International Journal of World Policy and Development Studies Relationship between Principals' Instructional Supervision Practices and Teachers' Job Performance in Secondary Schools in Anambra State (original) (raw)
Related papers
International Journal for Social Studies , 2017
The persistent and prolonged pitiable state of teachers' job performance leading to poor academic achievement of secondary school students in Ebonyi State has become a source of concern and worry among stakeholders and parents. This could be that instructional supervision is not regularly performed by the principals in order to provide professional guidance and assistance to teachers to enable them improve on their instructional delivery. It therefore becomes necessary to investigate the relationship between principals supervisory techniques and teachers job performance in secondary schools in Ebonyi State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The study population comprised 4,368 secondary school teachers in Ebonyi State. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of PSTQ and 0.78 for TJPQ respectively. Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that there is a high positive correlation between classroom observation techniques and teachers' job performance in secondary schools in Ebonyi State. It also revealed that there was a significant relationship between principals' demonstration techniques and teachers' job performance in secondary schools in Ebonyi State. Based on the findings, conclusion was drawn and it was recommended among others that government should provide opportunity for principals to attend conferences, workshops, seminars and colloquiums on supervisory techniques at least once a year both nationally and internationally for more acquisition of skills and knowledge for effective instructional supervision in order to keep them at par with their foreign counterparts.
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.
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.
The study examined how principals' instructional supervision practicepredicts the job performance of teachers in public secondary schools in Akwa Ibom State, Nigeria. Theory X and Theory Ywere used to guide the study. One research question and a corresponding null hypothesis were formulated to guide the study. A correlational research design was adopted for the study. The population consisted of 254 school principals and 7388 teachers of the public secondary schools in Akwa Ibom State. The sample was 739 teachers from the three Senatorial Districts, selected through the clustered sampling technique. Two research instruments tagged "Principals' Instructional Supervision Practice Questionnaire" (PISPQ) and Teachers' Job Performance Questionnaire (TJPQ)" were used for data collection. The instruments were validated by three experts from the Faculty of Education, University of Uyo. The questionnaires were administered and the data generated in this study were analysed using Simple Linear Regression analysis. The research hypothesis was tested at a .05 level of significance. The results showed that principals' instructional supervision practice significantly predicts teachers' job performance in lesson preparation, lesson delivery, classroom management, use of instructional materials and students' assessment in public secondary schools in Akwa Ibom State, Nigeria. Based on the findings, it was recommended among others that principals should personally conduct instructional supervision occasionally to ascertain the level of effectiveness of instructional supervision by their subordinates. Likewise, the Ministry of Education and State Secondary Education Board should as a matter of priority ensure that principals who are appointed to head schools have the administrative leadership capacities for smooth and effective supervision of the public secondary schools' teachers. 1.1
Journal of Education and Practice, 2015
The study investigated the relationship between instructional supervisory practices and teachers’ role effectiveness in public secondary schools in Calabar South Local Government Area of Cross River State. Two null hypotheses were formulated to guide the study. Ex-post facto research design was adopted for the study. The population of the study comprises all public secondary school principals and teachers in the study area. There are a total of six (6) principals and four hundred and thirty-three (433) teachers. Simple random sampling technique was used to select one hundred and ninety-five (195) teachers from six (6) public secondary schools. A well structured questionnaire tagged “Instructional Supervisory Practices Questionnaire (ISPQ) and Teachers’ Role Effectiveness Questionnaire (TREQ)” were used for data collection. The results of the analysis revealed that there was a significant positive relationship between instructional supervisory practice of classroom observation and te...
2022
Education delves into issues in developing nations, including Sokoto; thus, poor supervision rendered public schools poor than private ones. The objective of the study was to investigate the relationship between instructional supervision and teacher effectiveness in senior secondary schools in Tambuwal local government area of Sokoto state, Nigeria using a correlational survey design. Therewith, 165 teachers and 9 principals were involved. Analysis shows that 84(52.5%) of teachers agreed that their planned lessons contain learner-centered activities, and 41(25.6%) strongly agreed. Teachers' responses on My principal ensures that I use teaching aids in teaching, 101(63.1%) agreed, 32(20%) strongly agreed, 12(7.5%), and 9(5.6%) disagreed and strongly disagreed, respectively. Regarding teachers' use of modern methods of teaching, 7(77.8%) of the principals agreed, and 2(22.2%) strongly agreed. Principals' responses on Teachers in my school ensure that students gain mastery of the content of instruction reveals 6(66.7%) of them agreed, 2(22.2%) were undecided, and 1(11.1%) strongly agreed. On teachers keeping records of vital information of instruction, most principals are positive as 4(44.4%) and 4(44.4%) agreed and strongly agreed, respectively; 1(11.1%) undecided. Principals submitted Teachers keeping records of student's assessment 5(55.6%) as agreed, 3(33.3%) strongly agreed, and 1(11.1%) undecided. Pearson Product Moment Correlation shows a very high positive correlation between instructional supervision and the appropriateness of teaching methods used in the study area; likewise, there is a moderate positive relationship between instructional supervision and teacher record keeping. Effective supervision of secondary schools is needed for teacher effectiveness in schools in Tambuwal local government area and Sokoto state, Nigeria
European Scientific Journal, 2012
The study investigated the instructional supervisory roles of secondary school principals and inspectors of the ministry of education in Lagos state.A total of 20 principals and 20 inspectors were randomly selected. A descriptive research of the survey design was adopted for the study. Two sets of questionnaire were used to gather information from the sample chosen for the study. The validity of the instruments was ascertained. The internal consistency of the instruments was established through test-retest method which produced a coefficient of 0.76 and 0.78 respectively.Two hypotheses were generated and tested at 0.05levelofsignificance. The data collected were analyzed using Pearson product moment correlation to test the relationship.The study revealed that there was significant relationship between principals and inspectorsinstructional supervision. Thestudies also showed that principals and inspectors were alert to the possibilities for improvement of instructions, possess the ability to work and actively engaged in discharging their duties in terms of monitoring and evaluation. Based on the findings, it was recommended that the Principals and inspectorsshould be given more necessary orientation which would guide themthe more in their positions as instructional supervisors. They should be refreshed through working in conjunction with neighboring universities. Workshops, seminars and in service training should be made available to them. Inspectors from the Ministry of Education should be equipped to make reports available and follow up to see that weaknesses identified in schools are corrected.
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.