Relationship Between Principals’ Recognition Practices and Teacher Job Performance in Enugu Education Zone, Enugu State, Nigeria

The purpose of the study was to examine the relationship between principals’ recognition practices and teacher job performance in Enugu Education Zone, Enugu State, Nigeria. The study was guided by the following research question: How do principal’s recognition practices relate to teacher job performance? The study was anchored on Herzberg’s Two-Factor Theory of Motivation of 1959. A convergent mixed-methods research design was adopted, combining a cross-sectional survey for the quantitative method and phenomenology for the qualitative method. The study's target population included 32 public secondary schools, 1,757 teachers and 32 principals in Enugu Education zone. Sample size included 10 public schools, selected using stratified sampling, 264 teachers selected by stratified random sampling, 10 deans of studies and 10 Principals selected using criterion sampling. Data collection instruments included questionnaires and interview guides. Research instruments were validated through face and content validity and reliability ensured using Cronbach’s Alpha at a threshold of 0.70. Trustworthiness of qualitative instruments was ensured. Quantitative data were analysed using The Statistical Package for Social Sciences (SPSS) to generate frequencies and percentages, which were summarized and presented in frequency distribution tables. Qualitative data were analyzed using content analysis and presented narratively, with relevant direct quotations. The study adhered to ethical considerations. The study found that principals’ recognition practices significantly influence teacher job performance by enhancing motivation, commitment, job satisfaction, and instructional effectiveness. It concluded that effective recognition of teachers’ efforts contributes to improved performance and positive school outcomes. The study recommends that principals adopt consistent recognition strategies, including appreciation, professional support, and achievement-based rewards, to strengthen teacher morale and productivity in schools.