Principals’ Supervisory Strategies and School Discipline in Public Secondary Schools in South-South Geopolitical Zone, Nigeria (Published)

The study focuses on principals’ supervisory strategies and school discipline in public secondary schools in South-South Geopolitical Zone, Nigeria. Principals’ supervisory strategies play a crucial role in maintaining school discipline. Effective school discipline is critical for fostering a safe, orderly and conducive learning environment. Four research questions were raised while four null hypotheses were formulated. The study was a qualitative and quantitative survey employing the ex-post-facto design. The target population of the study was 33,968 principals and teachers in the public secondary schools in the South-South Geopolitical Zone, Nigeria which was made up of Akwa- Ibom, Bayelsa, Cross–River, Delta, Edo and River States. The sample for the study consisted of one thousand, one hundred and eighty-five (1185) principals and teachers in three (3) states of South Geopolitical Zone. The instrument that was employed for collection of data was a questionnaire titled “Principals’ Supervisory Strategies and School Discipline Questionnaire” (PSSSDQ). The validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.76 was used. Mean scores, standard deviation and coefficient of determination using 2.50 as benchmark to provide answers to the research questions. Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. From the findings it was concluded that in public secondary schools in South-South Geopolitical Zone, Nigeria, principals employ classroom visitation, clinical supervision, monitoring strategies in ensuring school discipline.

Keywords: Discipline, Nigeria, School, Supervisory Strategies

Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania (Published)

This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student teachers who were involved in the study while 2 teachers college principals automatically included in the study to make a total sample that consist of 86 respondents. Questionnaires, document analysis schedule and interview guides were used to collect the required information. Quantitative data were analyzed by using descriptive statistics and presented in tables. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that classroom observation strategy used by Public teachers College Principals do enhance certificate student teachers academic performance as always the college principal provide warning and reprimands to tutors who fail to attend class, often the college principal make follows-up on student teacher whenever they have problems on academic issues and sometimes the college principal visits learning sessions in classroom. The study concluded that college principals’ visitation in the classrooms has a contribution to student teachers academic performance. Aspects such as provision of warning and reprimands to tutors who fail to attend class as planed in the college general time table, making follows-up on student teacher whenever they have problems on academic issues are being done by college principal. The study recommends that colleges principals should continue to carry out regular classroom visits and discuss results with the tutors’ concerned as a strategy of improving tutors’ job performance as well as student teachers academic performance.

Citation: Aloyce Thomas; Evans Okendo Ogoti and Victorini Salema (2022) Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania, British Journal of Education, Vol.10, Issue 12, pp.60-76

Keywords: : Academic Performance, Certificate Student Teachers, Colleges’ Principals, Supervisory Strategies, classroom observation