Effect of School Supervision on the Academic Performance of Pupils on Social Studies in Primary Schools in Owo Local Government Area of Ondo State
CHAPTER ONE
Purpose of the Study
The main purpose of this study is to examine the effect of school supervision on the academic performance of pupils on social studies in primary schools in Owo local government area of Ondo state. Specifically, the study:
- To identify factors that influence good and effectives school supervision in secondary school.
- To access the impact of effective school supervision on the academic performance of students in studying accounting subjects in secondary schools
- To ascertain the area of strength and weakness of the school supervision on the students’ academic performance in secondary schools.
- To find out the quality of teaching-learning materials and necessary skills on the part of the teachers and learners readiness to effect the desire performances.
CHAPTER TWO
LITERATURE REVIEW
The literature review is carried out under the following sub-headings: conceptual framework, theoretical framework, reviews of empirical studies and summary of related literature review.
Conceptual Framework
Concept of Supervision
The importance of Supervision
Technique of Supervision
The Roles of School Heads as supervisors
Supervisory Practices of School Heads
Theoretical Frameworks
Social System theory
Getzal and Guba theory
The human relation theory
Review of Empirical Studies
Summary of Literature Review Conceptual Framework:
Concept of supervision
Primary school education occupies a strategic position in Abia State because of the important roles it plays in preparing the pupils for useful living in the society and for secondary school education, call for supervision of primary school activities by Head teachers to improve teachers’ instruction and for effective primary school administration. According to Nosiri (1997), to show support for the Nigeria primary educational system there must be a good supervisory unit that will oversee the educational activities at the primary school level. In the modern society, supervision needs to be provided at the primary school educational level as to enhance instruction of teachers and for onward academic excellence of students.
Educational administrators all over the world have a long tradition of providing supervision for students and teachers at different levels of the educational system. Movna (2007) maintained that supervision is today an integrated part of the social work education and is often regarded as the personal tool for integrating theory, methodology and practice at many different occasions as in area of group work, project, classroom teaching, field placement and degree report.
In the view of Mangia (2008) there are several interpretations of the term supervision, but typically supervision is the activity carried out by supervisors to oversee the productivity and progress of employees, teachers and students who report directly to the supervisor. For instance first level supervisors, supervise entry level employees, educational supervisor supervises teachers and students as to improve instruction within the classroom or outside the classroom context. In the business world, depending on the size of the organization, middle managers supervise first level supervisors, chief executive supervise middle level managers. According to Chinyere (1997) supervision in the educational context is the process of enhancing and improving effective teaching and learning in schools. Supporting this view, researchers in educational theory agree that supervision exists for the primary purpose of instruction. Burton and Brveekner in Nosiri (1997) defined supervision in the educational context as an expert technical service primarily aimed at studying and improving cooperatively all factors which affect child growth and development. They summarized the characteristics of supervision as:
Modern supervision directs attention toward the fundamentals of education and orients learning and its improvement within the general aim of education.
The aim of supervision is the improvement of the total teaching/learning process, the total setting for learning rather than the narrow and limited aim of improving teacher in-service.
The focus is on the setting for learning, not on a person or group of persons. All persons are co-workers aiming at improvement of a situation. One group is not superior to another operating to improve the inferior group.
The teacher is removed from his embarrassing position as the focus of attention and the weak link in the educational rightful position as a cooperating member of a group concerned with the improvement of learning.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter describes the procedures that was adopted in carrying out this study. It includes description of research design, the area of the study, the population for the study, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.
Design of the Study
The design of this study was descriptive survey. Disruptive design studies are mainly connected with describing events as they are without any manipulation of what is being observed Ali (2006), it is a design approach which aims at collecting data and describing in a systematic manner, the characteristics features or facts about a given population Nworgu, (2006). The use of this research design will help the researcher to establish the opinions of Head teachers and teachers on supervisory practices of primary schools.
Population of the Study
The population for this study comprised of all the Head teachers and teachers In Owo Local Government Area Of Ondo State. Four thousand, two hundred and fifty eight respondents (263 Head teachers and 3,995 teachers) in In Owo Local Government Area Of Ondo State based on 2007/2008 school years.
CHAPTER FOUR
RESULTS
This chapter presents and describes the result of this study according to research questions and hypotheses of the study
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
This chapter includes a discussion of the findings, implication, recommendations, limitation, conclusion and suggestions for further studies.
Conclusion
In considering supervisors effectiveness in enhancing teachers effectiveness, it is important to note that no set pattern of activities or techniques exists which will always guarantee that the efforts of head teacher as supervisor will render the maximum potential results of the type that might be desired.
Every school is organized, administered and operated according to a philosophy of education which is revealed in many ways: the nature and source of a school purposes, the manner in which the teacher and their resources are utilized, the educational interaction between the teachers the head teachers and the community. All these have direct influence on the effectiveness of the primary school heads and the teachers.
Conversely, dull and uninterested classroom and meager learning materials constitute limitation which evens the most skillful and enthusiastic supervisor will find difficult, if not impossible.
Summary of the Study
The need to supervise the instructional process of teachers in primary school cannot be over emphasized; hence Ezeocha (1985) is of the view that most of the schools activities and the school programmes required supervision.
Supervision of primary school by school Head aims at identifying areas of work that need to be improved upon. Supervision focuses primarily on the management of teachers and the pupils. The supervisee learns during supervision, since the supervisor is more knowledgeable, the head teacher correct and advise the teacher. 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.
Recommendations
On the basis of the findings of this study, the researcher made the following recommendations for improvement bearing the importance of effective supervision to the administration of primary schools in mind.
- Seminarand workshop should b organized by local government educational authority on special skills in assisting head teachers for effective supervision of schools. This will improve teachers instruction to manage large and congested classes for optimal instruction.
- Head teachers should carry out training and re-training of teachers toacquire counseling skills to advise teachers to change unethical behaviour such as giving pupils tests to
- The supervisor should be more knowledgeable than the teacher in theprinciples of learning and its
- The supervisory focus should be based on observational evidence not onunsubstantive value judgment.
- The supervisor should have excellent cognitive attributes in order to leadthe supervisor
- Supervision of schools should be based on assisting teachers in securingvarious instructional materials and
- Teachers should be provided with the opportunities to prepare evolutionfor improvement of
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