Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District (Published)
This study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular in-service training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.
Citation: Enock Yeng, Anthony Woode-Eshun & Seth Badu (2022) Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District, British Journal of Education, Vol.10, Issue 1, pp. 17-35
This research paper is a part of larger project that examine the current practices of developmental supervision in Saudi Arabia. The focus of this study is to examine the practice of collaborative approach to supervision as one of the favorite approach in supervision. In this explanatory sequential mixed-methods, the data were collected through survey and subsequent semi-structured interviews. The sample were teachers from elementary schools in Makkah. The findings indicated that supervisors sometimes practiced the collaborative approaches to development supervision. Gender and years of teaching experience had no impact on participants’ responses regarding the practice of collaborative approach. Level of education did appear to affect responses about the collaborative approach. In qualitative phase, the themes were organized to three themes and sub themes. The qualitative findings supported the quantitative results, which indicated that the supervisors are to some extent practicing the collaborative approach.
Supervision of Manpower Training and Development in the Nigerian Education System: An Important Role of the Education Manager (Published)
Manpower training and development are very essential for organizational effectiveness and efficiency especially in the education system. When manpower is adequately trained and developed, the positive impact is felt on organizational output. Looking at Nigeria’s educational system, it is important to note that the level of training and staff development would determine the quality and standard of Nigerian education. Achieving quality and standardization of Nigerian education is not an easy task. It needs the commitment of all educational stakeholders, particularly the education managers. When the processes of training and developing education manpower are duly supervised by the education managers, school effectiveness and improvement are achieved and this would get Nigeria and the Nigerian people close to achieving the much preached about quality education in Nigeria. A lot are involved in effective and efficient manpower training and development in the Nigerian education system. This may include the act of trying to impact on education workers new knowledge and skills that would assist them in their effective job performance, give them the ability to take on new roles and responsibilities, and make them adapt to and adopt changes in the education system. With constant innovation in education nationally and internationally, and the era of globalization and digitalization, constant training and development of education manpower and regular supervision of such training and development programmes by education managers are advised, encouraged and recommended. This paper wants to look at the role of education managers in the supervision of manpower training and development in the Nigerian education system.
Administrative Networking Strategies and Principals’ Supervisory Effectiveness in Secondary Schools in Cross River State, Nigeria (Published)
This study assessed administrative networking strategies and principals’ supervisory effectiveness in assessing teachers’ notes of lesson, teachers’ instructional delivery, students’ records, and non-academic activities in Cross River State, Nigeria. Three null hypotheses were formulated accordingly to direct the study. The study adopted descriptive survey design. Census technique was adopted in selecting the entire population of 667 secondary school administrators in Cross River State. The instruments used for data collection were two set of questionnaires designed by the researchers including: Administrative Networking Strategies Questionnaire (ANSQ)”, and “Principals’ Supervisory Effectiveness Questionnaire (PSEQ)” respectively. The reliability of the instruments was established through Cronbach Alpha, and reliability estimates of .89 and .92 were obtained for the two instruments respectively. The null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation Analysis with the aid of SPSS v21. Findings from the study revealed that; there is a significant relationship between principals’ effective communication, school-community relationship, and teachers’ involvement in decision-making, with their supervisory effectiveness respectively. Based on the findings of the study, it was recommended amongst others that; secondary school principals should endeavour to communicate relevant ideas, messages, and information to both teaching and non-academic staff of the school; and ensure that appropriate feedback mechanisms are provided based on such information.
The study examined the differences in teachers’ effectiveness based on principals’ instructional supervision in public secondary schools in Uyo Local Education Committee in Akwa Ibom State. Four objectives and their corresponding research questions and hypotheses were formulated to guide the study. The ex-post facto design was used in carrying out this study. Two hundred and one teachers and 14 principals were drawn from the population of 1,105 teachers and 14 principals respectively to participate in the study. Two researchers-developed instruments, “Principals’ Instructional Supervision Interview (PIS1)” and “Teachers’ Teaching Effectiveness Questionnaire (TTEQ)” were used to gather data. Data collected were analyzed using the mean and independent t-test statistics was used. The findings were that there is a significant difference in teachers’ effectiveness based on classroom observation, analysis/strategy, post-conference analysis and post-analysis conference. Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision. It is, therefore, recommended among others that, the principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness.
The study examined principals’ performance of internal supervision of instructions in public secondary schools in Ebonyi State. Principals’ internal supervision was delimited to classroom supervision of instruction, monitoring students’ achievement, instructional materials and staff development. Two research questions and four hypotheses guided the study. The study adopted the descriptive survey research design. A sample of 605 out of 1640 teachers was drawn using stratified proportionate sampling techniques across urban and rural teachers. A questionnaire titled ‘principals’ performance of supervision of instruction questionnaire’ was used as the instrument. The data collected were analyzed using mean scores, standard deviation and t-test statistics to test the hypotheses at 0.05 alpha levels. The findings showed a significant positive difference between urban and rural teachers on principals’ performance of supervisory functions. The study recommended regular internal supervision of instruction since it encourages wider coverage of the curriculum and reduces incidences of examination malpractices by students