Impact of School Supervision on Teachers’ Performance in Public Primary Schools of Kalgo Local Government, Kebbi State
Chapter One
Purpose of the Study
The purpose of this study was to examine the influence of principals’ principal’s supervision on teachers’ job performance in Kalgo Local Government, Nigeria. Specifically, the study sought to:
- determine the performance of principal’s supervisory functions in public primary schools in Kalgo Local Government, Nigeria;
- determine the rating of job performance of secondary school teachers in Kalgo Local Government, Nigeria;
- ascertain whether there is any relationship between principals’ performance of their supervisory functions and teachers’ job performance in public primary schools, Kebbi state;
- ascertain if there is any relationship between principals’ principal’s supervision and teacher preparation of lesson/note in public primary schools, Nigeria;
- determine if there is any relationship between principal’s supervision and teachers lesson presentation in public primary schools in Kalgo Local Government, Nigeria;
- determine whether there is a relationship between principals’ principal’s supervision and teachers’ punctuality to classroom in public primary schools, Nigeria; and
- determine if there is a relationship between principals’ principal’s supervision and teachers’ record keeping in public primary schools in Kalgo Local Government, Nigeria.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of Principal’s supervision
Meaning of principal’s supervision
Scholars in the field of principal’s supervision have presented many definitions for principal’s supervision. The view of the goals of principal’s supervision and the nature of the relationship between teachers and the principal imparted these definitions.
Principal’s supervision has its origin from the Latin word “Super video” meaning “to oversee” (Adenaike and Adebanjo, 2000:151). Therefore, “Principal’s 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). Principal’s 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 principal’s supervision by the principal, or as a source of assistance and support needed in realizing the educational goals and objectives. The traditional approach of principal’s 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 principal’s 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 principal’s supervision. Principal’s 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. Principal’s supervision of instruction aims at identifying areas of work that need to be improved upon.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
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This study is classified as a descriptive research in which the survey method was Selected. The study was carried out to investigate school principal’s supervision and teachers job performance in public primary schools in Kebbi state of Kebbi state. The purpose of the descriptive research is to collect detailed and factual information on the existing subject matter for the proper analysis and evaluation.
Population
The population used for this research work consist of teachers and principals of all public primary schools in Kalgo Local Government, Kebbi State.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION
Research Question 1
Does principal’s supervision enhance effective teaching and learning in secondary school?
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This research work examined the topic: school principal’s supervision and teachers job performance in Kebbi state of Kebbi state. The research work started with a general introduction which the first chapter of the work reveals the background to the study which was investigated, also, the statement of the problem of the study was discussed on details while the purpose of the study was also considered. Also research questions of this study was stated and five research hypothesis was constructed for testing this research work. There was also an extensive review of existing related literature on the topic where principal’s supervision was explained in detail base on the literature on the topic where principal’s supervision was explained in details base on the literature review from many authors publications, journals, textbooks and on the internet.
Questionnaire were used as the instrument of the study and was administered to 100 teachers in 5 difference selected schools.
The result of the data was analyzed and used in answering questions pertaining to the hypothesis formulated. The data was analyzed using simple percentage method.
Conclusion
Based on the findings, it was revealed that effective principal’s supervision helps to improve job performance of teachers in public primary schools. The study showed that teachers job performance can only be effective and improve if proper principal’s supervision means are provided in the public primary schools.
The study has made the following observations inevitable: School principal’s supervision has not adequately enhanced the teaching-learning process in the public primary schools studied.
Inadequate resources such as funds, facilities and professionally. competent the principal hinder the implementation of the programme of instructional principal’s supervision.
Poor principal’s supervision produces a negative effect on pupils’ academic performance. Also, from this study, it can be concluded that the leadership style of the supervisor affects the job performance of the teacher. This implies that for teachers to be good or not good in his teaching activities depend on the style of leadership imposed on performance of their teachers while those using autocratic principles may not have a cordial relationship with their teachers. Also, the level of cordial relationship between the the principal and teachers determine whether teachers will love or hate their work and be more effective or otherwise.
From this study, it can also be concluded that effective principal’s supervision is a great instrument to enhance effective teaching and learning activities and this also depends on the supervisory techniques used by the principal. Thus, when the principal organize workshop for teachers, it helps to enrich their knowledge in their field. Also, when the principal visit the teachers in the classroom, they will know the area where teachers need improvement and they will try to assist them and give them proper orientation on the area of their work that need improvement and through this the teacher will discover himself or herself and develop the potentials needed and this help to improve teachers job performance
Recommendations
Principal’s supervision is an important tool in the educational system and for the improvement of education. Ogusanju (1988) believes that the future of educational principal’s supervision in Nigeria should be given far greater attention. The results of this study show that the view of Ogusanju made as far back as 1988 is still very pertinent today. The adequate implementation of the following recommendations will lay to rest most of the problems associated with instructional principal’s supervision in Nigerian schools.
- Resources play a key role to the success of any supervisory programme. The government through the Ministry of Education should sustainably provide adequate resources, human, material and money to enhance effective principal’s supervision in schools. The failure to provide the necessary resources marks the beginning of the failure of any supervisory programme.
- The principal should be people with the relevant training and professional competence to enable them produce the desired effect on the supervisee (teachers). Short courses, seminars and workshops can regularly update the skills of the principal.
- General school facilities such as libraries, good classrooms, laboratories, good teachers, workshops should be adequately provided so that the benefits of instructional principal’s supervision can be fully tapped. If the teacher has learned good instructional techniques but lacks the facilities for implementing them such knowledge becomes of no avail.
- Adequate incentives for the principal and supervisees will elicit more commitment from them and enhance the programme of principal’s supervision in Nigeria. Today, most people involved in the activities of instructional principal’s supervision feel neglected and their contributions unappreciated. Consequently, they become apathetic.
- Discipline must be ensured in our schools to enable the positive effects of principal’s supervision settle on fertile soil. The principal, teachers and pupils need to uphold a great sense of discipline if instructional principal’s supervision must be recorded as successful in all its ramifications.
- The instructional the principal should always give useful suggestions as regards the best instructional materials needed per time by teachers since teachers see that this works more than self-discovered instructional materials. Also that the state government should always make provisions of suggested instructional materials by instructional the principal to teachers to aid class instruction.
- Conferences and seminars be organized by instructional the principal from time to time to cater for the professional assistance needed by teachers. Also the state Ministry of Education should always finance adequately these conferences and seminars, since teachers believe these solve their professional problems.
- These conferences and seminars should not only be limited to the local level alone but be extended to the state and national levels. This will help in accomplishing the stated educational objectives in the National Policy of Education.
REFERENCES
- Abiodun (2013): Introduction to Educational Planning, Administration and Principal’s supervision. YPSS, Lagos
- Abioye and Sheyin (2000): Educational Administration. Onisha. Lincel Publishers
- Adenaike, F. A and Adebanjo, O.O (2000): Principles of principal’s supervision. In Olowoye, Biyi, and Alani R.A. (eds). Administration, Principal’s supervision and Planning for education managers. Lagos: Krown Prince Publishers
- Adenokun, A.A (2000): Traditional and Modern approach to Principal’s supervision in Nigeria. In Olowoye, Biyi and Alani R.A. (Eds). Administration, Principal’s supervision and Planning for education managers. Lagos: Krown Prince Publishers.
- Afianmagbon, B.E. (2007): Clinical Principal’s supervision and teacher effectiveness in the management of public primary schools in Abia and Imo States. In International Journal of Educational Planning and Administration, Vol., 1, no. 3
- Ajayi, K. M. (1995): Reflection on Nigeria Educational System. Abeokuta: Osiele consult services.
