily task without 3.08 1.00 Agreed
33 8.0% 94 22.8% 94 22.8% 192 46.5%
interruptions from teachers
3. Close office door when he want to 2.71 1.07 Agreed
70 16.9% 105 25.4% 113 27.4% 125 30.3%
think strategically
4. Limit the time spent on phone calls 3.58 .81 Agreed
14 3.4% 43 10.4% 47 11.4% 309 74.8%
5. skim-read internal memos as soon 3.10 .93 Agreed
11 2.7% 129 31.2% 82 19.9% 191 46.2%
as he receive them
6. Clear desk of all paperwork 3.09 1.04 Agreed
36 8.7% 98 23.7% 71 17.2% 208 50.4%
7. Delegate duties to teachers that 2.79 1.04 Agreed
60 14.5% 97 23.5% 127 30.8% 129 31.2%
could… himself
8. Follow up on the work he has 3.46 .85 Agreed
4 1.0% 85 20.6% 41 9.9% 283 68.5%
delegated
9. Make a list of things to do each day 2.88 .77 Agreed
6 1.5% 132 32.0% 179 43.3% 96 23.2%
Weighted Mean 3.11 .94 Agreed

Source: Researcher’s Field Survey, 2025

Table 4.40 provides insights into extent to which principals utilize time management skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory
secondary schools. The data reveals a generally positive outlook on the extent to which

principals utilize time management skills in the supervision of teachers for effective teaching and

learning in the Federal Capital Territory secondary schools. For instant, 61.7% of teachers

strongly agree and 9.7% of teachers agree that principals arrives on time in school and prepare for daily

work with (x̅ = 3.30±.95). 46.5% of teachers strongly agree and 22.8% of teachers agree that

principals complete daily task without interruptions from teachers with (x̅ = 3.08±1.00). 74.8% of teachers

strongly agree and 11.4% of teachers agree that principals limit the time spent on phone calls with (x̅ =

3.58±.81). Similarly, 68.5% of teachers strongly agree and 9.9% of teachers agree that principals

follow up on the work he has delegated with (x̅ = 3.46±.85). Table 4.40 also indicated that weighted

mean score (3.11±.94) and mean rating of all the items with respect to extent to which principals

utilize time management skills in the supervision of teachers for effective teaching and learning in

the Federal Capital Territory secondary schools ranged between 3.58 and 2.71 which are greater

than cut off mean of 2.50. This implied that principals utilize time management skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools to a greater extent. In addition, the standard deviation of all the items as well

as overall standard deviation ranged between .77 and 1.07. This indicated that all the respondents

have similar opinions on extent on which principals utilize time management skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools.
 4.2.5. Research Question 5: To what extent do principals utilize conflict resolution skills in

the supervision of teachers for effective teaching and learning in the Federal Capital

Territory secondary schools?

Table 4.50: Mean rating and standard deviation of response of teachers on extent to which
principals utilize conflict resolution skills in the supervision of teachers for effective teaching
and learning in the Federal Capital Territory secondary schools
Strongly
Disagree Disagree Agree Strongly Agree
Items Freq % Freq % Freq % Freq % x̅ SD Remark
1. Conflict is resolved by compelling 2.90 .99 Agreed
44 10.7% 90 21.8% 141 34.1% 138 33.4%
one party to endure.
2. Conflicting persons are posted to 3.00 .89 Agreed
7 1.7% 143 34.6% 108 26.2% 155 37.5%
different areas to avoid clashes.
3. Conflicting parties are asked to 2.77 .92 Agreed

concede some aspects of their

17 4.1% 181 43.8% 96 23.2% 119 28.8%
desires so that solution can be
reached.
4. The needs and wants of each party 2.90 .98 Agreed
22 5.3% 155 37.5% 79 19.1% 157 38.0%
is given adequate consideration.
5. Parties are encouraged to forgo 2.80 .83 Agreed

personal interest for others 17 4.1% 140 33.9% 163 39.5% 93 22.5%
interests
Weighted Mean 2.87 .92 Agreed

Source: Researcher’s Field Survey, 2025. Key: X = Mean, SD = Standard Deviation and Freq= Frequency

Table 4.50 provides insights into extent to which principals utilize conflict resolution skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory
secondary schools. The data reveals a generally positive outlook on the extent to which

principals utilize conflict resolution skills in the supervision of teachers for effective teaching and

learning in the Federal Capital Territory secondary schools. For instant, 33.4% of teachers

strongly agree and 34.1% of teachers agree that principals conflict is resolved by compelling one party to

endure with (x̅ = 2.90±.99). 37.5% of teachers strongly agree and 26.2% of teachers agree that

principals post conflicting persons to different areas to avoid clashes with (x̅ = 3.00±.89). 38.0% of

teachers strongly agree and 19.1% of teachers agree that principals give adequate consideration to the

needs and wants of each party with (x̅ = 2.90±.98). Similarly, 22.5% of teachers strongly agree and

39.5% of teachers agree that principals encourage parties to forgo personal interest for others interests with

(x̅ = 2.80±.83). Table 4.50 also indicated that weighted mean score (2.87±.92) and mean rating

of all the items with respect to extent to which principals utilize time conflict resolution skills in

the supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools ranged between 3.00 and 2.77 which are greater than cut off mean of 2.50.

This implied that principals utilize conflict resolution skills in the supervision of teachers for

effective teaching and learning in the Federal Capital Territory secondary schools to a greater

extent. In addition, the standard deviation of all the items as well as overall standard deviation

ranged between .83 and .99. This indicated that all the respondents have similar opinions on

extent on which principals utilize conflict resolution skills in the supervision of teachers for

effective teaching and learning in the Federal Capital Territory secondary schools.
4.3. Hypotheses Testing

Hypothesis 1: There is no significant relationship between principals supervisory

communication skills and teachers’ job effectiveness in the Federal Capital Territory

Secondary Schools

Table 4.6: Relationship between principals supervisory communication skills and teachers’ job
effectiveness in the Federal Capital Territory Secondary Schools
Principals supervisory communication skills and teachers’ job effectiveness Indicators (Sub r p
Scale)
Principals supervisory communication skills and Subject Matter Knowledge .629 .000
Principals supervisory communication skills and Instructional Planning and Strategies -.063 .297
Principals supervisory communication skills and Assessment .357 .000
Principals supervisory communication skills and Learning Environment .359 .000

Principals supervisory communication skills and Total Teachers’ job effectiveness -.013 .832

Table 4.60 provides the results of a bivariate correlation examining the relationship between

principals’ supervisory communication skills and teachers’ job effectiveness in the Federal

Capital Territory Secondary Schools using Pearson correlation. The Table 4.6 indicated that

there is moderate, positive and significant relationship between principals’ supervisory

communication skills and Subject Matter Knowledge (r= 0.629, p=.000), there is moderate,

positive and significant relationship between principals supervisory communication skills and

Assessment (r= 0.357, p=.000), and there is moderate, positive and significant relationship

between principals supervisory communication skills and Learning Environment (r= 0.359,

p=.000). Meanwhile, relationship between principals’ supervisory communication skills and

Instructional Planning and Strategies and negative and insignificant, and relationship between

principals supervisory communication skills and total teachers’ job effectiveness is negative and

insignificant. Therefore, the null hypothesis which stated that there is no significant relationship

between principals’ supervisory communication skills and teachers’ job effectiveness in the

Federal Capital Territory Secondary Schools is accepted.

Hypothesis 2: There is no significant relationship between principals’ supervisory problem-

solving skills and teachers' job effectiveness in the Federal Capital Territory Secondary

Schools

Table 4.70: Relationship between principals supervisory problem-solving skills and teachers’
job effectiveness in the Federal Capital Territory Secondary Schools
Principals supervisory problem-solving skills and teachers’ job effectiveness Indicators (Sub Scale) r p
principals supervisory problem-solving skills and Subject Matter Knowledge .465 .000
principals supervisory problem-solving skills and Instructional Planning and Strategies .322 .000
principals supervisory problem-solving skills and Assessment .561 .000
principals supervisory problem-solving skills and Learning Environment .163 .065

principals supervisory problem-solving skills and Total Teachers’ job effectiveness .350 .000

Table 4.70 provides the results of a bivariate correlation examining the relationship between

principals’ supervisory problem-solving skills and teachers’ job effectiveness in the Federal

Capital Territory Secondary Schools using Pearson correlation. The Table 4.70 indicated that

there is moderate, positive and significant relationship between principals’ supervisory problem-

solving skills and Subject Matter Knowledge (r= 0.465, p=.000), there is moderate, positive and

significant relationship between principals supervisory problem-solving skills and Instructional

Planning and Strategies (r= 0.322, p=.000), there is moderate, positive and significant relationship

between principals supervisory problem-solving skills and Assessment (r= 0.561, p=.000), and

there is moderate, positive and significant relationship between principals supervisory problem-

solving skills and total teachers’ job effectiveness (r= 0.350, p=.000). Meanwhile, relationship
 between principals’ supervisory problem-solving skills and Learning environment is negative and

insignificant. Therefore, the null hypothesis which stated that there is no significant relationship

between principals’ supervisory problem-solving skills and teachers’ job effectiveness in the

Federal Capital Territory Secondary Schools is not accepted.

Hypothesis 3: There is no significant relationship between principals supervisory

leadership skills and teachers’ job effectiveness in the Federal Capital Territory Secondary

Schools

Table 4.80: Relationship between principals supervisory leadership skills and teachers’ job
effectiveness in the Federal Capital Territory Secondary Schools
Principals supervisory leadership skills and teachers’ job effectiveness Indicators (Sub Scale) r p
principals supervisory leadership skills and Subject Matter Knowledge .607** .000
principals supervisory leadership skills and Instructional Planning and Strategies -.116 .053
principals supervisory leadership skills and Assessment .748** .000
principals supervisory leadership skills and Learning Environment .487** .000

principals supervisory leadership skills and Total Teachers’ job effectiveness -.057 .346
r = Pearson correlation coefficient, p = level of significance

Table 4.80 provides the results of a bivariate correlation examining the relationship between

principals’ supervisory leadership skills and teachers’ job effectiveness in the Federal Capital

Territory Secondary Schools using Pearson correlation. The Table 4.80 indicated that there is

moderate, positive and significant relationship between principals’ supervisory leadership skills

and Subject Matter Knowledge Teachers (r= 0.607, p=.000), there is moderate, positive and

significant relationship between principals supervisory problem-solving skills and Assessment (r=

0.748, p=.000), and there is moderate, positive and significant relationship between principals

supervisory leadership skills and total teachers’ job effectiveness (r= 0.487, p=.000). Meanwhile,

relationship between principals’ supervisory leadership skills and Instructional Planning and

Strategies are negative and insignificant (r=-.116, p=.053), and relationship between principals
supervisory leadership skills and total teachers’ job effectiveness is negative and insignificant

(r=-.057, p=.346). Therefore, the null hypothesis which stated that there is no significant

relationship between principals’ supervisory leadership skills and teachers’ job effectiveness in

the Federal Capital Territory Secondary Schools is accepted.

4.4. Summary of findings

Finding of this study established that:

1. Principals utilize communication skills in the supervision of teachers for effective

teaching and learning in the Federal Capital Territory secondary schools to a greater

extent

2. principals utilize problem-solving skills in the supervision of teachers for effective

teaching and learning in the Federal Capital Territory secondary schools to a greater

extent.

3. principals utilize leadership skills in the supervision of teachers for effective teaching and

learning in the Federal Capital Territory secondary schools to a greater extent.

4. principals utilize time management skills in the supervision of teachers for effective

teaching and learning in the Federal Capital Territory secondary schools to a greater

extent.

5. principals utilize conflict resolution skills in the supervision of teachers for effective

teaching and learning in the Federal Capital Territory secondary schools to a greater

extent.
6. no significant relationship between principals’ supervisory communication skills and

teachers’ job effectiveness in the Federal Capital Territory Secondary Schools

7. there is significant relationship between principals’ supervisory problem-solving skills

and teachers’ job effectiveness in the Federal Capital Territory Secondary Schools

8. no significant relationship between principals’ supervisory leadership skills and teachers’

job effectiveness in the Federal Capital Territory Secondary Schools

4.5. Discussion of the findings

The study found out that principals utilized supervisory communication skills,

Supervisory problem solving Skills, Supervisory leadership skills, Supervisory time

management skills and Supervisory conflicts resolution skills.

The finding of the study revealed that principals utilize Supervisory communication skills

in supervision of the teachers for effective teaching and learning in public secondary

schools in the Federal Capital Territory, Abuja to a great extent. This is in agreement

with the finding of Egboka, P.N., & Alike, U.G. (2018) which revealed that principals to a

large extent utilize Supervisory communication skills for supervision of teachers for

effective teaching and learning in secondary schools. Communication skills are utilized

by principals to disseminate information to teachers and listen to their opinions on school

affairs which make them motivated and willing to work hard to attain effective teaching

and learning processes in secondary schools. It was also revealed that there is no

significant difference between the mean ratings of teachers and principals on the extent

principals utilize Supervisory communication skills in the supervision of teachers for

effective teaching and learning in public secondary schools in the Federal Capital

Territory Abuja, Nigeria. This supported the finding of Egboka, P.N., & Alike, U.G. (2018)
who reported that there is no significant difference in the mean ratings of principals and

teachers on the extent to which principals use Supervisory communication skills in the

supervision of teachers for effective teaching and learning in secondary schools. The

principals use Supervisory communication skills to encourage and share ideas for

updating their skills and knowledge which there by enable them to maintain

effectiveness in teaching and learning in secondary schools.

The study reveals a generally positive outlook on the extent to which principals utilize

Supervisory problem-solving skills in the supervision of teachers for effective teaching

and learning in the Federal Capital Territory secondary schools.This agreed with the

finding of Chigbu, Chukwuemeka-Nworu, Chukwu, Nwajiuba and Enyi (2019) which

revealed that the principals to a large extent utilize Supervisory problem solving skills in

the supervision of teachers for effective teaching and learning in public secondary

schools. The principals to a large extent view problems from many angles, gathers and

analyses data from multiple sources to assess the problem and find the best solution,

explains a potential solution to a problem clearly to others and makes decision when

faced with multiple options. It was also found that there is no significant difference

between the mean ratings of teachers and principals on the extent principals utilize

problem-solving skills in the supervision of teachers for effective teaching and learning in

public secondary schools in the Federal Capital Territory Abuja, Nigeria. This is in line

with the finding of Chigbu, ChukwuemekaNworu, Chukwu, Nwajiuba and Enyi (2019)

who reported that there is no significant difference in the mean ratings of principals and

teachers on the extent to which principals use problem-solving skills in the supervision of

teachers for effective teaching and learning

The finding of the study revealed that principals utilize Supervisory leadership skills in

supervision of the teachers for effective teaching and learning in public secondary

schools in the Federal Capital Territory, Abuja to a great extent. This is in agreement

with the finding of Danbaba, A.S., &Panshak, T.N. (2021) which revealed that principals

to a large extent utilize Supervisory leadership skills for supervision of teachers for

effective teaching and learning in secondary schools. The principals to a large extent

provide resources and support for ongoing learning and growth, monitors teachers to

address their professional development needs, provide teachers opportunity to learn about

teaching strategies for active learning and address students behaviors and disciplinary

issues effectively. It was also found that there is no significant difference between the

mean ratings of teachers and principals on the extent principals utilize leadership skills in

the supervision of teachers for effective teaching and learning in public secondary

schools in the Federal Capital Territory Abuja, Nigeria.This is in line with the finding of

Danbaba, A.S., &Panshak, T.N. (2021) who reported that there is no significant

difference in the mean ratings of principals and teachers on the extent to which principals

use leadership skills in the supervision of teachers for effective teaching and learning.

The study reveals a generally positive outlook on the extent to which principals utilize

time management skills in the supervision of teachers for effective teaching and learning

in the Federal Capital Territory secondary schools. The study revealed that principals

utilized supervisory time management skills in the supervision of teachers for effective

teaching and learning in Federal Capital Territory, Abuja to a great extent.This is in

agreement with the finding of Chigbu, Chukwuemeka-Nworu, Nwajiuba and Enyi (2019)

which revealed that principals to a large extent utilize Supervisory leadership skills for
supervision of teachers for effective teaching and learning in secondary schools. The

principals to a great extent arrives on time in school and prepare for daily work,

complete daily task without interruptions from teachers, limit the time spent on phone

calls, follow up on the work he has delegated. It was also found that there is no

significant difference between the mean ratings of teachers and principals on the extent

principals utilize time management skills in the supervision of teachers for effective

teaching and learning in public secondary schools in the Federal Capital Territory Abuja,

Nigeria.This is in line with the finding of Chigbu, ChukwuemekaNworu, Chukwu,

Nwajiuba and Enyi (2019) who reported that there is no significant difference in the

mean ratings of principals and teachers on the extent to which principals use time

management skills in the supervision of teachers for effective teaching and learning.

The study reveals the extent to which principals utilize conflicts resolution skills in the

supervision of teachers for effective teaching and learning in the Federal Capital Territory

secondary schools. The study revealed that principals utilized supervisory conflicts

resolution skills in the supervision of teachers for effective teaching and learning in

Federal Capital Territory, Abuja to a great extent.This is in agreement with the finding of

Chigbu, Chukwuemeka-Nworu, Nwajiuba and Enyi (2019) which revealed that principals

to a large extent utilize Supervisory conflicts resolution skills for supervision of teachers

for effective teaching and learning in secondary schools. The principals to a great extent

resolved conflicts by compelling one party to endure, post conflicting persons to different

areas to avoid clashes, give adequate consideration to the needs and wants of each party,

encourage parties to forgo personal interest for others interests. It was also found that

there is no significant difference between the mean ratings of teachers and principals on
the extent principals utilize conflicts resolution skills in the supervision of teachers for

effective teaching and learning in public secondary schools in the Federal Capital

Territory Abuja, Nigeria.This is in line with the finding of Chigbu, ChukwuemekaNworu,

Chukwu, Nwajiuba and Enyi (2019) who reported that there is no significant difference

in the mean ratings of principals and teachers on the extent to which principals use

conflicts resolution skills in the supervision of teachers for effective teaching and

learning.

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter dealt with the summary, conclusion and recommendations from the

findings of the study. It also highlighted the implications of findings for educational

management, contributions to knowledge and suggestions for further studies

5.2 Summary

The study investigated principals' supervisory skills and teachers'job effectiveness

in Federal Capital Territory Abuja, Nigeria. Five research questions and three null

hypotheses were formulated to guide the study. It examined Principals' Supervisory Skills

such as Supervisory communication skills, Supervisory problem solving skills,

Supervisory leadership skills, Supervisory time management skills and Supervisory

conflicts resolution skills and teachers'job effectiveness in public secondary schools in

the Federal Capital Territory Abuja , Nigeria. The literature review took into

consideration the various concepts relating to principals' supervisory skills and teachers'
job effectiveness in public secondary schools in the Federal Capital Territory Abuja,

Nigeria. The theories underpinning this research work are: transformational leadership

theory derived from an American historian and political scientist James MacGregor

Burns (1978), Herzberg’s (1966; Herzberg, Mausner, & Snyderman, 1959) two-factor

theory, Maslow's hierarchy of needs, proposed by Abraham Maslow ( 1943, 1954).

Descriptive survey research design was adopted for the study. From the population of

4152 teachers and 264 principals in the 88 public senior secondary schools in the FCT,

Abuja, a sample size of 543 respondents comprising 413 teachers and 130 principals from

42 public senior secondary schools was used. Random Sampling method by replacement

was adopted in the selection of the samples. Two questionnaire instruments named:

Principals Supervisory Skills Questionnaire (PSSQ) and Teachers Job Effectiveness

Questionnaire ( TJEQ). A pilot test was conducted on the instruments to establish their

reliability. The questionnaire was distributed for data collection, data analyses was

conducted using mean and standard deviation for answering the research questions

while hypotheses were tested at 0.05 significance level by regression analysis. The study

revealed that there is significant relationship between Supervisory problem solving skills

and teachers' job effectiveness and there is no significant relationship between

Supervisory communication skills, Supervisory leadership skills and teachers'job

effectiveness in the Federal Capital Territory secondary schools.

5.3 CONCLUSION

The study discovered that Supervisory communication skills, Supervisory problem

solving skills, Supervisory leadership skills, Supervisory time management skills and
Supervisory conflicts resolution skills directly influenced teacher's job effectiveness in

public secondary schools in the Federal Capital Territory Abuja, Nigeria

5.4. RECOMMENDATIONS

Based on the findings of the study the following recommendation were made:

1. Post Primary Service Commission should organize annual seminars for principals to

enable them to exchange ideas for updating communication skills for effective teaching

and learning in public secondary schools in the Federal Capital Territory Abuja, Nigeria

2. School principals should set up problem-solving committee to regularly monitor

classroom happenings to identify problems and proffer solution for effective teaching and

learning in public secondary schools in the Federal Capital Territory

3. Ministry of Education should formulate policy on leadership skills to guide principals

in leading and guiding of teachers for effective teaching and learning in Federal Capital

Territory secondary schools

4. Ministry of Education should organize seminar for principals on time management to

guide them in their day to day running of the schools

5. Principals should regularly attend workshops, seminars and conferences in order to

improve their skills in conflicts resolution to enhance effective teaching and learning.

5.5 Implications of Findings to Educational Management

The implication of this study to educational management is that it will serve as an

empirical guide to policy makers, government at all levels. The results of the study will

help policymakers and educational planners recognize administrative, professional, and

development needs that significantly contribute to improving teachers' job effectiveness

and job satisfaction.

 5.6 Contribution to Knowledge

This study will be of interest to researchers as it will serve as a useful adjunct to the

various models and analytical tools used around the world to address the various issues

related to Supervisory skills and teachers'job effectiveness . The research will serve as a

literature for future researchers as it will help them to gain an insight on Principals'

Supervisory Skills and teachers'job effectiveness.

5.7 Limitation of Study

Some teachers are skeptical to freely fill the questionnaire on Principals'Supervisory

Skills. Again, the researcher could not administer questionnaire to the entire population

of the study rather generalized the results of the findings on the entire population of the

study ( principals and teachers) of public secondary schools in the Federal Capital

Territory Abuja, Nigeria

5.8 Suggestions for Further Study

Based on the findings and limitations of the study, the researcher is of the opinion

that further research be conducted in the following related areas:

1. Administrators' qualification and its influence on the performance of teachers in Niger

State

2. Influence of school size on Principals'effectiveness in kogi State

3. Evaluation of Administrators'Supervisory Skills on Teachers'job performance in

secondary schools in Karu Local Government, Nasarawa State

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