ABSTRACT
This study investigated
the perceived influence of supervision of instruction on teachers’ classroom
performance in Ijebu-North Education Zone. The population of the study
comprised all 852 teachers in the 18 public junior and senior secondary schools
in Ijebu-North education Zone. The sample was made up of 155 female teachers
and 100 male teachers from 7 secondary schools drawn through stratified random
sampling technique. The study was an Ex-post Facto design. The instrument for
data collection was Influence of Supervision of Instruction on Classroom
Teachers’ Performance Questionnaire (ISICTPQ). Three research questions and two
null hypotheses were formulated. The research questions were answered using
mean and standard deviation while t-test was used to test the hypotheses at
0.05 level of significance. The major findings showed that interaction between
teachers and instructional supervisors influences to a great extent teachers’
classroom performance. The use of instructional materials suggested by
instructional supervisors influences to a great extent teachers’ classroom
performance. Also, conferences and seminars organized by instructional supervisors
influence teachers’ classroom performance to a great extent. The opinions of
secondary school teachers with more teaching experience and teachers with less
teaching experience did not differ significantly with regard to their perceived
influence of supervision of instruction on their classroom performance. Also
the opinions of male and female teachers did not differ significantly with
regard to their perceived influence of supervision of instruction on their
classroom performance. Based on the findings, it was recommended that
instructional supervisors should always make themselves available and
approachable to teachers, the state government should always make provisions of
suggested instructional materials by instructional supervisors to teachers to aid
class instruction, and there should be adequate funding of conferences and
seminars by the state ministry of education for teachers’ improvement.
CHAPTER ONE:
INTRODUCTION
Background of the study
Statement of the problem
Purpose of the study
Significance of the
study
Scope of the study
Research questions
Hypotheses
CHAPTER TWO: REVIEW OF
LITERATURE
Conceptual framework
Concept of Supervision
Concept of Instruction
Concept of supervision
of instruction
Purpose of school
supervision
Principles of
supervision of instruction
Techniques of
supervision of instruction
Qualities of a good
instructional supervisor
Traditional and modern
approaches to supervision
Challenges and problems
of supervision of instruction in Nigeria
Ways of improving
supervision of instruction
Concept of job
performance
Determinants of job
performance
Theoretical framework
Leadership theories
Models of supervision of
instruction
Review of empirical
studies
Summary of literature
review
CHAPTER THREE: RESEARCH
METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling
technique
Instrument for data
collection
Validation of the
instrument
Reliability of the
instrument
Method of data
collection
Method of data
analysis
CHAPTER FOUR: RESULTS
Summary of major
findings
CHAPTER FIVE:
DISCUSSION, CONCLUSION, IMPLICATIONS AND
RECOMMENDATIONS
Discussion of findings
Conclusion
Implications of the
study
Recommendations
Limitations of the study
Suggestions for further
study
Summary of the study
REFERENCES
APPENDICES
Appendix A:
Questionnaire-
Appendix B: List of
public secondary schools in Ijebu-North Education Zone
Appendix C: Sample of
respondents
Appendix D: Result of
reliability test
Appendix E: Result of
data analysis
List of Tables
Table 1:
Mean ratings of the respondents on
the perceived influence of teachers’ interaction
with supervisors on their classroom performance
Table 2: Mean ratings of
respondents on the perceived influence of use of instructional supervisors on teacher’
classroom performance
Table 3: Mean ratings of
respondents on the perceived influence of conferences and seminars organized by
instructional supervisors on teachers’ classroom performance
Table 4:
t-test analysis of responses of teachers with
less teaching experience and teachers with more teaching
experience in their perceived influence of supervision of instruction on
teachers’ classroom performance
Table 5: t-test analysis
of responses of male and female teachers in their perceived influence of
instructional supervision on teachers’ classroom performance
CHAPTER ONE
INTRODUCTION
Background of the study
Instructional
supervision is a constant process that aims at improving teaching by providing
needed services to teachers. Improving teaching is a complex process in which
many elements should interact. Teachers are at the center of this improvement
process. Their acceptance of instructional supervision and interaction with
instructional supervisors provide the catalyst for any supervisory success. The
way teachers view the supervision that they are undergoing and think about it
is very important in the outcomes of the supervision process.
Supervision has its
origin from the Latin word “Super video” meaning “to oversee” (Adenaike and
Adebanjo, 2000:151). Therefore, “Supervision can be seen as a way of advising,
guiding, refreshing, encouraging, stimulating, improving and overseeing certain
groups with the hope of persuading people to desist from applying wrong
procedures in carrying out certain functions on their jobs and at the same time
try to emphasize the importance of good human relations in an organization”
(Akilaiya, 2001:251). Supervision as a concept has diverse meanings and
definitions on the individual’s needs, purposes and experience. Whereas the
school supervisor would perceive it as an indispensable force for improved
productivity, the teacher and or the taught being supervised might view same as
an attempt to harass, threaten and curse because of the use of traditional
approach of supervision by supervisors, or as a source of assistance and
support needed in realizing the educational goals and objectives. The
traditional approach of supervision is a fault-finding approach, the supervisor
goes to school to criticize and condemn teachers, not seeing anything good in
them (Adenokun, 2000). Educational supervision is the process or act of seeing
to it that the policies, principles and methods established for achieving the
objectives of education are properly and successfully carried out (Akilaiya,
2001). This process involves using expert knowledge and experience to oversee,
evaluate and cooperatively improve the conditions and methods of doing things
connected with the teaching-learning problems in schools.
The need to supervise
the instructional process cannot be over emphasized; hence Ezeocha (1985) is of
the view that most of the schools activities and all the school programmes
require supervision. Supervision of instruction is a process of assisting the
teachers to improve himself and his instructional abilities so as to enhance
effective teaching and learning (Afianmagbon, 2007). It is a service rendered
to teachers which is directed towards controlling the quality of their
classroom instruction. Supervision of instruction aims at identifying areas of
work that need to be improved upon. Oraemesi (1997:195) is of the opinion that
supervision of instruction is important for a number of reasons. To him; “the
supervisee learns during supervision, since the supervisor is more knowledgeable,
he corrects and advises the supervisee. This is done through friendly
interaction. It also enhances personal professional growth of the teacher since
interaction and greater knowledge gained at supervision promote personal
growth”.
Education has been known
to be the antidote to poverty and ignorance and the key for unlocking natural
resources (Obaji, 2006). Since education is accepted to be an instrument of
change; teachers serve as the main operators of the instrument while the
students are referred to as the raw materials to be processed on which the
change would be manifested over a period of time (Adenaike and Adebanjo, 2000).
In an attempt to ensure that the value of education is being derived at all
levels, some officials are charged with the responsibility to monitor the
performances of all those who run education especially those in schools in
order to find out or assess the extent of achievement of the goals of
education. These officials are the ones officially designated as supervisors.
Consequently, due to
high cost of education, stakeholders are becoming increasingly interested in
the school system. They monitor the teachers and their wards’ activities
critically to ensure that adequate teaching and learning activities take place.
Thus Parents Teachers Association monitors the activities within the school and
constitutes part of the team involved directly in supervision. In the process
of teaching and learning, some variables sometimes interfere with the plans and
patterns of operation within the school that can be harmful to the attainment
of set goals. Such variables include: teacher’s personality, his attitude to
work, motivation, discipline, student’s background and environment which will
have either positive or negative influence on the school system and education
at large. The school is an organization where the generality of the citizens
have input and support. As a result, the whole society and designated
supervisors are in the position to help improve the system generally (Ijaduola,
2000).
The process of
supervision is complex and it permeates the whole structure of the school
system. There seems to be little or no area of operation within the school
where the need for supervision would not arise, although this may be in diverse
proportions. As Ajibade (1993) opined, the crucial areas within the school
system that require supervision are instructional and discipline areas where
both the content, method or mode of delivery, and the personality of both the
students and the teachers are examined to ensure their adequacy for the school
system.
According to Ojo (1991:97);the effective
implementation of curricullm is obviously the single most important function of
the school. The implementation of the school curriculum should be viewed as a
critical conversion stage that annualizes the best of human energies to enhance
the production of positive gains in students’ behaviour.
He maintained that the
conversion requires human input in form of interaction of various school
personnel, particularly the interaction between the principal (and or the
supervisor) and the teachers. The need to improve the teaching and learning
capabilities of teachers and students is often the basis of this type of
interaction. Interaction between supervisor and teachers involves situations
where the teacher sees the supervisor as a helper and not as a task master, he
freely goes to the supervisor when faced with teaching difficulties, he freely
pours out his mind about his feelings to the supervisor and the supervisor is
always ready to assist the teacher and not to ‘lord’ over him. Availability of
teaching materials (like textbooks, audio visual aids) help a great deal in
improving the teaching instructions in class. It makes teaching and learning
easier for both teachers and students. Conferences and seminars involve
organizing programmes by instructional supervisors for teachers that center on
talks about classroom instruction, papers on different topics (educational) are
presented and questions are asked. This makes teachers to discover new teaching
methods and also avenue to ask questions and to improve teaching skills. This
in turn improves their performances.
Teachers have been
accused of divided loyalty, nonchalant attitude and indiscipline among the
teachers and students, which lowers the performance of both teachers and
learners. Performance is seen as an act, process or manner of executing,
performing or functioning. It can also be seen as an action seen, noticed or
felt due to its effects on the people’s lives or way of thinking. Classroom
Performance on the other hand is the act, process or manner of executing
teaching functions in the classroom by the teacher either through discipline,
teaching instruction, punctuality in class and so on. Parents now complain
about their wards’ inability to communicate effectively in other language
(English) from their mother tongue, also their wards’ academic performances
have greatly and drastically reduced. They now see the school system fast
losing its glamour and orientation which is affecting the attainment of
National aims of education. To restore this, the need for instructional
supervision process cannot be over emphasized (Ezeocha, 1985).
Instructional
Supervision can be done either through internal supervisors who are Heads of
schools, their assistants, and the Heads of departments, or through External
supervisors who are resource persons and consultants like University
professors, education researchers, curriculum consultants and designated
officials from the Post Primary School Management Board (PPSMB) (Chiagha,
2008). If there is effective instructional supervision there is a greater
possibility of achieving the set goals, on the other hand a defective
instructional supervision or poor instructional supervision will impede a
successful implementation of the school programme. Instructional supervision is
a great determinant of a school’s quality; it can affect it either positively
or negatively.
Effective instructional
supervision of schools ensures proper functioning and mutual interaction of all
persons and materials involved in the processing of a child and harmonizes the
efforts of all designated school personnel. When all resources (human,physical
and material) are in place, the need to monitor the operations within the
school system by all interested groups would be an effective way of getting the
best out of the school system. Teaching and learning are the major activities
going on within the school; there is therefore the need to supervise these
major activities for efficiency and effectiveness.
In line with the above,
the State Post Primary School Management Board (SPPSMB) whose responsibility it
is to control secondary education in the country emphasizes greatly on
supervision of instruction in the secondary schools. It is on this ground that
the board found it more necessary to offer great assistance to the classroom
teachers through the designated school officials. These people have important
roles to play in helping teachers to achieve the objectives of the secondary
school as was stated in the national policy on education (Federal Republic of
Nigeria, 2004). And how teachers perceive the help given by these officials
will determine if these objectives will be achieved or not.
These officially
designated instructional supervisors can be male or female irrespective of the
gender, and they have been trained to supervise instructions in class. Though
some male teachers are gender biased when being supervised by female
instructional supervisors and as such, they don’t usually accept the helps
rendered to them with open hearts. Also, some older teachers feel their many
years of teaching experience is enough for them and as such supervision should
only be meant for younger teachers (Adenaike and Adebanjo, 2000). According to
Nwoke (1997), teachers do not like to be supervised by supervisors younger in
age.
The positive perception
of teachers towards the influence of supervision of instruction will bring
about the actualization of the objectives of supervision of instruction and a
negative perception will stampede it. The rational for this study is to see the
perception of teachers on the influence of supervision of instruction towards
the realization of the objectives and goals of supervision which is to improve
classroom instruction. This study will be concerned with the perception of
teachers on the influence of supervision of instruction as it affects
interaction between supervisor and teachers, availability of teaching materials
as suggested by instructional supervisors, and conferences and seminars
organized by instructional supervisors.
Statement of the problem
In the attempt to
improve the quality of education, more focus should be put on teachers. This
focus is based on the assumption that understanding the perception of teachers
on the influence of supervision of instruction on their performances will
increase our knowledge about how to go about instructional supervision (Wu and
Short, 1996).
In Ijebu-North Education
zone of Ogun State, there are designated instructional supervisors charged with
the responsibility to supervise instructions. The supervisors supply teaching
materials to schools for teachers to work with in order to improve classroom
instructions. The supervisors are always ready to assist the teachers and the
interaction is quite cordial. Also, workshops, conferences and seminars are
organized more often both within the education zone and at the state level to
help find solutions to teachers’ unanswered questions.
The problem investigated
in this study was whether the perception of teachers as regards the influence
of supervision of instruction on their class performance is negative or
positive and the extent of their perception, since these will determine the
impact and success of instructional supervision of schools in Ijebu-North
Education zone. It focused on three aspects of instructional supervision. These
are: interaction between teachers and supervisors, availability of teaching
materials as directed by instructional supervisors and attendance to
conferences and seminars organized by instructional supervisors.
Purpose of the study
The main purpose of this
study was to determine the perceived influence of supervision of instruction on
teachers’ classroom performance.
Specifically, this study
investigated the extent to which:
1. Teachers perceive the influence of interaction
with instructional supervisors on their classroom performance.
1. Teachers perceive the influence of use of
instructional materials as suggested by instructional supervisors on their
classroom performance.
1. Teachers perceive the influence of conferences
and seminars organized by instructional supervisors on their classroom
performance.
Significance of the
study
Examining the perception
of teachers on the influence of supervision of instruction is significant, in
that it will help improve the supervision process in schools. This study will
help the following groups: Teachers, Schools’ management, Education board, the
Parents Teachers Associations (PTAs), and other researchers interested in
supervision of instruction.
The findings of this
study will help teachers to understand and appreciate the importance of
supervision of instruction on effective classroom performance as regards
instruction. It will help them understand that instructional supervisors are
there to assist them and not to harass them. It will also make them know that
the way they perceive supervision of instruction can make or mar their
classroom performances.
This study will help the
schools’ management to have understanding about the teachers’ perception on the
influence of instructional supervision on class performance.
And this understanding
will help them realize that the perception of teachers towards supervision of
instruction can make or mar the school activities. Since classroom instruction
is one of the major school activities in the school and the school is like a
factory that processes the students into finished products. Also, it will help
the school management to know the extent to which attendance to conference and
seminars improve teachers’ classroom performance. This will make them encourage
teachers to participate more in conferences and seminars
Teachers are the main
targets of supervisors’ work. Teachers’ views on the influence of what is being
done to them and their reactions to them are very important in planning and
implementing successful instructional supervision. This study will be an eye
opener to the Authorities of Education (i.e. Education Board) most especially
instructional supervisors to understand that the way they supervise has a great
influence on teachers’ classroom performance. And that how teachers view their
influence contributes greatly to class instruction. Also that how they interact
with teachers go a long way in affecting teachers classroom performance,
thereby help them to improve on their interaction with teachers
This finding will also
help the Parents Teachers Associations (PTAs) know that supervision has a great
influence on teachers’ classroom performance. This will make them provide
enough instructional materials to improve classroom performance of teachers. It
will also be an eye opener to them as part of external supervisors to know that
the way they supervise has a great influence on teachers’ classroom
performance. And that the interaction between them (as parts of external
supervisors) and teachers should be improved to get desired results.
The findings will also
help other researchers to understand better supervision of instruction and help
in their researches. It will also assist them in their review of empirical
studies. As it will contribute to the existing theories and works on
supervision of instruction.
Scope of the study
The scope of this study
covered Ijebu-North Education zone of Ogun State involving all the secondary
schools (both Junior and Senior). The investigation centered on the perceived
influence of supervision of instruction on the classroom performance of
teachers. It involved all teachers in Junior and senior secondary schools. The
content scope of this study involved: perceived influence of interaction of
instructional supervisors and teachers, perceived influence of availability of
teaching materials as suggested by instructional supervisors and the perceived
influence of attendance to conferences and seminars organized by instructional
supervisors on teachers’ classroom
performance.
Research questions
The following research questions were posed to
collect data for the study:
1. What is the perception of teachers on the
influence of interaction with instructional supervisors on their classroom
performance?
1. What is the perception of teachers on the
influence of instructional materials suggested by instructional supervisors on
their classroom performance?
1. What is the perception of teachers on the
influence of conferences and seminars organized by instructional supervisors on
their classroom performance?
Hypotheses
The following hypotheses were formulated to
guide the study and were tested at
1. level of significance:
1. There is no significant difference between the
mean ratings of teachers with less teaching experience and teachers with more
teaching experience with
regards to influence of
instructional supervision on teachers’ classroom
performance.
1. There is no significant difference between the
mean ratings of male and female teachers as regards influence of instructional
supervision on teachers’ classroom performance.
Department | Education |
Project ID Code | EDU0014 |
Chapters | 5 Chapters |
No of Pages | 120 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦5000, $15 |
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Contact Us On | +2347043069458 |