School supervision and teachers job performance (original) (raw)
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The research study was conducted with the objectives of finding out the role of educational supervision and its impact on teachers' performance. It also aimed at finding out the factors that contribute to poor teacher performance in schools and proffers dependable solution towards solving the problems. Fifty (50) respondents were randomly selected and distributed with questionnaires to collect information from them. Responses obtained were analyzed using simple descriptive statistics comprising frequency tables and percentages. The study discovered that majority of the respondents were male and therefore in a position to give highlights on school supervision related issues and problems, while females formed the minority in teaching workforce in the study area. Stimulation of teachers to improve quality of instruction, enhancing interpersonal relations, steering teachers to be punctual, disciplined etc. were suggested to be employed by teachers in order to improve their performance. Inadequate supervisors, unqualified supervisors, lack of experience in supervision by the supervisors and collection of bribe by supervisors were found to be the major problems of school supervision. A conclusion was therefore drawn from the research work that an overwhelming majority of the respondents agreed that there were acute shortage of supervisors and the practice of effective school supervision was crippled in line with the effort to increasing teacher performance in secondary schools. The research study recommended the engagement of qualified and experienced officers as school supervisors and administrators.
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals' instruction supervision practices and teachers' job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: 'Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire' (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial-test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson's Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
2004
This study investigated the difference between public and private secondary schools in Ekiti-State with regard to principals’ supervisory practices and teachers' job performance. Three hundred and seventy teachers including the principals drawn from twenty public and private secondary schools in the sixteen local government areas of Ekiti-State through stratified random sampling technique were used for this study. Descriptive research survey was used for the study. A validated questionnaire titled “Principals Supervisory Practice and Teachers job performance” (PSPTJP) was administered on the teachers and principals. t-test statistics was used to test all the hypotheses at 0.05 level of significance. The findings revealed no significant difference between public and private secondary school in Ekiti State with regards to principals supervisory practices and Teachers job performance. Based on the findings, it was therefore recommend that both the Principals and teachers in the public and private secondary schools in the state should be given enough incentives and provided with conducive working environments so as to attain higher job-performance on their pans.
THE PRINCIPALS’ SUPERVISORY PRACTICES AND TEACHERS’ JOB PERFORMANCE IN EKITI STATE SECONDARY SCHOOLS
2004
The study examined Principals Supervisory practices and the extent to which these could enhance teachers’ job performance. Three hundred and Seventy teachers including the principals drawn from twenty secondary schools in sixteen Local Government Areas of Ekiti State were used in the study. Descriptive research survey was used for the study. A questionnaire titled “Principals Supervisory Practice and Teachers Job Performance” PSPTJP was administrated on the teachers and principals. Pearson's product moment correlation and t-test statistics were used to test all the hypotheses at 0.05 level of significance. The findings revealed that there was a significant positive relationship between principals’ supervisory practices and the teachers’ job performance. Based on the finding, it was recommended that Principals should therefore employ supervisory practices that will encourage the teachers to put in their best while discharging their duties.
2019
This study investigated the impact of instructional supervision strategies on teachers’ job performance in senior secondary schools in Obio-Akpor Local Government Area of Rivers State. Three specific objectives were stated, three research questions raised and three hypotheses were formulated to guide the study. This study adopted the descriptive survey research design. The population of this study was 400 teachers in senior secondary schools in Obio-Akpor Local Government Area of Rivers State. The Taro Yamen formula was used to obtain the sample size of 200 respondents, while the simple random sampling technique was adopted in selecting the sample for the study. A structured questionnaire titled “Instructional Supervision Strategies and Teachers Job Performance” (ISSTJP) with a four point rating scale was designed for the study. The instrument was validated by the supervisor and two experts in the field of Measurement and Evaluation, while a reliability coefficient value of 0.78 was...
British Journal of Education, 2015
The study investigated the relationship between principals' supervisory techniques and teachers' job performance in Ikom Education Zone of Cross River State, Nigeria. Ex-post facto research design was adopted for the study. The sample was 86 principals, 344 teachers and 1,376 students drawn from a population of 86 principals, 1829 teachers and 35,359 students in public secondary schools in the study area. To achieve the purpose of the study, two null hypotheses were formulated. Data collection was carried out with the use of two research instruments titled "Principals' Supervisory Technique Questionnaire (PSTQ)" and "Teachers' Job Performance Questionnaire (TJPQ)". The instruments were subjected to face validity and Cronbach Alpha reliability estimate. The reliability value obtained ranged between 0.73 and 0.78. These figures confirmed that the instruments were reliable in achieving the objective of the study. Pearson Product Moment Correlation Analysis (r) was used for data analysis at .05 level of significance. Results obtained revealed that a significant relationship exist between principals' supervisory techniques in terms of classroom visitation, workshop techniques and teachers' job performance. Based on the findings, it was concluded that job performances of teachers would be enhanced when they are properly supervised by principals using the various supervisory techniques.
Management Support Practices for Teacher Supervision in Secondary Schools in Anambra State, Nigeria
2015
The purpose of this study is to ascertain the extent of principals’ management support practices for teacher supportive supervision in secondary schools in Anambra State, Nigeria. Two research questions guided the study and one hypothesis was tested at 0.05 level of significance. The descriptive survey research design was adopted for the study. The study population comprised all the 252 principals and 5,761 teachers in the 252 state government owned secondary schools in Anambra State. A sample of 1,803 respondents made up of 75 principals and 1,728 teachers comprising 30% of the entire population was studied. The proportionate stratified random sampling technique was used in composing the sample. Two instruments were used for data collection. The instruments were duly validated by experts. The Cronbach Alpha was used for the reliability test, which yielded reliability indices of 0.80 and 0.81 for the instruments respectively. The reliability indices were considered high enough makin...
Headship Supervisory Practices as Predictors of Teachers' Job Effectiveness in Nigeria Schools
IJSSHE-International Journal of Social Sciences, Humanities and Education , 2018
This study examined the supervisory practices of school heads in Nigeria schools. It investigated the influence of headship supervisory practices on teachers' job effectiveness. The study adopted descriptive survey research design. The population for the study comprised all public schools heads and teachers in a state. The sample comprised 30 heads and 450 teachers. Using stratified random and purposive sampling methods, 5 schools were selected each from the 6 Local Government Areas in Ondo State. From each school, 15 teachers and their head teacher were randomly selected. Two validated instruments titled "Headship Supervisory Practices Questionnaire-(HSP-Q)" and "Teachers' Job Effectiveness Questionnaire-(TJE-Q)" were used for data collection. Data collected were analyzed using percentage, mean and multiple regression analysis. The results showed that supervision of classroom instructions, teachers' attendance during lessons, supervision of lesson notes, students' academic progress, and teacher's development and trainings were all performed by heads in Ondo State secondary schools. The results further showed that up to 72.4% variance in school effectiveness can be attributed to the variations in headships' supervisory practices. The study concluded that the combination of the headship supervisory practices significantly influence teachers' job effectiveness.
School-Based Supervision and School Performance in Secondary Schools of Gurage Zone SNNPR State
Innovare journal of social sciences, 2023
The purpose of this study was to assess school-based supervision and school performance in secondary schools of Guraghe Zone. To conduct this study, a correlational research design was employed. One Zonal and three District Education Office supervision coordinators were selected through the availability sampling technique. Among the 77 government secondary schools found in the Zone, 10 of them were selected randomly as sample schools. From these sample schools, 10 principals and 10 school-based supervisors (10 unit leaders and 50 heads of department) were also included as respondents using the availability sampling technique. Furthermore, 286 teachers have participated in the study through purposive and availability sampling techniques. Questionnaires and document analysis were tools for collecting data in the stud. Frequency, percentage, mean, and t-test were utilized to analyze quantitative data gained through the questionnaires. The qualitative data gathered through document analyses were by narration. The results of the study indicated that teachers lack awareness and orientation on the activities and significance of school-based supervision, ineffectiveness of the practice of supervisory options matching with the individual teacher's developmental level, and the inability of supervisors to apply the necessary procedures for classroom observation properly. This all was due to the following factors influencing such as lack of relevant training programs for supervisors, scarcity of experienced supervisors in school-based supervision activities, lack of supervision manuals in the schools, and shortage of allocated budget for supervisory activities, and that also leads to low school performance. Finally, to minimize the problems of school-based supervision and low school performance in secondary schools, it is recommended to give relevant in-service training for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals, and an adequate budget for the success of supervision at the school level were suggested so that schools can perform in a good manner.
IAFOR Journal of Education
This study assessed the influence of school heads' direct supervision on teacher role performance in public senior high schools. The study adopted the embedded mixed methods design. Slovin's formula, the proportional allocation method, and simple random and purposive sampling were used to select a sample of 617 respondents comprising 295 teachers, 222 class prefects, 86 Heads of Department, 13 school heads and 1 Regional Director for the Inspectorate Division of the Ghana Education Service. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using frequencies, means and multiple regression whereas patterns and themes were developed for the analysis of qualitative data. The study found that school heads allocated very little time for supervision of lesson planning and delivery of teachers. The study established that school heads' lesson planning supervision (p= 0.043< .05) and lesson delivery supervision (p= .035< .05) had a significant influence on teacher role performance. Therefore, the study recommends the Ghana Education Service to dedicate a greater portion of the promotion requirement of the school heads to evidence of direct supervision of teachers and a reduction in the teaching load of Heads of Department by the school head to enable them play more instrumental roles in the instructional supervision process.