appraisal of supervision of instruction in secondary
TRANSCRIPT
APPRAISAL OF SUPERVISION OF INSTRUCTION IN
SECONDARY SCHOOLS IN OKIGWE EDUCATION
ZONE OF IMO STATE
BY
NWOKEAFOR CECILIA ESOMCHI (REV.SR)
PG/MED/09/51056
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: PROF.N.O.OGBONNAYA
JUNE, 2012
i
TITLE PAGE
APPRAISAL OF SUPERVISION OF INSTRUCTION IN
SECONDARY SCHOOLS IN OKIGWE EDUCATION
ZONE OF IMO STATE
BY
NWOKEAFOR CECILIA ESOMCHI (REV.SR)
PG/MED/09/51056
M.ED THESIS PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR
THE AWARD OF MASTER’S DEGREE IN EDUCATIONAL
ADMINISTRATION/PLANNING
SUPERVISOR: PROF.N.O.OGBONNAYA
JUNE, 2012
ii
APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA.
BY
…………………………… ………………………….
Prof. N.O. Ogbonnaya Ass.Prof.J.C.Omeje
SUPERVISOR INTERNAL EXAMINER
…………………………….. …………………………
Prof. G.C. Unachukwu Dr. D.U. Ngwoke
EXTERNAL EXAMINER HEAD OF DEPARTMENT
…………………………..
Prof.I.C.S.Ifelunni
DEAN OF FACULTY
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CERTIFICATION
Nwokeafor, Cecilia E, a postgraduate student in the department of
Educational Foundations with Registration Number PG/M.ED/09/51056 has
satisfactorily completed the requirement for the degree of masters in Educational
Administration/Planning. The work contained in the project is original and has
never submitted in part or in full for any diploma or degree of this or any other
university.
……………………………. ……………………….
Nwokeafor Cecilia E. (Rev.Sr) Prof. N.O. Ogbonnaya
STUDENT SUPERVISOR
iv
DEDICATION
This project is dedicated to Almighty God who gave me the opportunity,
wisdom, understanding and strength to bring it to completion.
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ACKNOWLEDGEMENTS
The researcher expresses her profound gratitude to his supervisor Prof.
N.O.Ogbonnaya for his fatherly concern, honest contributions and guidance
throughout the course of this research work. Also, the researcher expresses her
sincere gratitude to Prof. Iyke Ifelunni, the Dean of Faculty and Dr. D.U. Ngwoke,
the Head of Department, Educational Foundation for their special assistance. The
researcher equally appreciates the assistance and cooperation of other staff in the
Department of Educational Foundations, University of Nigeria, Nsukka.
Furthermore, the researcher is also grateful to Prof. J.C. Omeje, Dr. D.U.
Asogwa, Dr. T.O. Offorka, for their maximum support during the course of this
study. Besides, the researcher is equally grateful to her family members,
congregation (Dmmm), friends and well wishers for their moral and financial
support. Finally, she immensely thank those who in one way or other contributed
directly or indirectly to the success of this study.
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TABLE OF CONTENTS
Title Page .......................................................................................................... i
Approval Page………………………………………………………………. ii
Certification………………………………………………………………….. iii
Dedication………………………………………………………………….. iv
Acknowledgements……………………………………………………… v
Table of Contents .............................................................................................. vi
Lists of tables…………………………………………………………….. x
Abstract……………………………………………………………………… xi
CHAPTER ONE: INTRODUCTION .......................................................... 1
Background of the Study .................................................................................. 1
Statement of the Problem .................................................................................. 13
Purpose of the Study ......................................................................................... 14
Significance of the Study .................................................................................. 14
Scope of the Study ............................................................................................ 17
Research Questions ........................................................................................... 17
Hypotheses ........................................................................................................ 18
CHAPTER TWO: REVIEW OF LITERATURE........................................ 19
Conceptual Framework .................................................................................. 20
Concept of Appraisal……………………………………………………... ..... 20
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Concept of Supervision ..................................................................................... 22
Concept of Supervision of Instruction .............................................................. 28
Concept of Secondary School………………………………………………. 32
Techniques of supervision of instruction…………………………………… 33
Challenges and Problems of Instructional Supervision in Nigeria ................... 43
Ways of Improving Supervision of Instruction ................................................ 47
Theoretical Framework .................................................................................. 48
Behavioural Theories ........................................................................................ 48
The Human Relations Theory ........................................................................... 50
Review of Empirical Studies ......................................................................... 52
Summary of Literature Review ..................................................................... 55
CHAPTER THREE: RESEARCH METHOD.......................................... .. 58
Design of the Study ........................................................................................... 58
Area of the Study .............................................................................................. 58
Population of the Study ..................................................................................... 59
Sample and Sampling Technique...................................................................... 59
Instrument for Data Collection ......................................................................... 60
Validation of the Instrument ............................................................................. 61
Reliability of the Instrument ............................................................................. 61
Method of Data Collection ................................................................................ 62
Method of Data Analysis .................................................................................. 62
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CHAPTER FOUR: PRESENTATION AND INTERPREATION OF
DATA................................................................................................................ 64
Research Question 1: .................................................................................... 64
Research Question 2: .................................................................................... 66
Research Question 3: .................................................................................... 70
Research Question 4: .................................................................................... 72
Hypothesis 1 ................................................................................................... 75
Hypothesis 2 .................................................................................................... 76
Hypothesis 3 .................................................................................................... 77
Hypothesis 4 .................................................................................................... 78
Summary of the Findings ................................................................................ 79
CHAPTER FIVE: DISCUSSIONS, IMPLICATIONS,
RECOMMENDATIONS, LIMITATIONS, SUGGESTIONS,
CONCLUSION AND SUMMARY................................................................ 81
Discussion of Results ..................................................................................... 81
Implication of the Study ................................................................................. 86
Reccomendations ............................................................................................. 87
Limitations of the Study ................................................................................. 88
Suggestions for Further Studies .................................................................... 88
Conclusion .................................................................................................... 89
Summary of the Study ................................................................................. 91
REFERENCES ................................................................................................ 94
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APPENDICES…………………………………………………………….. 98
Appendix A: Questionnaire............................................................................ 99
Appendix B: Population Distribution of Schools and Principals in Okigwe
Education Zone ............................................................................................... 104
Appendix C: List of 63 Schools in Okigwe Education Zone of Imo- State ..... 105
Appendix D: Reliability for Overall Clusters ................................................ 109
Appendix E: Results of Analysis ................................................................... 111
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LIST OF TABLES
Table 1: Mean ratings of principals and supervisors on the techniques
of supervision of instruction adopted by supervisors in
secondary schools .......................................................................... 64
Table 2: Mean ratings of principals and supervisors on the supervisory
practices of supervisors during supervision of instruction in secondary
schools ………………………………………………………….. 66
Table 3: Mean ratings of principals and supervisors on the factors
hindering effective supervision of instruction in
secondary schools………………………………………………. 70
Table 4: Mean ratings of principals and supervisors on ways for improving
supervision of instruction in secondary schools…………………… 72
Table 5:t-Test Analysis of the differences between the mean ratings of
internal and external supervisors with regard to techniques adopted in
supervision of instruction in secondary schools…………………… 75
Table 6:t-Test Analysis of the differences between the mean ratings
of internal and external supervisors with regard to supervisory
practices of supervisors during supervision of instruction in
secondary schools…………………………………………………. 76
Table 7:t-Test Analysis of the differences between the mean ratings of
internal and external supervisors with regard o factors hindering
effective supervision of instruction in secondary schools. ……… 77
Table 8:t-Test Analysis of the differences between the mean ratings
of internal and external supervisors with regard to ways supervision
of instruction can be improved in secondary schools………… 78
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ABSTRACT
This study was conducted to appraise supervision of instruction in Okigwe
education zone of Imo State. Four research questions were raised in line with what
the study intended to find out. Four null hypotheses were formulated and tested at
0.05 level of significance. A questionnaire consisting of 30 times validated and
tested for reliability was used for date collection. The population of the study
consisted of 78 supervisors both internal and external in Okigwe education zone of
Imo State. All the 15 external supervisors from zonal and state head quarters and
all the 63 internal supervisors (principals) from all the 63 secondary schools in
Okigwe education zone. There was no sampling because of the smallness of the
population size. Data collected were analyzed using mean scores and standard
deviation while t-test statistics was employed in testing the hypotheses. On the
basis of the data analysis, the study found out that: (1). There is no significant
difference between the mean ratings of internal and external supervisors with
regard to techniques adopted in supervision of instruction I secondary schools.
(2). There is no significant difference between the mean ratings of internal and
external supervisors with regard to supervisory practices of supervisors during
supervision of instruction in secondary schools. (3). There is no significant
difference between the mean ratings of internal and external supervisors with
regard to factors hindering effective supervision of instruction in secondary
schools. (4). There is no significant difference between the mean ratings of internal
and external supervisors with regard to ways supervision of instruction can be
improved in secondary schools.
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CHAPTER ONE
INTRODUCTION
Background of the Study
In order to achieve the aims and goals of education, supervision becomes
necessary. Therefore, supervision is the process of enhancing and improving
effective teaching and learning. Supervision exists for the primary purpose of
instruction. According to Ndu (1997), supervision is defined as an assistance given
in the development of a better teaching and learning situation. Through
supervision, teaching problems are diagnosed, prescribed and treated for better
improvement of instruction and in turn help students to perform better.
Without proper guidance in our academic institutions, teaching and learning
will not be fully conducted. Supervision is a service rendered to teachers which is
directed towards controlling the quality of class instructions. Briggs (2000) lends
credence to this assertion when he stated that supervision is the bedrock of
teaching and learning. Neglect to carry out effective supervision practice is an
assurance to failure of educational objectives. The vision of any secondary school
is to provide effective instruction for students. To ensure that this take place on a
consistent basis, the supervisors must work with the teachers, in a non threatening
way, to move interaction from what it is not, to what it should be.
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Supervision allows for objective feedback, which if given in a timely
manner, will help to improve results. Acheson in Annick (2000) rightly stated that
the ultimate goal of supervision is to improve teacher’s instruction. As teacher’s
instruction improves, student will become motivated; classroom management will
be improving and better atmosphere for promoting learning will exist.
The need for supervision cannot be over emphasized. According to Adesina
(2001), supervision plays an important role in the improvement of teachers’
effectiveness as well as students’ performance. Supervision is channeled towards
assisting others to become efficient and effective in the performance of their duties.
Supervision do not exist to breed negative forms of expression in the supervisees
such as fear, hostility and avoidance of the supervisor rather supervision is
fashioned to provide opportunities where both supervisor and supervisee interact
for the sole objective of improving teaching and learning process. Through
effective supervision at all levels of education, defective teaching as well as
problems militating successful implementation of the curriculum in the classroom
can be identified (Umeoduagu, 1997).
The unfriendly attitude of supervisors to the teachers and students’ poor
performance has necessitated the need for supervision of instruction (Akubue,
2010). Supervision of instruction is directed towards improvement of students’
performance as it relates to classroom instruction. This indicates that when all
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learning materials are made available for the students in the course of learning and
the teacher is accorded necessary help needed teaching-learning situation will
become more effective. According to Anuna (2004), supervision of instruction is
the process of aiding teachers to grow professionally by assisting them to engage
themselves in in-service training programme. Anuna stated that the fundamental
aim of supervision of instruction is to help student learning through equiping the
teacher with the current instructional technigues.
Supervision of instruction is all efforts of designated school officials
directed towards providing leadership to teachers and other educational workers in
improvement of instruction. In the light of this statement, Protos (2005:6) defined
supervision of instruction as "the act of overseeing the teaching and learning
process in an academic institution”. Therefore, institution should be administered,
managed and lead in a effective manner, so as to come up with an effective
learning instruction.
The essence of supervision of instruction is most glaring in its need in re-
evaluating the student’s performances in class and public outcry against
deteriorating learning standard in our secondary schools today. To this effect, there
is need for improvement in the delivery of instruction. Teachers need to be helped,
guided, encouraged and directed in order to cope with the problems in the system.
Attesting to this, Misher in Mgbodile (1997) noted that education at all levels have
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become more intricate and complex and the need for increased and improved
supervisory services become greater.
At secondary level, supervision of instruction becomes imperative because
of the fundamental importance at that level of education. Secondary education is
that form of education learners receive after primary education and before the
tertiary stage. Education at this stage is aimed at preparing learners for education
of high quality and for useful living within the society (FRN, 2004). In attempt to
ensure that the value of education is achieved by students at the secondary school
level, principals tries to monitor the performance of teachers in schools to find out
or assess the extent of acheivement of the goals of education.
To achieve effective supervision of instruction appraisal becomes necessary.
Kiefer (2009) viewed appraisal as the process of examining a subject and rating it
based on its important and feature determinant of how much or how well functions
may have been carried out to ascertain the success or failure of such work through
value judgment. Therefore, appraisal of supervision of instruction seems to be
special techniques and practices that can help secondary school educational system
to achieve its goal if properly handled. Operationally, appraisal of supervision of
instruction involves techniques adopted by supervisors to assess or evaluate the
extent of teaching and learning in order to determine its success or failure and how
it can be improved upon. Ajibade (1993) opined, the crucial areas within the school
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system that require appraisal are teacher’s personality, planning and preparation of
the lesson, presentation of lesson, teacher’s knowledge of subject matter, teacher’s
relationship with the students, students participation and maintenance of order in
the class. Ajibade further stated that supervisors during the course of supervision of
instruction evaluate how instructional materials and teaching methods are
effectively used.
There are various techniques through which supervisors appraise
supervision of instruction. Techniques according to Oki (2007), are ways of doing
things. In this context, techniques include observation, classroom visitation, inter-
school visitation, conference with teachers, demonstration and evaluation
technique. Observation throws new light upon the quality of learning experience
present in teaching situations. The supervisor observes teachers and students in
action in the classroom so as to improve teaching and learning.
Classroom visitation is very crucial as it helps the supervisor to determine
the physical learning environment in which teachers and students are working
(Ogunu, 2000). Ogunu stated that through inter-school visitation, teachers learn
new methods and be aware of the importance and the use of new materials. During
classroom visitation, the supervisor has to assess or appraise teachers’ personality,
planning and preparation of lesson, presentation of lesson, the quality of teacher’s
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voice, clarity and intelligibility, relationship with students, student’s participation
and classroom management.
Conference with teacher is another technique of supervision of instruction
in which observations made during the instructional process are tabled and
discussed by the supervisor and the teacher. The supervisor need to realize that the
teacher he is supervising is equal, so provide one of the most productive settings
for the conference. The supervisor and the teacher should both be interested in
solving instructional problem (0basi, 2008). Obasi further stated that supervisor
uses demonstration technique to introduce and explain innovations or solving
educational problems for the realization of educational goals. Demonstration
technique is an effective instrument that stimulates teacher’s growth and
development. For demonstration to be meaningful, a conference could be held
between the demonstrating teacher and the other teachers meant to benefit from it.
Supervision of instruction could be actualized through evaluation.
Evaluation is use to determine the extent to which a teacher is succeeding in
achieving objectives (Nosiri, 1997). As a technique for improving teaching and
learning processes, one could then conclude that evaluation process is a valuable
professional growth experience that should be enlarged in the school system.
Supervision of instruction in essence is a quality control measure meted out
to coordinate, guide and direct efforts of teachers thereby ensuring quality,
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effectiveness, efficiency, stimulation and growth of all involved in this process.
Confirming this, Akubue (1995) asserted that this function of guiding, helping,
directing and stimulating the activities of the teachers as a way of monitoring the
effectiveness of the school and the teacher lies on the supervisors. Omeje (2004),
attests that supervisors and administrators are responsible for furnishing the
leadership that is required in studying, evaluating and implementing changes in the
curriculum, interpreting the educational problems and programmes to the public,
developing in-service programme for staff members, providing orientation
sessions, for increasing numbers of new teachers, developing and revising
instructional materials to keep abreast of current development.
The supervisory practices may be carried out either by internal supervisors
who are heads of schools or external supervisors who are officials of the state,
zonal or local education authorities who have sometimes served as professional
teachers or principals (Wiles, 1992). Internal supervisors can incorporate the help
of their vice, deans and sectional heads to help them in carrying out effectively
supervisory functions. The supervisory function of an internal supervisor in the
area of supervision of instruction is to provide leadership in developing the
programme of instruction. Ogbonnaya (2005) stated that supervisory practices of
internal supervisors include the following: organizing school timetable and seeing
the day-to-day operation of the school, watching teachers and students in action,
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listening to and solving teacher’s problems, examining and marking of teacher’s
lesson notes, supervising and monitoring class teaching, collecting and issuing
instructional materials, inspecting of school diary, maintaining physical facilities,
seeing to teacher’s welfare and condition of work, supervising the extra curricula
activities of students, ensuring discipline, grouping for teaching and learning,
relating to policy makers and administrators, relating to parents and the
community, and reporting to the school board on situation of things in the school.
Mgbodile (1992) asserted that in the areas of lesson planning, internal supervisor is
expected to look into the extent to which each of the planning skills is processed
and practiced, whereas at the lesson presentation, he looks at the impact of the
beginning and end relevance of materials and methods used, their appropriateness
for the learner. For evaluation, the internal supervisor looks at the evaluation skills
of teachers. The major task involved in this type of supervision include immediate
feedback to teachers on how well they are doing on their job, and the enhancement
in professional teaching, Individual or group conferences to impart new skills to
teachers, classroom demonstration of the innovations in teaching and
methodologies.
Maduewesi (1990) stated that for effective teaching and learning to take
place, the supervisory activities or practices of the principal should forges neat
relationship with the community through Parents Association (P.A) and other
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school/community welfare related activities. This is because what happens outside
the school has tremendous effect on what happen inside the school. Taking the
same stand, Akubue (1998) outlined the following supervisory practice of the
school head as an internal supervisor: co-coordinator, consultancy, group leader
and evaluator. As a co-coordinator, the internal supervisor engages in co-
coordinating activities and serves as a co-coordinator of programmes, groups of his
supervisory agents, materials and people. The internal supervisor serves as a link
between programmes and people. As a consultant, internal supervisor serves as a
specialist in curriculum, instruction and teacher development and renders services
to individual teachers and groups of teachers. As a group leader, he works with
groups of teachers with a view of improving instruction delivery while as an
evaluator; he assists teachers in the evaluation of instruction and curriculum.
Conclusively, the internal supervisor is expected to contribute to effective learning
conditions in the classroom by working with teachers. The internal supervisor must
relate to the teacher in a way that is capable of helping the teacher to produce
efficient services to the students.
External supervisors on the other hand, are designated officials whose rank
and functional title vary from state to state. In Imo state for instance, they are
called Education Officers selected and posted by the post primary school
management board to all the local government areas within the zone. External
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supervisors are professionally imbued with technical skills needed to offer useful
assistance to teachers for the sole purpose of improving instruction. They are at
best described as consultants mandated to render professional assistance to
teachers and staff in the schools. The external supervisors carried out an extensive
and board detailed check into all aspects of school administration and management
with special emphasis on classroom instruction, to teachers, students, and the
learning environments. Akubue (1990), outlined the following areas of operation
by external supervisors as revealed by their work schedule: personal neatness of
the teachers, checking lesson notes, class teaching and control, written work done
by students, attendances, supervision report by the principal and his delegates,
cleanliness of the school compound and personal hygiene of students. The visit of
external supervisors is occasional, sometimes once in a year. In this case it is easy
for schools and their staff to relax efforts since these external supervisors is not
sufficiently in close contact with the school. It is also incapacitated to delve deeply
into causes of teacher problems because of the short period of time of the practice.
External supervision does not permit delegation of duties as it is a restricted
professional function. This is why this class of supervisors is called consultants,
resource persons posted by Universal Basic Education commission and /or the state
post primary school management board to undertake this special function.
Steaming from the foregoing, it is distinctly clear that internal and external
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supervision are interwoven that one cannot exist perfectly without the other. Even
though they are interrelated and bound together, there is a little difference. External
supervision is conducted from outside the school and carried out by less familiar
officers whereas internal supervision is carried out from within the school.
External supervisors use the report of internal supervision as a take-off base.
Furthermore, the Federal Republic of Nigeria (FRN, 2004) stated that the
primary responsibility of external supervisors shall be to: diffuse information about
instructional materials and effective teaching methods, obtain information in
respect of difficulties experienced by teachers in schools and further provide
advisory solution through appropriate authorities, monitor and document the
overall quality of education in schools and proffer practical amd positive advice,
organize meetings with and workshops for teachers when necessary with a view to
improving their professional competence and to provide a strong sense of
comradeship and professionalism among teachers. Similarly, the 1980 Education
Law of Imo State Part v, 24 (1) clearly spells out the school supervisor’s duties as
follows: assessing and reporting on the efficiency of every institution including
staff, furnishing the Ministry of Education and the Board with up-to-date
information about the educational standards, problems and potentialities of the
institutions supervised, offering all possible assistance to teachers in maintaining
educational standards, examining such school records as are required to be kept by
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institutions, making sure that the school curriculum design and reform are initiated
and implemented. For successful implementation of the above supervisory
responsibilities or practices, supervisors are expected to possess relevant
knowledge and skills to carry out or perform these practices (Hammock, T. &
Robert, C. 2005).
But a look into the conditions of secondary schools in Okigwe education
zone of Imo-State reveals that supervision of instruction is poorly conducted.
Supervisors are not ready to assist teachers and their interactions are not quiet
cordial. Akubue (2010) stated that lack of cooperation between the supervisors and
teachers can render supervision of instruction ineffective. Supervisors do not
supply instructional materials to schools for teachers to work in order to improve
classroom instructions. The researcher is therefore motivated to appraisal
supervision of instruction in Okigwe education zone to see how supervision of
instruction can be improved upon. The positive perception of supervisors towards
appraisal of supervision of instruction in Okigwe Education Zone will bring about
the actualization of the objectives of supervision of instruction and a negative
perception will stampede the actualization of the objectives of supervision of
instruction. The rationale of this study is to appraise supervision of instruction
towards the realization of the objectives and goals of supervision. This study will
be concerned with supervision of instruction as it affects interaction with
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supervisor and teachers, availability of instructional materials, appropriate teaching
methods, conferences and seminars.
[
Statement of the Problem
Appraisal of supervision of instruction has been a priority in educational
system in Nigeria. However, the educational system is still not free from basic
challenges. In recent past, particularly since 1999, it has been observed that a good
number of external supervisors rarely visit schools for the purpose of instructional
supervision to teachers, schools and students. Even when they visit, they appear so
unfriendly with teachers. Supervisors also do not supply teaching materials to
schools for teachers to work with in order to improve classroom instructions. These
issues have reached a crucial point, that past governments had made determined
efforts to stop it. For instance, Obasanjo government reacted to low performance of
students in external examinations in the country. The government, established as
one of its coping strategies, a more intensive internal supervision of teaching and
learning in secondary schools. The government hoped that such supervision of
instruction will bring about improvement in teacher’s and student’s performance.
In Okigwe education zone of Imo state, school heads were encouraged to
intensify effective supervision of instruction in secondary schools. Unfortunately,
these efforts have not yielded better results. Therefore, the problem of this study
therefore, is to appraise supervision of instruction in secondary schools in Okigwe
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education zone of Imo State. The study will expose how supervision of instruction
will enhance effective teaching and learning in schools.
Purpose of the Study
The general purpose of this study is to appraise supervision of instruction in
secondary schools in Okigwe Education Zone of Imo State, Nigeria. Specifically
the study seeks to:
1. Determine the techniques adopted by supervisors in carrying out supervision
of instruction in secondary schools.s
2. Ascertain the supervisory practices of supervisors in secondary schools.
3. Examine factors hindering effective supervision of instruction in
secondary schools.
4. Identity ways for improving supervision of instruction in secondary schools.
Significance of the Study
The study have both theoretical and practical significance. The theoretical
significance centers on the behavioral science theory and human relation theory.
The behavioral science theory emphasized the need for integration of worker’s
needs and that of organization for the achievement of organizational goals, the
human relation theory emphasized the need to motivates workers and achieve
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greater results if their personal welfare is put into consideration by the
management.
On the theoretical aspects, the findings will help to explicate the
functionality of this theoretical postulation in supervision of instruction. This study
will also provide empirical information that will be of a particular signifance to
researchers in appraisal of supervision of instruction.
On the practical aspects, the findings of this study would be of benefit to
ministry of education, supervisors, principals, teachers, government, students and
researchers.
The findings of this study will benefit the Ministry of Education. This is
because with effective supervision of instruction, they would be in a better position
to organize seminars and workshops that will help the principals carry out
supervision of instruction effectively.
The findings of this study will benefit the supervisors. This is because with
effective supervision of instruction, supervisors will be aware on how to use
different types of techniques to improve teacher’s instruction and for the growth of
secondary school system. The findings will also help them to carry out supervision
of instruction in a friendly atmosphere.
The findings of this study will benefit the principals. This is because through
the use of proper supervisory techniques, the principals would be much aware of
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the needs and problems of teachers and how to help them by giving them adequate
advice and corrections for improvement.
Also, the findings of this study will benefit the teachers. This is because with
improved supervision of instruction, teachers can effectively discharge their duties
to achieve educational goals at the secondary schools level.
The results of this study will help the federal and state government to
provide adequate equipment and environment conducive for teaching and learning
at the grassroots. The findings will equally help the government to motivate
supervisors by regular payment of their monthly salaries and other fringe benefits.
The findings of this study will benefit the students. They will enjoy quality
teaching and good learning environment, through adequate provision of
instructional materials and facilities. It will help students to improve in their
academic performance.
Finally, the results of this study will help researchers in supervision of
instruction to carry out further studies that would help to provide solutions to
problems of secondary schools. It will serve as a basic information for researchers
whenever they are carrying out studies in related areas in secondary schools in
Okigwe. This will provide them direction and guidelines for their studies.
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Scope of the Study
The scope of this study is in Okigwe Education Zone of Imo State involving
all the secondary schools in the Zone. The investigation will centre on the appraisal
of supervision of instruction in Secondary Schools. It involved all the internal and
external supervisors.
The content scope covered techniques of supervision, supervisory practices
of supervisors in secondary school, factors hindering the effective supervision of
instruction and ways for improving supervision of instruction.
Research Questions
The following research questions guided the study.
1. What are the techniques of supervision of instruction adopted by supervisors in
secondary schools?
2. What are the supervisory practices of supervisors during supervision of
instruction in secondary schools?
3. What are the factors hindering effective supervision of instruction in secondary
schools?
4. What are the ways supervision of instruction can be improved in secondary
schools?
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Hypotheses
The following null hypotheses were formulated and was tested at 0.05 level of
significance.
HO1: There is no significant difference between the mean ratings of internal and
external supervisors with regard to techniques adopted in supervision of
instruction in secondary schools.
HO2: There is no significant difference between the mean ratings of internal and
external supervisors with regard to supervisory practices of supervisors
during supervision of instruction in secondary schools.
HO3: There is no significant difference between the mean ratings of internal and
external supervisors with regard to factors hindering effective supervision of
instruction in secondary schools.
HO4: There is no significant difference between the mean ratings of internal and
external supervisors with regard to ways supervision of instruction can be
improved in secondary schools.
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CHAPTER TWO
REVIEW OF LITERATURE
The review of literature is mainly on conceptual frame work, theoretical
frame work, review of empirical studies and summary of literature review.
1. Conceptual Framework
. Concept of Appraisal.
• Concept of supervision.
• Concept of supervision of instruction..
• Concept of secondary schools
• Techniques of supervision of instruction.
• Challenges and problems of supervision of instruction.
• Ways of improving supervision of instruction
2. Theoretical Framework
• Behavioural Science theory
• The human relation theory
3. Review of Empirical Studies
4. Summary of Literature Review
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20
Conceptual Framework
Concept of Appraisal
Appraisal is a vital instrument in supervision of instruction. According to
Kiefer (2009), appraisal is the process of examining a subject and rating is based
on its important and feature determinant of how much or how well function may
have been carried out to ascertain the success or failure of such work through value
judgment. Appraisal helps to determine the quality and quantity of any work to
know whether such work is of standard or not and how it can be improved upon
(Onasanya, 2008). Appraisal measure or estimate the extent of the value or worth
of a thing. In supervision of instruction, appraisal seems to be special practices and
techniques that can easily help secondary school educational system to achieve its
goal if properly handled.
In view of Nwaogu (2006) appraisal refers to evaluation of information
gathered by less objective methods such as rating scale, anecdotal records and
interviews. These data are very useful for making judgments about the quality of
the learners’ reactions, methods of work and other tangible educational outcomes.
Appraisal of instruction from the modern concept of supervision is the most
important supervisory techniques that determine the extent of the quality of
teaching and learning in schools. This is so because its primary purpose is to
determine standard or quality of instruction through value judgment.
21
In school system, the important aspects that require appraisal include
teachers’ personality such as composure, appearance and attitude to supervision;
ability to plan instruction such as selection and statement of objectives, selection
and organization of lesson, initiative and resourcefulness, use of instructional
materials, evaluation plan; competence in guiding learning experience such as
knowledge of the subject matter, presentation of the lesson content, use of
chalkboard, questioning skill, student’s participation, making and correcting
student’s assignment, communication skill and teacher’s evaluation of student’s
learning outcomes.
Classroom management is another aspect of school programme that require
appraisal. Chiaha (2005) stated that classroom management is the judicious
utilization of human and material resources, adequate leadership techniques and
use of processes, principles and good methods of teaching to successfully achieve
classroom set goals. The teacher as classroom manager is expected to keep the
class in order, arrange students’ seat properly and interact well with students so as
to achieve the set goals.
Appraisal is necessary in educational system because it enable the supervisor
to evaluate teacher’s personality, his attitude to work, curriculum, student’s
background and environment which in turn improves instructions teachers’
effectiveness and students’ performances.
22
Concept of Supervision
Supervision is a cardinal process in school administration. Secondary school
education in Imo State is geared towards preparing children for useful living in the
society. Supervision is the process of enhancing and improving effective teaching
and learning in schools. It exists for the primary purpose of instruction. According
to Nnamani (2001), Supervision is defined as services of giving and receiving help
to improve performance and to resolve problem that occur between teachers and
students. It is through supervision that teaching problems can be diagnosed,
prescribed and treated for better improvement of instruction and in turn help
students perform better. Nwaogu in Agu (2002) stated that supervision is the
process of bringing about improvement in instruction by working with people who
are working with students. Supervision therefore becomes a process of stimulating
growth and means of helping teachers to help themselves.The nature of supervision
can still be perceived through the supervisor’s duty towards the attainment of
quality education. This help rendered to the teachers, students, and staff in
instructional administrative process or school operations produces qualitative
education through effective instruction delivery. Teachers have the potential to
improve on their latent skills especially when quality services to the students are
not rendered. Moorer (2000) stated that the role of the supervisor in teacher self-
evaluation is to encourage and provide opportunities for teacher to identify their
23
own strengths and weaknesses and render all valuable assistance in evaluating their
own professional and progress in teaching profession.
Supervision is the process of overseeing what goes on in the school and
integrating them for a meaningful purpose. Supervision is the personal tool for
integrating theory, methodology and pctice at many different occasions as in area
of group work, project, classroom teaching and degree report. According to Agu
(2000), supervision is described as all efforts of designated officials towards
providing leadership to teachers, stimulating their professional growth and
evaluating instructions and curriculum. This indicates that supervision controls
what is taught, how it is taught, and the impact of what is taught on the learner.
The basic purpose of supervision is to help teachers understand and accept
themselves for what they are- their abilities, patterns of teaching and emotional
make up. Supervision is for improvement of the whole system. Supervision is
channeled towards assisting others to be efficient and effective in the performance
of their duties. Also, supervision ensures that the general guideline as provided in
the education blue print (policy) and curriculum are followed by the teachers.
Supervision stimulates the teacher’s initiative and intuition. The teacher’s
individual responsibility particularly in the area of improvisation and in the use of
modern teaching aids as a basic for improving teaching strategies is enhanced
24
(Olele 1995). Supervision introduces teacher to varieties of audio-visual materials
and current teaching aids needed to facilitate good teaching.
There are distinctly, two categories of supervision, namely; internal and
external. According to wiles (1992), internal supervision takes place in the school
on daily basis by the internal supervisors or School Heads or his assistant or
anybody appointed by him while external supervision is also conducted in the
school by Government delegated agents from ministry of education or Zonal
Education office. They often go round visiting Schools and offering Supervisory
services.
The school head according to Ogbonnaya (2005) is a member of the
institution. The secondary school principal serves as internal supervisor; however
the general role of the principal as an internal supervisor is both administrative and
supervisory functions. The internal supervisor oversees the activities of the
secondary school which include the backgrounds, capacities, and interest of the
school teachers. It is most essential that the improvement of instruction takes
precedence over the managerial aspect of his leadership. The internal supervisor is
expected to organize the day in a way that reserves time for classroom visitation,
consultation and routine supervisory activities that may be neglected due to daily
pressure of school administration.
25
It is also the duty of the secondary school principal as an internal supervisor
to obtain and make available to teachers all relevant educational information,
stimulate, encourage, support and facilitate all activities designed to improved
curriculum planning and development. Ogbonnaya (2005) listed the areas where
internal supervisors (principals) may carry out their internal supervisory role in
secondary school.
Organizing the school time and seeing the day-to-day operation of the school.
Managing and maintaining the school building, grounds, equipment and
facilities.
Coordinating the activities and functions of teachers.
Managing good working conditions for staff and establishing high morale
among teachers.
Supervising the extra curricula activities of students.
Maintaining high standard of conducts and discipline in school both among
staff and students.
Controlling and supervising business aspects of the school.
Managing the finances of school and applying appropriate checks and balance
in financial matters.
Keeping different types of records for the school for example attendance, staff
record, school finances, school supplies, records of meeting with school board,
26
log books, corporal punishment book, stock book, school diary and scheme of
work and school time table.
Maintaining good school community relationships and participating in
communication development projects.
Supervising and helping teachers grow professionally by encouraging teachers
to attend in service training programmes, workshop and refresh courses
organized by higher institution or ministry of education.
Supervising and encouraging teachers and student in secondary school
educational level to use available teaching materials.
The supervisory role of the secondary school principal is to provide
leadership in developing the programme of instruction. Ocho (1997) view the
supervisory role of school head as evaluating and implementing, changes in the
curriculum, interpreting the educational problems and programmes to the public,
developing programmes for staff members, providing orientation sessions for
increasing number of new teachers, developing and recruiting of instructional
materials to keep abreast of current development. Ndu (1992) reviewed that the
members of staff of the secondary school help in the supervisory role is that
teachers offer helping hands and utilize opportunity to evaluate the performance of
the learners with the sole aim of improving the academic performance of the
learner. In view of Okibe (2008), teachers also play an internal supervisory role
27
that helps the principal to achieve the goals and objective of the secondary school.
It is the duty of the teacher to shape the moral conduct of the learner and to also
guide their behavioral pattern as it concerns the wellbeing of the secondary school
students.
External supervisors have an important role to play as far as supervision is
concern. The supervisory responsibilities of external supervisor consist of:
developing comprehensive guides for teachers which the teacher can adapt, modify
and improve upon, sponsoring leadership and coordinating activities among
schools, providing necessary human, material and financial assistance to schools,
employing trained teachers to the schools, planning changes and possible
improvements in curriculum through sponsored workshops, conferences seminars
and committees, selecting textbooks and other instructional materials as a guide to
principals and teachers (Onakpa, 2008). All these functions are geared toward
improvement of instruction through improvement of teachers which in turn
improves students’ performance thereby achieving the objective of supervision of
instruction and educational system in general.
The primary purpose of the practices of both internal and external
supervisor is the improvement of instruction through providing means and
conditions, which enhance the effectiveness of instructional delivery of the teacher
and the learning conditions of the students. Gwynn in Olisa (2000:10), affirms not
28
only that: “the main task of the supervisor is to help the teachers attain a desirable
teaching and learning situation for the students”, but also that “the emerging
concept of supervision identified the supervisor primarily as a resource person and
a teacher of teachers”.
Supervision is necessary to guide teachers in selection of the content and
appropriate methodology of teaching the new subjects in the curriculum.
Supervision helps to bring to the awareness of teachers various resources that can
help improve their teaching functions. Supervision is a very needful step towards
progress in the activities of secondary schools. Neglect to carry out effective
supervision practice is an assurance tocational objectives. Annick (2000) indicated
that the success of a school depends on supervision, which according to Crlickman
(1998) is the function and action of supervisors. This action must, therefore
involve the School Head who is expected to provide the kind of conductive
atmosphere which makes for good governance and ultimately good teachers
instruction, improving the effectiveness of the teacher. Supervision is a vital
instrument in educational system (Segun, 2004).
Concept of Supervision of Instruction
Supervision of instruction is the stimulation of professional growth and
development of staff working in the school. It is also the selection and revision of
educational objectives, instructional materials, and method of teaching and
29
evaluation of instructions (Olawole 2009). This definition recognizes that
supervision of instruction involves all that happens in the classroom aimed in the
improvement of institution. Supervision of Instruction is concerned with the
students, teachers, facilities, educational programmes and any input that can make
the programme effective That is why the supervisor has to inspect the teachers
notes of lesson before hand to make sure that they are well written and set in a
manner that will ensure effective teaching. The supervisor will also have to
observe the teacher in the class during class delivery to get an insight into mastery
of the content, the method of lesson delivery, the use of instructional materials,
class control, technique of asking questions and manner of involving students in
active learning as well as evaluation techniques.
Supervision of instruction aims at improvement of teaching and learning
situation of schools. Anuna (2004) defined supervision of instruction as the process
of aiding teachers to grow professionally through improvement of instruction.
Anuna stated that the fundamental aim of supervision is to help student learning
through equipping the teacher with the current instructional techniques. It is
concerned with the process of stimulating growth and a means of helping teachers
to help themselves. In view of Afianmagbon (2004), supervision of instruction is a
process of guiding, directing and helping the teacher in the improvement of the
instructional process. According to the author, supervision of instruction aims at
30
enhancing teaching and learning through proper guidance and planning and
devising ways of improving teachers professionally thereby helping them to realise
their creative abilities so that through them the instructional process is improved.
Supervision of instruction is all efforts of designated school officials
directed towards providing leadership to teachers and other educational workers in
improvement of instruction. Protos (2005), defined supervision of instruction as
”the act of overseeing the teaching and learning process in an academic institution.
Therefore institution should be administered, managed and lead in a effective
manner, so as to come up with an effective learning instruction with sound and
consistent school culture.
Supervision of instruction is a process of facilitating learning through in-
service education. Mbonu (2004:5) defined supervision of instruction as a constant
and continuous process of personal guidance based on frequent visits to a school to
give concrete and constructive advice and encouragement to teachers so as to
improve the learning and teaching situation in the school. Mbonu enumerated the
purpose of supervision as follows:-
To know the effectiveness of staff performance.
To determine whether staff should be promoted.
To improve incompetent staff.
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To provide avenue for an effective dissemination of educational and
occupational advise to teachers and students for improvement of independent
satisfactory living.
To stimulate desirable occupational practice and stop the undesirable ones.
To provide the government and funding agencies information both within the
institution and the world of work as well as provide suggestion on areas where
improvement are necessary.
To ensure that the training received in the school meet the emerging changes in
the relevant industries and society at large.
It can be deduced from the above definitions that supervision of instruction
is a process of helping teachers to identify difficult problems and also selecting
appropriate instructional strategies to solve them. It is the process of providing
leadership to the teachers and other educational workers in the improvement of in-
service education. The implication of these definitions is that supervision of
instructions helps teachers to articulate educational policies. It plays an important
role of deciding the content of the curriculum, selection of learning experiences,
instructional materials, evaluating the teaching and learning process. The cardinal
objective of supervision of instruction is to enhance all round positive charge in
behaviour of the learners.
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Concept of Secondary of School
Schools are established to stimulate desirable changes in the behavior of the
learners. Ukeje (1992) observed that the school is set up to control, through the
manipulation of the environment, the development of the young towards end that
are regarded as desirable by the society. Stressing this point further, Nnamani
(2001) asserted that the schools are the primary moulding place of our society and
as such at the extremes; they mould either successful, strong and responsible
citizens or weak, failing and irresponsible as well.
The key factor in this process of moulding and stimulation of these desirable
changes are the teacher whose main functions in the school include guiding,
directing and stimulating desirable changes in the learners through instruction.
Secondary school is that form of education learners receive after primary
education and before the tertiary stage. Education at this stage is aimed at
preparing learners for education of high quality and for useful living within the
society (FRN, 2004). In attempt to ensure that value of education is achieved by
students at secondary school level, supervisors have to assess teacher’s
performance in schools so as to determine the extent of the achievement of
educational goals.
In secondary level, supervision becomes imperative because of the
fundament importance at that level of education. Secondary education pictures
33
what student can be in the society. This makes it a concern for all educators to have
a qualitative and good supervision of these students at secondary school level and
for improving teacher’s instruction.
Techniques of Supervision of Instruction
Techniques of supervision of instruction on schools may be said to be
supervisory procedures to be used in working with teachers or individuals at
secondary school classroom context. Techniques of supervision according to Oki
(2007) are ways of doing things. In supervision of instruction at the secondary
school level, techniques of supervision of instruction include the techniques used
in supervision of teaching and learning for greater output for the fulfilment of
educational goals. Chinyere (1997) identified techniques of supervision of
instruction as:-
Observation
Classroom visitation
Demonstration technique
Conference with teachers
Inter-school visitation
Evaluation technique
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Observation as a Supervisory Technique
The principal as internal supervisor and other supervisory staff cannot serve
effectively as instructional supervisors without seeing the teachers and students in
action. The objective of supervision of instruction is to improve the learning
situation, realizing this, the supervisor must spend a great deal of time in the
classroom where teaching and learning is taking place.
The supervisor should see to it that the curriculum that has been developed
by the ministry of Education is properly implemented to meet the needs of the
students. In order to do this effectively, supervisor must be aware of what goes on
in the classroom, playground and library. This is achieved through close
observation
When the supervisor is observing these activities, the supervisor gathers a lot
of information about the teach supervisor is observing these acers and students in
teaching and learning process. The supervisor then observes, advises, guides, direct
and stimulates the teachers and students into action so as to improve teaching and
learning in the Nigerian educational system in order to achieve the desired
educational goals. Observation throws new light upon the quality of learning
experiences present in teaching situation (Ndu, 1997). This kinds of experience
provided the relationship between and among the various experiences, the roles of
the teacher and the learner in planning and evaluating their experiences when
35
teacher and supervisor work together to help the teacher provide for more
effective curriculum whenbuilding with students. Chinyere (1997) opined
observation as visitation technique that is particular very valuable in helping the
teacher who has some learning/teaching problem to diagnose the cause and find
remedy. To diagnose a problem, information would have been gathered through
careful observation. When observation visits are scheduled, the visit should be
scheduled to take place at a time when the activity to be studied is in progress.
To use observational technique effectively to improve the teacher’s
performance by diagnosing problems and offering remedy, careful preparation is
required. The supervisor could schedule a conference with the teacher before the
visit is made. In doing this, the supervisor is furnishing the teacher with an
opportunity to study principles and method of instruction in operation and to
improve knowledge of details of successful procedures in classroom method and
management. To achieve this, the supervisor would work better and more
effective, if assumes the position of a passive observer at first. Though the
supervisor need to be a passive observer and sometimes take notes about the
teacher. This could be done if it is agreeable to the teacher.
To be able to solve the teacher’s classroom problems the supervisor would
have made many visits of varying lengths of time, coupled with conferences with
the teacher. Sometimes, it may take a lot of time to improve some situations; the
36
supervisor would therefore prepare a check-list to use as a guide. A check-list
according to Osaka (1990) for instance, “is called an inventory, outline, or a score
card, includes all the procedures, or activities related to teaching under appropriate
headings such as objectives of instruction, classroom administration and control
materials, visual aids, techniques or method, and procedures of instruction and
provision for evaluating and assessing outcome. This is very valuable because it
will help the supervisor to know the specific behavior of the teacher under
observation.
Classroom Visitation as a Supervisory Technique
Classroom visitation is process by which a principal or an external
supervisor visits a classroom to watch teachers and students in action. During the
visitation the supervisor assesses the teacher on the following: planning and
preparation of the lesson ,presentation of the lesson, relationship with the students
,student participation, teacher’s knowledge of subject matter, teacher’s
personality, adequacy and appropriateness of the teacher’s lesson, the quality of the
teacher’s voice, speech, habit, clarity and intelligibility and maintenance of order
in class. Here, the supervisory learns how teaching materials are effectively used.
Classroom visitation is very crucial in that it helps the supervisor to determine the
physical learning environment in which the teachers and students are working.
There are three different types of classroom visitation namely morning visit by the
37
supervisor before the teacher and the students arrive, or late after the school is
over. The observer would really make any decisions as well as ask some
questions. The supervisor will know how attractive and neat the classroom is,
whether classroom is well equipped with the material resources to improve
teaching and learning.
The second type is short visit during the day. This visit is short and last for
5-10 minutes. Such visits would help the supervisor to visit many classroom at the
same day, thereby helping to answer the question on whether the classroom is neat
and attractive, whether there are material resources. Above all, it would help the
supervisor to gather information concerning teacher–student relationship and the
general climate.
The third type of visitation is that which the supervisor visits many
classrooms and become a participant in the activities going in the class by assisting
the students who need help that the classroom teacher cannot give. This is done in
atmosphere of good rapport between the supervisor and the teacher. At the end of
the classroom visitation, the supervisor meets with the teacher where the former
explains all the vital issues noted. It is important that during the meeting the
supervisor listens patiently to allow the teacher share with him his observations ask
questions and see explanations. During classroom visitation, teachers are helped to
solve their teaching/learning problems
38
Classroom visitation is useful when the supervisor has established a rapport
with the teacher. It is a process by which a supervisor visits the school to watch
both teachers and students in actions (Ogunu, 2000).
Demonstration Technique
Demonstration supervisory technique is an effective instrument that
stimulates teacher growth and development. It is used by the supervisor to
introduce and explain innovations or solving educational problems. Demonstration
teaching should be practical and worthy of emulation. Standards and 0bjectives set
should be attainable in the teaching encounter by teachers that the demonstration
lesson has been planned for. The plans should be presented to the observers. In
planning and conducting the demonstration teaching, the procedure to be accepted
should be such that will suit particular situations. To succeed in carrying out good
demonstration teaching that will be beneficial to the demonstrator and teachers,
careful observation are made by demonstrators and teacher(s). The lesson made is
very close to what operate in the classroom. For a demonstration lesson to be
meaningful it is made to relate to the skills and methodologies the teacher needs to
improve upon. If the students should be used for demonstration, the class or
students should not be used so much that it disrupt and interferes with their regular
planned learning programme. For the demonstration to be meaningful a conference
39
could be held between the demonstrating teacher and the other teachers meant to
benefit from it. This is held immediately after the demonstration lesson, to raise
questions, as well as to clarify procedures that are not clear. Finally, demonstration
lesson could be evaluated by both the observers and participants (Obasi, 2008).
Conference with Teachers
In this techniques of supervision, all observations made during the
instructional process are tabled and discussed by the supervisor and the teacher(s).
Various ideas are shared and the best solution towards solving the perceived
problem (classroom) is adopted. The situation during the observation of what goes
on in the classroom, determines to a great extent, the course of action to be
adopted. No matter the course of action selected by the supervisor, the supervisor
need to take good notes during observation session that would help to make good
judgment at the conference between the supervisor and teachers. The supervisor
need to realize that the teacher he is supervising is an equal, so provide one of the
most productive settings for the conference. The supervisor and the teacher should
both be interested in solving an instructional problem. In this regard, the
conference is a means of getting information which would help the supervisor to
work out details of things to discussed as observe when the teacher was
performing.
40
There are various reasons for holding conferences with the teachers. For
instance after observing student teacher teach, they usually want to know how they
performed. The same situation exists in the educational system. After the teachers
have been observed, they are normally anxious to know how the supervisor feels
about their performance. This situation calls for a conference. If it not held, the
teacher would begin to worry, thinking that the supervisor was not happy with his
teaching. The teacher may also be aware that the he performed so well, yet, would
like to, be informed that he did well by the supervisor. In doing this, the supervisor
uses words of praise as methodology or techniques used in the achievement of
educational objectives.
Inter-School Visitation
Inter-school visitation refers to the instructional supervision technique
whereby teachers in a particular school visit their professional colleagues in
another school for the purpose of acquiring new instructional ideas and techniques
based on their observation of the teaching carried out by the teachers in the school
visited. Inter-school visitation help teachers to learn new methods and be aware of
the importance and use of new material, give opportunity to a beginning teacher to
see a supervisor or experienced teacher in action, enlighten the teacher on how to
use new teaching aids or equipment effectively in the classroom and also provide
41
the experienced or master-teacher the opportunity to share ideas with other
experienced teachers and thus enrich their teaching experience. (Ogunu, 2000).
Evaluation Technique
According to Nosiri (1997), evaluation means appraisal or determining the
extent to which a teacher is succeeding in achieving objectives. Also, evaluation to
Nwaogu (2006) refers to the appraisal of information gathered by less objective
methods such as rating scale, anecdotal records and interviews. These data clearly
do not lend themselves to measurement by precise, standard units, but they are
very valuable as a basis for making judgements about the quality of the learner’s
reactions, method of work and other tangible educational out comes. Evaluation of
instruction from the modern concept of supervision is one of the most important
supervisory techniques. This is so because its primary purpose is to give direction
to future work.
Evaluation might begin with self-evaluation by peers, evaluation by
supervisory personnel and evaluation by students. Individuals, who are occupying
supervisory positions, should at all time create an atmosphere in which everybody
is constantly on the alert to improve him and assist others to grow professionally.
There should be an appraisal of the staff member’s knowledge of the resources
available and how they can use them to enrich the curriculum as well as upgrade
42
the materials resources of instruction. Evaluation by the students can be very
realizing and at the same time, stimulates the teachers to improve their
performances.
Supervision of instruction is a process of assisting the teacher to improve
himself and his instructional abilities so as to enhance effective teaching and
learning. It therefore demands the creation of good environment coupled with good
human relations by the supervisor. According to Osungboye (2001: 92-93), the
following have been identified as the fundamental principles of supervision of
instruction.
Supervision should help interpret and put into practice the latest findings of
educational research.
It should help clarify educational objectives and goals and should enlighten on
the implications of such goals and objectives.
It is a co-operative, team- type service.
Supervision should exist in the organization and proper administration of co-
curricular activities for students.
The effectiveness of the programme of supervision should be evaluated by both
participants and outsiders.
All teachers need and are entitled to supervisory help. This service is the main
responsibility of the executive head of the school administration.
43
Supervision should be adapted to meet the individual needs of school personnel.
A short term and long term planning for supervision is essential. All those
affected in the process should participate in the planning sessions and in the
programme.
There should be adequate provision for supervision in the annual budge
All these principles are geared toward improvement of instruction through
improvement of teachers which in turn improves student’s performance thereby
achieving the objective of supervision of instruction and educational system in
general.
Challenges and Problems of Instructional Supervision in Nigeria
Though supervision is one of the oldest form of educational leadership, its
position is still one of the most controversial to the extent of it being used
interchangeably with inspection especially in Nigerian. The implication is that
most people still apply the principles of inspection as perceived during the colonial
and early part of post-colonial Nigeria. This do not improved instructional services
nor has it led to professional growth of teachers, because it does not encourage
collegiality or colleagueship.
Another problem of supervision of instruction in schools is the inadequacy
of supervisory personnel. Okeke (1997) said that there is insufficient number of
44
supervisors in most states of Nigeria. According to the author, that insufficient
number of supervisory personnel has militated against effective supervision of
instruction in secondary school as the few available ones are unable to reach out to
all the schools as expected within the supervisory period. Thus in some cases,
some schools are not visited by instructional supervisors for period of one term or
a whole session. Just because few supervisors are assigned to many schools and it
becomes difficult to visit all the schools, they only visit few schools around. When
this happens, the idea of giving professionals assistance and stimulating
development in teachers is not achieved.
Most of our supervisors are not well trained. Administration in education in
Nigeria does not consider proper training of supervisory staff to carryout
supervisory services. Okoro (1999) Okeke (1997). Ogbonnaya (2005) maintained
that the criteria for appointing supervisors are basically the possession of a first
degree in education and some years of teaching experience. According to the
author, some supervisors are also appointed simply because “they know some
officers in the headquarters”. This leads to the placement of “wrong pegs in right
holes”. The implication is that those who are not exposed to the supervisory
techniques and approaches are made to handle the job and thus haphazard result
will be achieved.
45
Lack of motivation of the teachers and supervisory staff constitutes a
problem to supervision of instruction. It has been the cause of poor supervisory
services available in our school. The few available supervisory staff is not
adequately motivated as some of them are owed salary arrears for several months.
Some of them fail to penetrate into the interior schools as they claim they are not
mobile while there is no provision for their transport allowance to these schools.
Sharing this view, Ogbonnaya maintained that supervisors are not sufficiently
motivated in the execution of their functions. With the above views one therefore
need not expect these supervisors to perform miracle and hence the poor
supervisory services we experience.
Also, poor leadership style, resistance to change and innovation coupled
with the supervisee’s negative attitude to supervision all constitute serious
problems to supervision of instruction in schools. Okoro (1999) and Okeke (eds)
(1997) hold the belief that most supervisory staff is not exposed to democratic
culture and thus adopt the old form of inspection. The claim that some supervisors
do not run open-door policy by way of involving their clients in decision making
especially when such decision affect them. These authors maintained that some
supervisors and their clients are resistant to innovations and prefer to preserve the
status quo. Furthermore, these authors maintained that old and inexperienced
46
teachers tend to resist change and innovation. This thus makes supervision of
instruction very difficult.
Another problem against effective supervision of instructional in our school
is the social gap that exists between the supervisor and the supervisees. There
seems to be an imaginary gap that socially separates the supervisors and their
clients. This stems from the fact that some supervisors of instruction see
themselves and their positions as sacred and as such distance themselves from their
subordinates both in principles and action. In support of this, Okoro (1999)
maintains that many supervisory personnel do not see the need for them to make
themselves available to their clients for assistance because of the above problem.
Finally, the problem of fund and communication stands peculiar. There is
gross inadequate financial allocation needed to procure facilities for supervision.
This thus led to the problem of communication as the supervisors find it difficult to
even relay any information to the supervises by way of workshop, seminars,
bulletins. Also, this problem of fund prevents supervisors and supervisees for in-
service training where knowledge is updated or upgraded. Summarily, it has been
observed that a lot of problems combine to compound the problems of supervision
of instruction in our school.
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Ways of Improving Supervision of Instruction
In as much as there are lots of problems militating against effective
supervision of instruction, there are also possible ways one can improve
supervision of instruction. To improve supervision of instruction, there should be
proper acquisition of supervisory skills. Ogbonnaya is of the view that those with
proper orientation in the area of educational management and supervision should
be employed into the supervisory units of our education ministries.
Ezeocha (1990) is of the opinion that supervisors do not perform very well
because of the enormous responsibilities attached to their positions. Ezeocha thus
suggested that for efficiency and effectiveness of supervision of instruction,
supervisors should be made to perform only supervisory services.
Another way is through pragmatic motivation of supervisors. Ogbonnaya in
Ndu, Ocho and Okeke (eds) (1997) agree that there is need for effective motivation
of supervisors if supervisory services are to be improved. Ogbonnaya said both
supervisors and their subordinates should be properly motivated to put in their best
and enhance fruitful results. Their salaries, allowances and fringe benefits should
be paid promptly. Vehicles and attractive packages should be made available to
them.
Another solution to improving supervision of instruction is the provision of in-
service education programme. Okoro (1999) stated that it is a supervisory
48
technique that can effect a lot of changes for better. Okoro further said supervisory
technique can take the form of lectures, symposia, conferences, workshops and
seminars. Okoro advocated for classrooms visitation, orientation programme for
newly recruited staff and those newly posted to the school.
One other way of improving instructional supervision is that of embracing
democratic culture of supervisors in their leadership style. The supervisors should
include their subordinate in decision making especially when such decisions affect
them. The morale of teacher grows if the subordinate has a part to play in decision
making process. Involving subordinates in the supervisory practices boost their
morale and make them feel they belong to the system and worthy of contributing to
the development and growth of the educational system.
Theoretical Framework
Certain theories have helped to shape the theory of supervision in an
organization including school system. But for the purpose this study, the major
focus for the researcher will centre on Behavioral science theory and Human
relation theory.
Behavioural Theories
The propounder of this theory includes John Watson (1920-1930), Chester
Bernard (1938), B.F.Skinner (1950-1968), Markie (1969).
49
These theorists belief in integration, leadership and motivation
Chester Bernard in the year 1938 formulated behavoural science theory with
the assumption that the best approach to facilitate work and productivity in an
organization is through an understanding of the worker, his job content and the
work environment.The theory belief that it was no longer desirable to concentrated
either on the work alone, as in the classical management era, or on the worker, as
in the human relations movement. An integration of the two was consideration
more helpful in the realization of organization and personal goal ( Enyi in
Mgbodile 2004).
They believe that when there is a balance and proper integration of these
three elements then increased productivity in any organization can be achieved.
The relationship of this theory to this study is that for supervisors to achieve the
goal of supervision, all the techniques and practices should be integrated in
appraisal of supervision of instruction.
Behavioural Science theory also emphasized the importance of leadership in
an organization. Rooted in behaviourism, this leadership theory focuses on the
actions of leaders, not on mental qualities or internal states. According to the
theory, people can learn to become leaders through teaching and observation.
Behavioural theories of leadership do not seek in born traits or capabilities. Rather,
they look at what leaders actually do. This theory believes that if success can be
50
defined in terms of desirable actions, then it should be relatively easy for other
people to act in the same way. This theory is applicable in supervision, since
supervisors are also leaders and according to this theory supervisory practices
should be taught and learnt than looking only for people with supervisory traits to
become supervisors.
Behavioral science theory believes in motivation for the attainment of
organizational goals. Motivation is the key element in Skinner. To Skinner, good
performances in an organization or institutions improve productivity. The
relationship of this theory to this study is that for supervision of instruction to be
effective; supervisors need to be motivated in terms of regular payment of monthly
salaries and other allowances. Teachers also need to be motivated through
promotion. Students themselves need motivation in terms of praises and prizes to
enable them perform better.
The Human Relations Theory
The propounder of this theory include the following Mary Packer Folleft
(1863-1933), Lewin, Lippit and White (1938), Felix Roeth Lisberger and Dickson
(1939), Ellon Mayo (1945), Yauch (1949).
The central idea of this theory is that human being and their contribution to
organization is important in the achievement of organizational goals. Thus, it was
believed that workers will achieve better if their personal welfare was taken into
51
consideration. According to Hutchisonelel (2010), the theory related to human
relation brought into administration such concept as democratic leadership,
delegation of authority and decentralization of administration. The central
argument of human relations theory is that it is only when individuals are treated
humanely that they can have the motivation to participate actively in the
achievement of organizational goals. With human relations theory, the focus is on
people and how they interact. The relevance of this theory to the school head is
that the basic supervision can be achieve through good relationship among the
various groups of people within the institutions. The co-operation among the
workers in the organization can bring about the attainment of goals and objectives.
Folleft the great and first proponents of the human relations theory emphasized
coordination as the basic of any organizational effectiveness. Based on these,
Folleft developed four organizational principles, all of which centred on
coordination. These principles include:
• Coordination by direct contact with the people concerned.
• Coordination in the early stage sugests that coordination in an organization
should not be delay.
• Coordination as a continuing process, the implication of the above principles on
human relations theory as suggested by Folleft to the secondary school
52
administrations is that the school administrators should always coordinate the
secondary school teachers, students and other staff.
Review of Related Empirical Studies
There is a need to review related topics that have been carried out and relevant to
this present study as to show its relevance.
Afianmagbon (2007) conducted a study on clinical supervision and teacher
effectiveness in the management of secondary schools in Abia and Imo State. Two
purposes of the study, two research questions and one hypothesis were formulated
to guide the study. Descriptive survey design was adopted for the study. The
population for the study was six hundred and fifty two (652) supervisors from
Secondary Education Management Board.
The instrument for data collection was a designed questionnaire. The data
collected were analyzed using simple percentage. The major finding of the study
revealed that clinical supervision technique enhances teacher’s effectiveness. The
result further revealed that teachers perform better when supervised with modified
Cogan’s clinical supervisory approach.
Ukwueze (1992) undertake a study on an evaluation of internal and external
supervisory practices as perceived by primary school teachers in Nsukka education
zone, Enugu. Three purposes of study and three research questions were
53
formulated to guide the study; the research design was experimental design. The
population of the study consists of seventy-eight primary schools and twenty
teachers from forty selected schools in Nsukka education zone. The instrument for
data collection was questionnaire. Responses were analyzed using mean and
standard deviation.
The major finding of the study revealed that internal and external
supervisors performed adequately in personal qualities and supervisory styles. The
finding also indicated that internal supervisor performed adequately while external
supervisors did not perform adequately in this area.
Anagbogu (2000) carried out a research study on the supervisory skills by
principals in Enugu East local government area. Four purposes of study and four
research questions were posed; the research design was descriptive survey design.
The population of the study comprise of all the six principals and one hundred and
fourteen teachers from the secondary school in the area for the study. The data
collected for the study were analysed using mean.
The major finding of the study revealed that the instructional supervision
enhance teaching and learning activities. The finding also indicated that teachers
agreed that principals carry out supervisory exercise well by applying the
supervisory skills during supervision.
54
Obi (2006) carried out a research study on the role and challenges of
effective supervision by principals of secondary schools under the new education
reform agenda in Nsukka Education Zone. Two purposes and two research
questions were formulated to guide the study.
Descriptive survey design was adopted for the study. The entire population of head
teacher was used hence; there was no sample and sampling technique adopted.
Data collected through the questionnaire distributed were analyzed using
mean and standard deviation. The major finding of the study show the supervisory
responsibilities of principals in secondary schools. The findings also show those
collaborative skills in helping teachers control the class during instruction. The
study indicated that inadequate supervisory skills, lack of provision for in-service
training programme and lack of motivation of principals affect effective
supervision in schools.
Nwoke (1997) researched on “Supervision of instruction in secondary
schools in Enugu Education Zone, problems and strategies for improvement. A
total of 184 samples were used in the study which include 10 supervisors, 10
principals and 464 teachers. The researcher used mean scores and Z-test in
analyzing the data collected. The findings revealed that supervision is a sort of
assistance to teachers. Also that teacher does not like to be observed by supervisors
younger in age. That supervision enables the ability and qualities of individual
55
teachers to be identified. That classroom visitation is very important. Also, in
service training is effective in promoting effective teachers performance. And
lastly that, through supervision individual potentials are developed.
Summary of Literature Review
The literature reviewed the concept of appraisal as the process of examining
a subject and rating is based on its important and feature determinant of how well
function may have been carried out to ascertain the success or failure of such work
through value judgment. In this context, appraisal is directed towards assessing the
extent of the quality of teaching and learning so as to determine its success or
failure. Also, the literature reviewed the concept of supervision within the contexts
of its relevance. That supervision is viewed as the process of enhancing and
improving effective teaching and learning in schools. Supervision improves the
effectiveness of teachers so as to contribute maximally to the attainment of system
goals. Effective supervision at all levels of education help to dictate defective
teaching militating against effective implementation of curriculum in the
classroom.
The review also presented the concept of supervision of instruction as the
act of overseeing the teaching and learning process in an academic institution. It
further reviewed that the purpose of supervisors in our schools is to control the
56
quality of education received by students. Additionally, supervision of instruction
laid emphasis on the classroom performance of the teachers, especially on the
duties assigned to them as curriculum implementer. The literature reviewed that
secondary education is that form of education that prepare learners for education of
high quality and for useful living within the society. Therefore, learners are
expected to put maximum effort towards achieving the aims and objectives of
education.
The review presented that there is a consensus belief that techniques of
supervision of instruction which include observation, classroom visitation,
demonstration technique, and conferences with teachers and evaluation technique
are vital tools for effective achievement of secondary school objectives.
The review also presented problems affecting instructional supervision in
Nigeria such as inadequate supervisory personnel, lack of time for instructional
supervision, lack of instructional materials, poor relationship between the
supervisor and teacher, lack of fund and communication, lack of motivation on
supervisory staff and lack of adequate training and orientation in instructional
supervision. The implication of these challenges is that educational goals will not
be fully achieved in our schools if these supervisory lapses were not tackled.
Teaching and learning will suffer setback which will in turn affect student’s
performance. The review as well presented means of improving supervision of
57
instruction for the realization of instructional goals. Also, theories of supervision
of instruction was revealed which include behavioural theory and human relation
theory. Behavioral theorists focus on integration, motivation and leadership as a
basic for effective supervision of instruction while Human relation theorists
centered on good human relationship for the achievement of educational goals.
The researcher reviewed five empirical studies related to the topic. Though
some empirical studies have been done on areas related to the topic, no known
study has been carried out on the appraisal of supervision of instruction in Okigwe
education zone of Imo-State. Yet supervision of instruction remains ineffective in
this education zones. Supervisors do not relate well with teachers and as well do
not supply adequate instructional materials for effective teaching and learning.This
gap informs the researcher’s interest to look at the appraisal of supervision of
instruction in Okigwe education zone of Imo-State.
58
CHAPTER THREE
RESEARCH METHOD
This chapter describes the procedures adopted in carrying out this study. It
includes the design of the study, the area of the study, the population of 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. Descriptive 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 which aims at collecting data
and describing in a systematic manner, the characteristics features or facts about a
given population. The design was useful for this study, since it enabled the
researcher to appraise supervision of instruction in Okigwe education zone.
Area of the Study
Imo-State comprises three education zones namely Orlu, Owerri and
Okigwe. These education zones have twenty seven (27) Local Government Areas.
Orlu has nine, Owerri has twelve while Okigwe has six. The study was carried in
Okigwe Education Zone of Imo-State.
58
59
Okigwe Education Zone is made up of Six Local Government Areas namely
Okigwe, Onuimo, Isiala Mbano, Ehime Mbano, Ihitte/Uboma and Obowo Local
Government Areas. The people living in these zones are mainly artistic,
businessmen and civil-servants who are so much interested in education.
Okigwe Education Zone is chosen for this study due to poor attitude of
supervisors towards supervision of instruction.
Population of the Study
The population of the study comprises internal and external supervisors in
Okigwe Education Zone of Imo-State. The entire population is seventy eight. (78).
There are fiften external supervisors and sixty- three internal supervisors. (See
Appendix B)
Source: Secondary Education Management Board Imo-State (Planning, Research
and Statistics department, 2011/2012 session)
Sample and Sampling Technique
The researcher used all the 63 secondary schools in Okigwe education zone
for the study. (See Appendix C). All the 63 principals (internal supervisors) from
the 63 schools and all the 15 external supervisors in Okigwe education zone were
used for the study. Hence, there was no sampling technique because of the
smallness of the population size. The supervisors and principals were used for the
60
study because they are involve in supervision of instruction in schools. This gives a
total number of 78 staff. (See Appendix B).
Instrument for Data Collection
Questionnaire was the instrument used for data collection. The instrument is
titled: Appraisal of supervision of instruction questionnaire (ASIQ). The
instrument comprises two sections. Section 1 seeks information on personal data of
the respondents; Section II has 30 items put into clusters as follows: Cluster A
seeks to elicit information on techniques adopted by supervisors in supervision of
instruction in Secondary School. This cluster has a total of 6 items. Under cluster
B, the question was developed to seek opinion of supervisors in the practice of
supervision of instruction in Secondary Schools. It contains 11 items, Cluster C, of
the instrument elicits information on factors hindering effective supervision of
instruction in Secondary Schools. The cluster has 7 items while cluster D seeks the
views of the respondents on ways for improving supervision of instruction in
Secondary Schools. This cluster has 6 items.
The questionnaire items were structured on a four point rating scale of
strongly Agree = SA, Agree = A, Disagree = D, Strongly Disagree = SD.
Numerical values were assigned as follows: Strongly Agree = 4points, Agree =
3points, Disagree = 2points, Strongly Disagree = 1point.
61
Validation of the Instrument
To ensure the validity of the instrument, the initial draft of the instrument
was subjected to face validation. The instrument was given to three experts, two in
educational Administration and planning and one expert in measurement and
evaluation all in university of Nigeria, Nsukka. They were requested to study the
instrument and assess the suitability of language; adequacy and relevance of the
items in addressing the research questions bearing in mind the purpose of the study
(see Appendix A). Corrections were made which were later effected by the
researcher to get the final draft to be administered to respondents.
Reliability of the Instrument
To ensure the reliability of the instrument, a trial test exercise was carried
out with ten external supervisors and ten internal supervisors of Akabo Girls
Secondary School and Uzoagba Girls Secondary School in Owerri education zone
of Imo-State using Cronbanch Alpha method. This method was considered
appropriate because the items in the instrument were not dichotomously scored.
The internal consistency reliability estimate yielded for cluster A was 0.55, 0.73
for cluster B, 0.62 for cluster C and 0.55 for cluster D. The instrument has an
overall reliability estimate of 0.91 which indicates that the instrument is highly
reliable for the study. (See Appendix D).
62
Method of Data Collection
The copies of the questionnaire were administered to external supervisors
and internal supervisors by the researcher and three trained research assistants.
These research assistants were trained on the method of administering and
retrieving of the instruments. Direct delivery and retrieval system were used. This
helped the researcher to recover all the instruments from the respondents
immediately as to ensure one hundred percent return.
Method of Data Analysis
In analyzing the data, the researcher used mean score and standard deviation
in answering the four research questions of this study. The degree of agreement
and disagreement were determined by finding the mean of the nominal values
assigned to the options. In rating the computed mean scores that ranged from 2.5
and above was regarded as being accepted while the item that fall below 2.5 was
regarded as having been rejected. The criterion mean of 2.5 was got by summing
up the weighted options (4+3+2+1 = 10) and dividing it by the total number of
response options (4) as follows;
5.24
10
The t-test statistics was used to test the null hypothesis at 0.05 level of
significance. The decision levels of the mean rating were obtained as following:
63
Decision Level Mean Range
Strongly Agreed (SA) 3.50 – 4.00
Agreed (A) 2.50 – 3.49
Disagreed (D) 1.50 – 2.49
Strongly Disagreed (SA) 0.05 – 1.49
64
CHAPTER FOUR
PRESENTATION AND INTERPRETATION OF DATA
This chapter presents the analysis of data collected. The results are presented
in line with the research questions and the hypotheses that guided the study as
shown in tables 1 to 8 below:
Research Question 1: What are the techniques of supervision of instruction
adopted by supervisors in secondary schools?
Table 1: Mean ratings of principals and supervisors on the techniques of
supervision of instruction adopted by supervisors in secondary schools
S/N ITEMS Principals Supervisors OVERALL
In supervision of
instruction, supervisors:
MEAN SD DL MEAN SD DL MEAN DL
1. Adopt Inter-school visitation 1.87 0.55 D 1.86 0.63 D 1.87 D
2. Adopt classroom visitation to
identify teachers and students
needs.
1.98 0.68 D 2.00 0.75 D 1.98 D
3. Integrate counselling model to
motivate teacher’s performance.
1.61 0. 55 D 1.60 0.63 D 1.61 D
4. Observe teaching and learning
situation in order to obtain
primary source of information
about teachers.
1.65 0.48 D 1.66 0.48 D 1.65 D
64
65
5. Organize all teachers
conference at the end of
supervision to improve
teachers’ performance.
1.69 0.52 D 1.86 0.51 D 1.73 D
6. Demonstrate teaching
methodology for adaptation by
teachers.
1.93 0.43 D 2.13 0.51 D 1.97 D
Cluster Mean 1.78 0.53 D 1.85 0.51 D 1.80 D
Key: SD = Standard Deviation; DL = Decision Level; D = Disagree.
Table 1 presents the opinions of principals and supervisors on the techniques
of supervision of instruction adopted by supervisors in secondary schools. Items 1
and 2, adopting Inter-school visitation and adopting classroom visitation to identify
teachers and students needs were rated disagree by the principals and supervisors
with the means of 1.87, 1.98; 1.86, 2.00 and standard deviations of 0.55, 0.68;
0.63, 0.75 respectively. Also, items 3 and 4, integrating counselling model to
motivate teacher’s performance and observing teaching and learning situation in
order to obtain primary source of information about teachers were rated disagree
by the principals and supervisors with the means of 1.61, 1.65; 1.60, 1.66 and
standard deviations of 0.55,0.48; 0.63, 0.48 respectively.Equally, for items 5 and 6,
organizing all teachers conference at the end of supervision to improve teachers’
performance and demonstrating teaching methodology for adaptation by teachers
were rated disagree by the principals and supervisors with the means of 1.69, 1.93;
66
1.86, 2.13 and standard deviations of 0.52, 0.43; 0.51, 0.51 respectively.The
overall scores for both respondents show a cluster mean of 1.80. This indicates a
decision level of disagree. Therefore, principals and supervisors reported that
supervisors do not adopt inter-school visitation, counseling to motivate teacher’s
performance, organization of all teachers’ conferences, observation and
demonstration teaching in supervisory instruction in secondary schools in Okigwe
education zone .
Research Question 2: What are the supervisory practices of supervisors
during supervision of instruction in secondary schools?
Table 2: Mean ratings of principals and supervisors on the supervisory practices of
supervisors during supervision of instruction in secondary schools
S/N ITEMS Principals Supervisors OVERALL
During supervision
of instruction,
supervisors adopt the
following
supervisory
practices:
MEAN SD DL MEAN SD DL MEAN DL
7. Encourage teachers to
use available
instructional materials
for effective teaching
and learning.
1.90 0.53 D 1.86 0.63 D 1.89 D
67
8. Improve teachers’
instructions through
interaction and dialogue.
1.98 0.68 D 2.00 0.75 D 1.98 D
9. Determine the proper
teaching method for
teachers to improve
standard.
1.61 0. 55 D 1.60 0.63 D 1.61 D
10. Encourage teachers to
attend in-service
training program.
1.65 0.48 D 1.66 0.48 D 1.65 D
11. Help teachers to develop
teaching topics.
2.14 0.69 D 1.86 0.51 D 2.08 D
12. Provide a strong sense
of good relationship
among staff.
1.61 0.55 D 1.60 0.50 D 1.61 D
13. Give assistance in
development of needed
teaching competencies.
1.85 0.35 D 1.60 0.50 D 1.80 D
14. Direct observation
through classroom visit
for the purpose of
improving instruction.
2.19 0.59 D 2.20 0.56 D 2.19 D
15. Monitor student’s
activities to determine
teacher effectiveness.
1.90 0.68 D 2.13 0.74 D 1.94 D
16. Examine school records
to ensure that they are
1.73 0.51 D 1.86 0.51 D 1.75 D
68
properly kept and
updated.
17. Ensure that school
curriculum design and
reform are initiated and
implemented.
1.93 0.43 D 2.13 0.51 D 1.97 D
Cluster Mean 1.86 0.54 D 1.92 0.63 D 1.86 D
Key: SD = Standard Deviation; DL = Decision Level; D = Disagree.
Table 2 presents the opinions of principals and supervisors on the
supervisory practices of supervisors during supervision of instruction in secondary
schools. Items 7 and 8, encouraging teachers to use available instructional
materials for effective teaching and learning and improving teachers’ instructions
through interaction and dialogue were rated disagree by the principals and
supervisors with the means of 1.90,1.98 1.86, 2.00 and standard deviations of 0.53,
0.68; 0.63, 0.75 respectively.Furthermore, items 9, 10 and 11, determining the
proper teaching method for teachers to improve standard, encouraging teachers to
attend in-service training program and helping teachers to develop teaching topics
were rated disagree by the principals and supervisors with the means of 1.61,
1.65,2.14; 1.60, 1.66, 1.86 and standard deviations of 0.55, 0.48, 0.69; 0.63, 0.48,
0.51correspondingly. Equally, for items 12 and 13,providing a strong sense of
good relationship among staff and giving assistance in development of needed
teaching competencies were rated disagree by the principals and supervisors with
69
the means of 1.61, 1.85; 1.60, 1.60 and standard deviations of 0.55, 0.35; 0.50,
0.50 respectively.Also, for items 14 and 15, directing observation through
classroom visit for the purpose of improving instruction and monitoring student’s
activities to determine teacher effectiveness were rated disagree by the principals
and supervisors with the means of 2.19, 1.90; 2.20, 2.13 and standard deviations of
0.59, 0.68; 0.56, 0.74 respectively. Similarly, for items 16 and 17, examining
school records to ensure that they are properly kept and updated and ensuring that
school curriculum design and reform are initiated and implemented were rated
disagree by the principals and supervisors with the means of 1.73, 1.93; 1.86, 2.1 3
and standard deviations of 0.51, 0.43; 0.51, 0.51 compatibly.The overall scores for
both respondents show a cluster mean of 1.86. This indicates a decision level of
disagree. Therefore, the table shows that in supervision of instruction, principals
and supervisors do not encourage teachers to use available instructional materials,
nor improve instructions through interaction dialogue; they do not determine the
appropriate teaching method to improve teaching performances, they do not
encourage teachers to undergo in-service education, do not help teachers to
develop teaching topics nor provide assistance in the development of needed
teaching competencies. These respondents also indicated that they do not carry out
direct observation through classroom visit for the purpose of improving instruction,
70
nor monitor student’s activities to determine teacher effectiveness nor ensure that
school curriculum design and reform are initiated and implemented.
Research Question 3: What are the factors hindering effective supervision of
instruction in secondary schools?
Table 3: Mean ratings of principals and supervisors on the factors hindering
effective supervision of instruction in secondary schools.
S/N ITEMS Principals Supervisors OVERALL
Effective supervision
of instruction is
hindered by:
MEAN SD DL MEAN SD DL MEAN DL
18. Lack of relevant
materials for
supervision.
3.46 0.50 SA 3.46 0.51 SA 3.46 SA
19. Lack of motivation on
supervisors by the state
government.
3.89 0.46 SA 3.66 0.48 SA 3.49 SA
20. Lack of proper training
of supervisors for
supervision of
instruction.
3.52 0. 50 SA 3.53 0.51 SA 3.52 SA
21. Negative attitude of
teachers towards
supervision of
instruction.
3.26 0.44 SA 3.26 0.45 SA 3.28 SA
71
22. Resistance to change
and innovation by old
and inexperienced
teachers.
3.42 0.49 SA 3.40 0.50 SA 3.42 SA
23. Poor communication
between supervisors and
teachers.
3.47 0.50 SA 3.46 0.51 SA 3.47 SA
24. Inadequate supervisory
personnel in carrying
out supervision of
instruction
3.49 0.51 SA 3.46 0.51 SA 3.48 SA
Cluster Mean 3.44 0.47 SA 3.42 0.46 SA 3.45 SA
Key: SD = Standard Deviation; DL = Decision Level; SA =StronglyAgree.
Table 3 presents the opinions of principals and supervisors on the factors
hindering effective supervision of instruction in secondary schools. Items 18 and
19, lack of relevant materials for supervision and lack of motivation on supervisors
by the state government were rated strongly agree by the principals and supervisors
with the means of 3.46, 3.89; 3.46, 3.66 and standard deviations of 0.50, 0.46;
0.51, 0.48 respectively. Also, for items 20 and 21, lack of proper training of
supervisors for supervision of instruction and negative attitude of teachers towards
supervision of instruction were rated strongly agree by the principals and
supervisors with the means of 3.52, 3.26; 3.53, 3.26 and standard deviations of
0.50, 0.44; 0.51, 0.45 respectively. Equally, for items 22, 23 and 24,resistance to
change and innovation by old and inexperienced teachers, poor communication
72
between supervisors and teachers and inadequate supervisory personnel in carrying
out supervision of instruction were also rated strongly agree by the principals and
supervisors with the means of 3.42, 3.47, 3.49; 3.40, 3.46, 3.46 and standard
deviations of 0.49, 0.50, 0.51; 0.50, 0.51, 0.51 correspondingly.The overall scores
for both respondents show a cluster mean of 3.45. This indicates a decision level of
strongly agree. Therefore, the factors that hinder supervision of instruction in
secondary schools include lack of relevant materials, lack of motivation of
supervisors by the state government, lack of proper training for supervision,
negative attitude of teachers towards supervision of instruction, resistance to
change and innovation by old and inexperienced teachers, poor communication
between supervisors and teachers and inadequate supervisory personnel..
Research Question 4: What are the ways supervision of instruction can be
improved in secondary schools?
Table 4: Mean ratings of principals and supervisors on ways for improving
supervision of instruction in secondary schools.
S/N ITEMS Principals Supervisors OVERALL
Supervision of
instruction can be
improved through:
MEAN SD DL MEAN SD DL MEAN DL
25. Proper acquisition of
supervisory skills.
3.49 0.50 SA 3.46 0.51 SA 3.48 SA
26. Provision of incentive
for teachers (salary,
3.65 0.48 SA 3.60 0.50 SA 3.64 SA
73
social services,
promotion).
27. Having good human
relationship among
supervisors and
teachers.
3.49 0. 50 SA 3.46 0.51 SA 3.48 SA
28. Availability of
instructional materials
for effective supervision
of instruction.
3.30 0.46 SA 3.33 0.48 SA 3.30 SA
29. Provision of in-service
education programme
for both supervisors and
teachers through
seminars and
workshops.
3.46 0.50 SA 3.46 0.51 SA 3.46 SA
30. Application of different
supervisory techniques
to identify school
problem.
3.41 0.49 SA 3.33 0.48 SA 3.39 SA
Cluster Mean 3.46 0.47 SA 3.45 0.44 SA 3.45 SA
Table 4 presents the opinions of principals and supervisors on ways for
improving supervision of instruction in secondary school. Items 25 and 26, proper
acquisition of supervisory skills and provision of incentive for teachers (salary,
social services, promotion) were rated strongly agree by the principals and
74
supervisors with the means of 3.49, 3.65; 3.46, 3.60 and standard deviations of
0.50, 0.48; 0.51, 0.50 respectively. Also, for items 27 and 28, having good human
relationship among supervisors and teachers and availability of instructional
materials for effective supervision of instruction were rated strongly agree by the
principals and supervisors with the means of 3.49, 3.30; 3.46, 3.33 and standard
deviations of 0.50, 0.46; 0.51, 0.48 correspondingly.Equally, for items 29 and 30,
provision of in-service education programme for both supervisors and teachers
through seminars and workshops and application of different supervisory
techniques to identify school problem were rated strongly agree by the principals
and supervisors with the means of 3.46, 3.41; 3.46, 3.33 and standard deviations of
0.50, 0.49; 0.51, 0.48 similarly. The overall scores for both respondents show a
clusster mean of 3.45. This indicates a decision level of strongly agree. Both
respondents therefore indicated that the ways of improving supervision of
instruction include proper acquisition of supervisory skills by supervisors,
provision of incentives for teachers, having good relationship among supervisors
and teachers, providing instructional materials and in-service education
programmes for both supervisors and teachers and application of different
supervisory techniques.
75
Hypothesis 1
There is no significant difference between the mean ratings of internal and
external supervisors with regard to techniques adopted in supervision of instruction
in secondary schools.
Table 5: t-Test Analysis of the differences between the mean ratings of internal
and external supervisors with regard to techniques adopted in supervision of
instruction in secondary schools.
GROUP N Mean SD t-cal Df t-crit Decision
Principals 63 1.88 0.57 0.02 76 1.8 NS
Supervisors 15 1.86 0.56
Table 5 presents the summary of the t-test analysis on the difference
between the mean ratings of internal and external supervisors with regard to
techniques adopted in supervision of instruction in secondary schools.The t-test
analysis shows that the calculated t-value 0.02 is below the t-critical value of 1.8.
Therefore, the null hypothesis is accepted. This shows that there is no significant
difference in the responses of internal and external supervisors with regard to
techniques adopted in supervision of instruction in secondary schools with the
mean of principals respondents being almost equal to that of the supervisors
respondents (principals mean = 1.88, supervisors mean = 1.86).
Key: S = NS: Not significant at 0.05 probability
level.
76
Hypothesis 2
There is no significant difference between the mean ratings of internal and
external supervisors with regard to supervisory practices of supervisors during
supervision of instruction in secondary schools.
Table 6: t-Test Analysis of the differences between the mean ratings of internal
and external supervisors with regard to supervisory practices of supervisors during
supervision of instruction in secondary schools.
GROUP N Mean SD t-cal Df t-crit Decision
Principals 63 1.89 0.55 0.03 76 1.9 NS
Supervisors 15 1.80 0.51
Table 6 presents the summary of the t-test analysis on the difference
between the mean ratings of internal and external supervisors with regard to
supervisory practices of supervisors during supervision of instruction in secondary
schools. The t-test analysis shows that the calculated t-value 0.03 is below the t-
critical value of 1.9. Therefore, the null hypothesis is accepted. There is no
significant difference between the mean ratings of internal and external supervisors
with regard to supervisory practices of supervisors during supervision of
instruction in secondary schools with the mean of principals respondents being
Key: S = NS: Not significant at 0.05 probability
level.
77
almost equal to that of the supervisors respondents (principals mean = 1.89,
supervisors mean = 1.80).
Hypothesis 3
There is no significant difference between the mean ratings of internal and
external supervisors with regard to factors hindering effective supervision of
instruction in secondary schools.
Table 7: t-Test Analysis of the differences between the mean ratings of internal
and external supervisors with regard o factors hindering effective supervision of
instruction in secondary schools.
GROUP N Mean SD t-cal Df t-crit Decision
Principals 63 3.42 0.51 0.05 76 1.1 NS
Supervisors 15 3.41 0.50
Table 7 presents the summary of the t-test analysis on the difference
between the mean ratings of internal and external supervisors with regard to factors
hindering effective supervision of instruction in secondary schools. The t-test
analysis shows that the calculated t-value 0.05 is below the t-critical value of 1.1.
Therefore, the null hypothesis is accepted. There is no significant difference
between the mean ratings of internal and external supervisors with regard to factors
Key: S = NS: Not significant at 0.05 probability
level.
78
hindering effective supervision of instruction in secondary schools with the mean
of principals respondents being almost equal to that of the supervisors respondents
(principals mean = 3.42, supervisors mean = 3.41).
Hypothesis 4
There is no significant difference between the mean ratings of internal and
external supervisors with regard to ways supervision of instruction can be
improved in secondary schools.
Table 8: t-Test Analysis of the differences between the mean ratings of internal
and external supervisors with regard to ways supervision of instruction can be
improved in secondary schools.
GROUP N Mean SD t-cal Df t-crit Decision
Principals 63 3.53 0.51 0.03 76 1.2 NS
Supervisors 15 3.47 0.50
Table 8 presents the summary of the t-test analysis on the difference
between the mean ratings of internal and external supervisors with regard to ways
supervision of instruction can be improved in secondary schools.The t-test analysis
shows that the calculated t-value 0.03 is below the t-critical value of 1.2.
Therefore, the null hypothesis is accepted. There is no significant difference
between the mean ratings of internal and external supervisors with regard to ways
Key: S = NS: Not significant at 0.05 probability
level.
79
supervision of instruction can be improved in secondary schools with the mean of
principals respondents being almost equal to that of the supervisors respondents
(principals mean = 3.53, supervisors mean = 3.47).
Summary of the findings
Based on the research questions and the null hypotheses which guided the
study, a number of findings were made. The result discovered that:
1. Supervisors do not adopt the techniques of supervision of instruction for
supervision in secondary schools.
2. Supervisors do not adopt the supervisory practices during supervision of
instruction in secondary schools.
3. Effective supervision of instruction in secondary schools are hindered by
lack of relevant materials, lack of motivation on supervisors by the state
government, lack of proper training for supervision, negative attitude of
teachers towards supervision of instruction, resistance to change and
innovation by old and inexperienced teachers, poor communication between
supervisors and teachers and inadequate supervisory personnel.
4. Supervision of instruction in secondary schools can be improved through
proper acquisition of supervisory skills by supervisors, provision of
incentives for teachers, having good relationship among supervisors and
80
teachers, providing instructional materials and in-service education
programme for both supervisors and teachers and application of different
supervisory techniques.
5. There is no significant difference between the mean ratings of internal and
external supervisors with regard to techniques adopted in supervision of
instruction in secondary schools.
6. There is no significant difference between the mean ratings of internal and
external supervisors with regard to supervisory practices of supervisors
during supervision of instruction in secondary schools.
7. There is no significant difference between the mean ratings of internal and
external supervisors with regard to factors hindering effective supervision
of instruction in secondary schools.
8. There is no significant difference between the mean ratings of internal and
external supervisors with regard to ways supervision of instruction can be
improved in secondary schools.
81
CHAPTER FIVE
DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS,
LIMITATIONS, SUGGESTIONS, CONCLUSION AND
SUMMARY
This chapter presents the findings of the study based on the research
questions and null hypotheses that guided the study. The implications were
examined with relevant recommendations and conclusions.
Discussion of Results:
The results of research question one (table 1) showed that in supervision of
instruction, supervisors do not adopt the techniques of supervision of instruction in
secondary schools.
Based on the findings of the study, in supervision of instruction, supervisors
do not adopt Inter-school visitation and also do not adopt classroom visitation to
identify teachers needs. Also, supervisors do not integrate counselling model to
motivate teacher’s performance and as well do not observe teaching and learning
situation in order to obtain primary source of information about teachers. Equally,
supervisors do not organize all teachers conference at the end of supervision to
improve teachers’ performance and also do not demonstrate teaching methodology
for adaptation by teachers.
81
82
This finding is in disagreement with the findings of Ugwu (1999) who
undertook a survey study of supervision of instruction in secondary schools in
Nsukka education zone. Ugwu found out that the techniques adopted by
supervisors of instruction include classroom visitation, conferences after
supervision, observation and demonstration teaching.
Also, the results of research question two (table 2)revealed that in
supervision of instruction, supervisors do not adopt the supervisory practices
during supervision of instruction in secondary schools. Based on the findings of the
study, supervisors do not encourage teachers to use available instructional
materials for effective teaching and learning and also do not improve teachers’
instructions through interaction and dialogue. Also, supervisors do not determine
the proper teaching method for teachers to improve standard and also do not
encourage teachers to attend in-service training program as well as help teachers to
develop teaching topics. Equally, supervisors do not provide a strong sense of good
relationship among staff and as well do not give assistance in development of
needed teaching competencies. Likewise, supervisors do not adopt direct
observation through classroom visit for the purpose of improving instruction and
also do not monitor student’s activities to determine teacher effectiveness.
Furthermore, supervisors do not examine school records to ensure that they are
83
properly kept and updated and as well do not ensure that school curriculum design
and reforms are initiated and implemented.
These findings are very surprising because by virtue of their training,
supervisors should encourage teachers to use instructional materials. They should
help teachers to develop teaching topics and assist in the development of needed
teaching competencies.
The results of research question three (table 3) also indicates the factors that
hindered effective supervision of instruction in secondary schools.Based on the
findings of the study, lack of relevant materials for supervision and lack of
motivation on supervisors by the state government,lack of proper training of
supervisors for supervision of instruction and negative attitude of teachers towards
supervision of instruction hindered effective supervision of instruction. Equally,
resistance to change and innovation by old and inexperienced teachers, poor
communication between supervisors and teachers and inadequate supervisory
personnel in carrying out supervision of instruction also shindered effective
supervision of instruction in secondary schools.
By and large, the findings of this study revealed the opinion of internal and
external supervisors on supervision of instruction that there are factors that
hindered effective supervision of instruction in secondary schools. These findings
84
are in accord with the earlier assertion of Ogbonnaya (2005) that supervisors are
not sufficiently motivated in the execution of their functions. With the above views
one therefore need not expect these supervisors to perform miracle and hence the
poor supervisory services we experience.
Equally, the results of research question four (table 4) shows the opinions of
principals and supervisors on ways for improving supervision of instruction in
secondary schools. Based on the findings of the study, proper acquisition of
supervisory skills and provision of incentive for teachers (salary, social services,
promotion), having good human relationship among supervisors and teachers and
availability of instructional materials for effective supervision of instruction are
ways for improving supervision of instruction in secondary schools. Also,
provision of in-service education programme for both supervisors and teachers
through seminars and workshops and application of different supervisory
techniques to identify school problem also are ways for improving supervision of
instruction in secondary school.
Generally, the findings of this study revealed the opinion of principals and
supervisors on ways for improving supervision of instruction in secondary schools.
This directly revealed that solution to improving supervision of instruction is the
provision of in-service education programme. No wonder Okoro (1999) stated that
85
provision of in-service education programme is a supervisory technique that can
affect a lot of changes for better supervision of instruction.
The findings of this study also revealed that there is no significant difference
between the mean ratings of internal and external supervisors with regard to
techniques adopted in supervision of instruction in secondary schools. (Hypothesis
one, table 5).
The results of hypothesis two (table 6) also indicated that there is no
significant difference between the mean ratings of internal and external supervisors
with regard to supervisory practices of supervisors during supervision of
instruction in secondary schools.
Also, it was revealed in the results of hypothesis three (table 7) that there
is no significant difference between the mean ratings of internal and external
supervisors with regard to factors hindering effective supervision of instruction in
secondary schools.
Finally, it was also found out from the study that there is no significant
difference between the mean ratings of internal and external supervisors with
regard to ways supervision of instruction can be improved in secondary schools.
(Hypothesis four, table 8).
86
Implication of the Study
The implications of the findings as related to education and administration
practices are hereby highlighted.
From the findings of this study, it can be gathered that in supervision of
instruction, supervisors do not adopt the techniques of supervision of instruction in
secondary schools.This implies that supervisors do not integrate counselling model
to motivate teacher’s performance and observing teaching and learning situation in
order to obtain primary source of information about teachers. This implies that
proper orientation in the area of educational management and supervision should
be employed into the supervisory units of our education ministries.
The findings of the study also imply that supervisors do not adopt the
supervisory practices during supervision of instruction in secondary schools.The
justification behind this is that supervisors do not encourage teachers to use
available instructional materials for effective teaching and learning and improve
teachers’ instructions through interaction and dialogue. This calls for effective
motivation of supervisors, if supervisory services are to be improved.
This study also revealed the factors that hindered effective supervision of
instruction in secondary schools .By implication, this implies that lack of
motivation of the teachers and supervisory staff constitutes a problem to
87
supervision of instruction in secondary schools. This means that supervisors if
sufficiently motivated will improve in the execution of their functions.
From the findings of this study, it shows the opinions of principals and
supervisors on ways for improving supervision of instruction in secondary
school.Based on the findings of the study, the solution to improving supervision of
instruction is the provision of in-service education programme.
Recommendations
Based on the findings of the study, the researcher recommends that;
1. Since emphasis is place on the techniques for improving supervision of
instruction in secondary schools, there should be in-service training for internal
and external supervisors to enhance their productivity and competency.
2. There should be regular and effective supervision of secondary school teachers
to ensure that they carry out their work effectively.
3. That proper orientation in the area of educational management and supervision
should be employed into the supervisory units of our education ministries.
4. Government should provide mobility for all supervisors to enhance effective
supervision of secondary schools.s
88
Limitations of the Study
Although the study accomplished the purpose which it set out to acheive, the
following limitation were experienced.
The use of questionniare has the problem of faking of data. So
as a survey research, this study has the problem of instability of
data.
Limitation which include the geographical distance to other
secondary schools in other education zones of Imo state
prevented the inclusion of such as comprehensive approach.
Suggestions for Further Studies
Based on the findings and the limitations of the study, the subsequent are
suggested for further research:
1. The present study was carried out in secondary schools in Okigwe
education zone of Imo State; further study can be conducted using
primary school or institution of higher learning.
89
2. Since the present study was conducted in public secondary schools in Imo
state; further study can be carried out in another state in the country.
3. The present study was carried out in public secondary schools. Therefore,
further study can be carried out in private secondary schools.
4. The present study was carried out in secondary schools in Okigwe
education zone of Imo State; further study can be conducted in another
zone in the state.
Conclusion
This research study examined the appraisal of supervision of instruction in
secondary schools in Okigwe Education zone of Imo State. Based on the findings
of the study, the following conclusions were drawn that in supervision of
instruction;
Supervisors do not adopt the techniques of supervision of instruction in
secondary schools, supervisors do not adopt the supervisory practices during
supervision of instruction in secondary schools, there are factors hindering
effective supervision of instruction in secondary schools, there are ways for
improving supervision of instruction in secondary school.
90
Based on the findings of the study, the researcher recommends that it is a
practical anticipation for the Government, educational practitioners and planners to
fully adapt the appraisal of supervision of instruction in secondary schools
in Okigwe education zone of Imo State as it aims at providing long lasting
solution to improving supervision of instruction through the provision of in-service
education programme. Also, since emphasis is place on the techniques for
improving supervision of instruction in secondary schools, there should be in-
service training for internal and external supervisors to enhance their productivity
and competency. Equally, there should be regular and effective supervision of
secondary school teachers to ensure that they carry out their work effectively,
proper orientation in the area of educational management and supervision should
be employed into the supervisory units of our education ministries and
Government should provide mobility for all supervisors to enhance effective
supervision of secondary schools.
Findings from the study also revealed that there is no significant difference
between the mean ratings of internal and external supervisors with regard to
techniques adopted in supervision of instruction in secondary schools.There is no
significant difference between the mean ratings of internal and external supervisors
with regard to supervisory practices of supervisors during supervision of
instruction in secondary schools. There is no significant difference between the
91
mean ratings of internal and external supervisors with regard to factors hindering
effective supervision of instruction in secondary schools. Finally, it was
established from the study that there is no significant difference between the mean
ratings of internal and external supervisors with regard to ways supervision of
instruction can be improved in secondary schools.
Summary of the Study
This study focused on appraisal of supervision of instruction in secondary
schools in Okigwe education zone of Imo State. Literature was reviewed on
concept of appraisal, concept of supervision, concept of supervision of
instruction, concept of secondary school, techniques of supervision of instruction,
challenges of supervision of instruction and ways of improving supervision of
instruction. The theoretical framework dealt on behavioural theories and
human relations theory in relation to appraisal of supervision of instruction in
secondary schools in Okigwe education zone of Imo State. Also, it reviewed five
studies that are related to the problems under study.
Four research questions and four null hypotheses were stated to guide the
study. An instrument titled “Appraisal of supervision of instruction questionnaire
(ASIQ).” was developed by the researcher and was used for data collection.The
instrument contained 30 items that focused on appraisal of supervision of
92
instruction in secondary schools was validated by three experts from Faculty of
Education, University of Nigeria, Nsukka. The reliability of the instrument was
determined, using trial testing method. The data obtained were computed using
Crombach Alpha method.
The population of the study comprised of (78) internal and external
supervisors in Okigwe Education Zone of Imo-State. The direct delivery method
was used to administer and collect data. The researcher employed the services of
three trained research assistants. Considering the size of the population of the
study, there was no sampling technique. The four research questions were analyzed
using mean ratings and Standard Deviation, while t-test statistics was used to test
the four null hypotheses at 0.05 level of significance.
An overview of the overall results showed that supervisors do not adopt the
techniques of supervision of instruction in secondary schools, supervisors do not
adopt the supervisory practices during supervision of instruction in secondary
schools, there are factors hindering effective supervision of instruction in
secondary schools, there are ways for improving supervision of instruction in
secondary schools.
Findings from the study also revealed that there is no significant difference
between the mean ratings of internal and external supervisors with regard to
93
techniques adopted in supervision of instruction in secondary schools. There is no
significant difference between the mean ratings of internal and external supervisors
with regard to supervisory practices of supervisors during supervision of
instruction in secondary schools. There is no significant difference between the
mean ratings of internal and external supervisors with regard to factors hindering
effective supervision of instruction in secondary schools. Finally, it was
established from the study that there is no significant difference between the mean
ratings of internal and external supervisors with regard to ways supervision of
instruction can be improved in secondary schools.
The major findings of the study were thoroughly discussed, their educational
implications stressed and recommendations made. Limitations of the study were
identified and suggestions for further studies were made.
94
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98
APPENDIX A
Department of educational Foundations
University of Nigeria, Nsukka.
20th
June, 2012.
Dear Sir/Madam,
REQUEST FOR PERMISSION TO ADMINISTER QUESTIONNAIRE
IN YOUR SCHOOL
I am a Postgraduate Student of Educational Administration and Planning in the
Department of Educational Foundations, University of Nigeria, Nsukka. I am doing a research
work on the “APPRAISAL OF SUP ERVISION OF INSTRUCTION IN SECONDARY
SCHOOLS”
I humbly request your permission to administer my questionnaire in your school using
principals (internal supervisors) and teachers as respondents. Be assured that all responses from
your school will be treated with high sense of confidentiality and will be used strictly for the
research work.
Thanks for your anticipated co-operation.
Yours Faithfully,
Nwokeafor Cecilia E. (Rev. S.R)
99
QUESTIONNAIRE
SECTION A:
Personal Data: Instruction: Kindly fill in the answers appropriately and tick ( ) in the right box
provided.
Name of School:
L.G.A:
Sex: Male ( ) Female ( )
Educational Qualification: Tick, your highest qualification.
OND ( ) NCE ( ) HND ( )
BA/B.SC/B.ED ( ) M.ED/M.SC ( ) PhD ( )
Others please specify
Status: Tick ( ) as appropriate
Supervisor ( )
Principal ( )
Vice Principal ( )
Dean of Studies ( )
Sectional Head ( )
Head of Department ( )
Classroom Teacher ( )
SECTION B
Instruction: Kindly use the four point Likert scale to indicate your chosen response to each by
fulfilling the items in cluster A, B, C, D
Strongly Agree (SA) 4
Agree (A) 3
100
Disagree (D) 2
Strongly Disagree (SD) 1
Cluster A: Techniques adopted by supervisors for supervision of instruction in secondary
schools
S/NO ITEMS
In supervision of instruction, supervisors:
SA A D SD
1 Adopt Inter-school visitation
2 Adopt classroom visitation to identify teachers and
students needs.
3 Integrate counselling model to motivate teacher’s
performance.
4 Observe teaching and learning situation in order to
obtain primary source of information about teachers.
5 Organize all teachers conference at the end of
supervision to improve teachers’ performance.
6 Demonstrate teaching methodology for adaptation by
teachers.
101
Cluster B: Supervisory Practices adopted by supervisors in supervision of instruction in
secondary schools.
S/NO ITEMS
In supervision of instruction, supervisors adopt the
following supervisory practices:
SA A D SD
7 Encourage teachers to use available instructional materials
for effective teaching and learning.
8 Improve teachers’ instructions through interaction and
dialogue.
9 Determine the proper teaching method for teachers to
improve standard.
10 Encourage teachers to attend in-service training program.
11 Help teachers to develop teaching topics.
12 Provide a strong sense of good relationship among staff.
13 Give assistance in development of needed teaching
competencies.
14 Direct observation through classroom visit for the purpose
of improving instruction.
15 Monitor student’s activities to determine teacher
effectiveness.
16 Examine school records to ensure that they are properly
kept and updated.
17 Ensure that school curriculum design and reform are
initiated and implemented.
102
Cluster C: Factors hindering effective supervision of instruction in secondary schools
S/NO ITEMS
Effective supervision of instruction is hindered by:
SA A D SD
18 Lack of relevant materials for supervision.
19 Lack of motivation on supervisors by the state
government.
20 Lack of proper training of supervisors for supervision
of instruction.
21 Negative attitude of teachers towards supervision of
instruction.
22 Resistance to change and innovation by old and
inexperienced teachers.
23 Poor communication between supervisors and
teachers.
24 Inadequate supervisory personnel in carrying out
supervision of instruction.
103
Cluster D: Ways for improving supervision of instruction in secondary school.
S/NO ITEMS
Supervision of instruction can be improved through:
SA A D SD
25 proper acquisition of supervisory skills..
26 Provision of incentive for teachers (salary, social
services, promotion).
27 Having good human relationship among supervisors
and teachers.
28 Availability of instructional materials for effective
supervision of instruction.
29 Provision of in-service education programme for both
supervisors and teachers through seminars and
workshops.
30 Application of different supervisory techniques to
identify school problem.
104
APPENDIX B
TABLE 1: Population Distribution of Supervisors in Okigwe Education Zone of Imo State.
S/No No of Education Zones No of supervisors
1 Okigwe Zone 1 7
2 Okigwe Zone 2 8
Total 15
TABLE 2: Population Distribution of Schools and Principals in Okigwe Education Zone.
S/NO NAMES OF LGEA NO OF
SCHOOLS
NO OF
PRINCIPALS
1 Okigwe 9 9
2 Onuimo 5 5
3 Isiala Mbano 15 15
4 Ehime/Mbano 17 17
5 Ihitte/Uboma 10 10
6 Obowo 7 7
Total 63 63
Source: Planning, statistics and Research unit, Secondary Education Management Board Imo
State (SEMB) 2011/2012.
105
APPENDIX C
LIST OF 63 SCHOOLS IN OKIGWE EDUCATION ZONE OF IMO-STATE
OKIGWE ZONE 1
Isiala Mbano L.G.A
Amaraku Community Secondary School
Amauzari Comprehensive Secondary School
Anara Community Secondary School
Community Secondary School Osuachara
Comprehensive Secondary School Mbeke-osu
Eziama Secondary School Osu-ama
Ezihe Community Secondary School
Obollo Secondary Technical School
Ogbor-Ugiri Community Secondary School
Okohia Secondary School
Okohia-Osu Technical College
Umuduru-Osu Community Secondary School
Umuneke-Ugiri Secondary School
Umunkwo Girls Secondary School
Umuozu Secondary School Ugiri
106
OKIGWE L.G.A
Agbobu Community Secondary School
Aku community secondary school
Community Secondary School Okigwe
Ezinachi Community secondary School
Girls Secondary School Ihube
Umulolo Boys Secondary School
Umulolo High School
Umuonwa-ibu Secondary Technical School
Urban Secondary School Ubaha- Okigwe
ONUIMO L.G.A
Community Secondary School Okwe
Okigwe National Grammar School
Umuduru Egbeaguru Secondary School ISIALA MBANO L.G.A
Amaraku Community Secondary School
Anara Community Secondary School
Community Secondary School Osuachara
Comprehensive Secondary School Mbeke-Osu
Ezihe Community Secondary School
Obollo Secondary Technical School.
107
Okohia Secondary School
OKIGWE ZONE 11
EHIME MBANO L.G.A
Agbaghara Nsu Community Secondary School
Agbaja Secondary Technjcal School
Model Secondary School Community Secondary School Umualumaku/Umuihim
Community Secondary School Umunumo
Comprehensive Secondary School Umunakanu
Dioka Nzerem Community Secondary School
Ezeoke High School Nsu
Ibeafor Secondary School Umununu
Nsu Comprehensive High School Umuanunu
Umuduru-Nsu Boys Secondary School
Umueleke/Umueze Secondary Commercial School
Umueze 1 Secondary Technical School
Umueze 11 Secondary School
Umuezeala Ama Secondary School
Umukabia Secondary School
Union Comprehensive Secondary School Nzerem
Umuezeala Ama Secondary School
108
IHITTE/ UBOMA L.G.A
Abueke Community Secondary School
Amainyi High School
Amanyinta Community Secondary School
Amakohia Secondary School
Boys High School Amazu- Ihitte
Madonna Senior Science School Etiti
Nwaeruru Mbakwe Comprehensive Secondary School Umuihi
Okata Comprehensive Secondary School
Uboma Secondary School Ikperejere
Umuezegwu Secondary Technical School
OBOWO L.G.A
Achara Secondary Commercal School
Amanze Comprehensive Secondary School
Avutu Secondary Technical School
Ehunachi Comprehensive Secondary School
Okenalogho Secondary School Technical School
Okwuohia Community Secondary School
Umuariam Secondary Technical School
109
APPENDIX D
Reliability for Overall Clusters
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid 20 100.0
Exclude
da
0 .0
Total 20 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.909 30
Reliability for Cluster A: Techniques adopted by supervisors for supervision
of instructionin secondary schools.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.550 6
110
Reliability for Cluster B: Supervisory practices adopted by supervisors in
supervision of instruction in secondary schools.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.725 11
Reliability for Cluster C: Factors hindering effective supervision of
instruction in secondary schools.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.617 7
Reliability for Cluster D: Ways for improving supervision of instructions in
secondary schools.
Reliability Statistics
Cronbach's
Alpha
N of
Items
.550 6
111
APPENDIX E
Results of Analysis
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Adopt Inter-school visitation 78 1.00 3.00 1.8718 .56658
Adopt classroom visitation to
identify teachers and
students needs.
78 1.00 3.00 1.9872 .69308
Integrate counselling model
to motivate teacher’s
performance.
78 1.00 3.00 1.6154 .56363
Observe teaching and
learning situation in order to
obtain primary source of
information about teachers.
78 1.00 2.00 1.6538 .47882
Organize all teachers
conference at the end of
supervision to improve
teachers’ performance.
78 1.00 3.00 1.7308 .52652
Demonstrate teaching
methodology for adaptation
by teachers.
78 1.00 3.00 1.9744 .45511
112
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Encourage teachers to use
available instructional
materials for effective
teaching and learning.
78 1.00 3.00 1.8974 .54866
Improve teachers’
instructions through
interaction and dialogue.
78 1.00 3.00 1.9872 .69308
Determine the proper
teaching method for teachers
to improve standard.
78 1.00 3.00 1.6154 .56363
Encourage teachers to
attend in-service training
program.
78 1.00 2.00 1.6538 .47882
Help teachers to develop
teaching topics. 78 1.00 3.00 2.0897 .66812
Provide a strong sense of
good relationship among
staff.
78 1.00 3.00 1.6154 .54010
Give assistance in
development of needed
teaching competencies.
78 1.00 2.00 1.8077 .39666
Direct observation through
classroom visit for the
purpose of improving
instruction.
78 1.00 3.00 2.1923 .58238
Monitor student’s activities to
determine teacher
effectiveness.
78 1.00 3.00 1.9487 .70060
Examine school records to
ensure that they are properly
kept and updated.
78 1.00 3.00 1.7564 .51436
Ensure that school
curriculum design and reform
are initiated and
implemented.
78 1.00 3.00 1.9744 .45511
113
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Lack of relevant materials for
supervision. 78 3.00 4.00 3.4615 .50175
Lack of motivation on
supervisors by the state
government.
78 3.00 4.00 3.6923 .46453
Lack of proper training of
supervisors for supervision of
instruction.
78 3.00 4.00 3.5256 .50257
Negative attitude of teachers
towards supervision of
instruction.
78 3.00 4.00 3.2692 .44643
Resistance to change and
innovation by old and
inexperienced teachers.
78 3.00 4.00 3.4231 .49725
Poor communication
between supervisors and
teachers.
78 3.00 4.00 3.4744 .50257
Inadequate supervisory
personnel in carrying out
supervision of instruction.
78 3.00 4.00 3.4872 .50307
114
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
proper acquisition of
supervisory skills.. 78 3.00 4.00 3.4872 .50307
Provision of incentive for
teachers (salary, social
services, promotion).
78 3.00 4.00 3.6410 .48280
Having good human
relationship among
supervisors and teachers.
78 3.00 4.00 3.4872 .50307
Availability of instructional
materials for effective
supervision of instruction.
78 3.00 4.00 3.3077 .46453
Provision of in-service
education programme for
both supervisors and
teachers through seminars
and workshops.
78 3.00 4.00 3.4615 .50175
Application of different
supervisory techniques to
identify school problem.
78 3.00 4.00 3.3974 .49254
115
Research Question 1
N Mean Std. Deviation
Adopt Inter-school visitation Principals 63 1.8730 .55335
Supervisors 15 1.8667 .63994
Total 78 1.8718 .56658
Adopt classroom visitation to
identify teachers and students
needs.
Principals 63 1.9841 .68373
Supervisors 15 2.0000 .75593
Total 78 1.9872 .69308
Integrate counselling model to
motivate teacher’s
performance.
Principals 63 1.6190 .55150
Supervisors 15 1.6000 .63246
Total 78 1.6154 .56363
Observe teaching and learning
situation in order to obtain
primary source of information
about teachers.
Principals 63 1.6508 .48055
Supervisors 15 1.6667 .48795
Total 78 1.6538 .47882
Organize all teachers
conference at the end of
supervision to improve
teachers’ performance.
Principals 63 1.6984 .52777
Supervisors 15 1.8667 .51640
Total 78 1.7308 .52652
Demonstrate teaching
methodology for adaptation by
teachers.
Principals 63 1.9365 .43526
Supervisors 15 2.1333 .51640
Total 78 1.9744 .45511
116
Research Question 2
N Mean Std. Deviation
Encourage teachers to use
available instructional materials
for effective teaching and
learning.
Principals 63 1.9048 .53019
Supervisors 15 1.8667 .63994
Total 78 1.8974 .54866
Improve teachers’ instructions
through interaction and
dialogue.
Principals 63 1.9841 .68373
Supervisors 15 2.0000 .75593
Total 78 1.9872 .69308
Determine the proper teaching
method for teachers to improve
standard.
Principals 63 1.6190 .55150
Supervisors 15 1.6000 .63246
Total 78 1.6154 .56363
Encourage teachers to attend
in-service training program.
Principals 63 1.6508 .48055
Supervisors 15 1.6667 .48795
Total 78 1.6538 .47882
Help teachers to develop
teaching topics.
Principals 63 2.1429 .69229
Supervisors 15 1.8667 .51640
Total 78 2.0897 .66812
Provide a strong sense of good
relationship among staff.
Principals 63 1.6190 .55150
Supervisors 15 1.6000 .50709
Total 78 1.6154 .54010
Give assistance in
development of needed
teaching competencies.
Principals 63 1.8571 .35274
Supervisors 15 1.6000 .50709
Total 78 1.8077 .39666
Direct observation through
classroom visit for the purpose
of improving instruction.
Principals 63 2.1905 .59180
Supervisors 15 2.2000 .56061
Total 78 2.1923 .58238
Monitor student’s activities to
determine teacher
effectiveness.
Principals 63 1.9048 .68895
Supervisors 15 2.1333 .74322
Total 78 1.9487 .70060
Examine school records to
ensure that they are properly
kept and updated.
Principals 63 1.7302 .51451
Supervisors 15 1.8667 .51640
Total 78 1.7564 .51436
117
Ensure that school curriculum
design and reform are initiated
and implemented.
Principals 63 1.9365 .43526
Supervisors 15 2.1333 .51640
Total 78 1.9744 .45511
Research Question 3
N Mean Std. Deviation
Lack of relevant materials for
supervision.
Principals 63 3.4603 .50243
Supervisors 15 3.4667 .51640
Total 78 3.4615 .50175
Lack of motivation on
supervisors by the state
government.
Principals 63 3.6984 .46263
Supervisors 15 3.6667 .48795
Total 78 3.6923 .46453
Lack of proper training of
supervisors for supervision of
instruction.
Principals 63 3.5238 .50344
Supervisors 15 3.5333 .51640
Total 78 3.5256 .50257
Negative attitude of teachers
towards supervision of
instruction.
Principals 63 3.2698 .44744
Supervisors 15 3.2667 .45774
Total 78 3.2692 .44643
Resistance to change and
innovation by old and
inexperienced teachers.
Principals 63 3.4286 .49885
Supervisors 15 3.4000 .50709
Total 78 3.4231 .49725
Poor communication between
supervisors and teachers.
Principals 63 3.4762 .50344
Supervisors 15 3.4667 .51640
Total 78 3.4744 .50257
Inadequate supervisory
personnel in carrying out
supervision of instruction.
Principals 63 3.4921 .50395
Supervisors 15 3.4667 .51640
Total 78 3.4872 .50307
118
Research Question 4
N Mean Std. Deviation
proper acquisition of
supervisory skills..
Principals 63 3.4921 .50395
Supervisors 15 3.4667 .51640
Total 78 3.4872 .50307
Provision of incentive for
teachers (salary, social
services, promotion).
Principals 63 3.6508 .48055
Supervisors 15 3.6000 .50709
Total 78 3.6410 .48280
Having good human
relationship among supervisors
and teachers.
Principals 63 3.4921 .50395
Supervisors 15 3.4667 .51640
Total 78 3.4872 .50307
Availability of instructional
materials for effective
supervision of instruction.
Principals 63 3.3016 .46263
Supervisors 15 3.3333 .48795
Total 78 3.3077 .46453
Provision of in-service
education programme for both
supervisors and teachers
through seminars and
workshops.
Principals 63 3.4603 .50243
Supervisors 15 3.4667 .51640
Total
78 3.4615 .50175
Application of different
supervisory techniques to
identify school problem.
Principals 63 3.4127 .49627
Supervisors 15 3.3333 .48795
Total 78 3.3974 .49254
t- test
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Adopt Inter-school visitation Principals 63 1.8730 .55335 .06972
Supervisors 15 1.8667 .63994 .16523
Adopt classroom visitation to
identify teachers and
students needs.
Principals 63 1.9841 .68373 .08614
Supervisors 15 2.0000 .75593 .19518
Integrate counselling model
to motivate teacher’s
performance.
Principals 63 1.6190 .55150 .06948
Supervisors 15 1.6000 .63246 .16330
119
Observe teaching and
learning situation in order to
obtain primary source of
information about teachers.
Principals 63 1.6508 .48055 .06054
Supervisors
15 1.6667 .48795 .12599
Organize all teachers
conference at the end of
supervision to improve
teachers’ performance.
Principals 63 1.6984 .52777 .06649
Supervisors
15 1.8667 .51640 .13333
Demonstrate teaching
methodology for adaptation
by teachers.
Principals 63 1.9365 .43526 .05484
Supervisors 15 2.1333 .51640 .13333
120
Independent Samples Test
Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Adopt Inter-school
visitation
Equal variances
assumed .422 .518 .039 76 .969 .00635 .16384 -.31997 .33267
Equal variances
not assumed
.035 19.290 .972 .00635 .17934 -.36863 .38132
Adopt classroom
visitation to identify
teachers and
students needs.
Equal variances
assumed .204 .653 -.079 76 .937 -.01587 .20042 -.41504 .38329
Equal variances
not assumed
-.074 19.815 .941 -.01587 .21334 -.46117 .42942
Integrate counselling
model to motivate
teacher’s
performance.
Equal variances
assumed .670 .416 .117 76 .907 .01905 .16298 -.30555 .34365
Equal variances
not assumed
.107 19.385 .916 .01905 .17747 -.35190 .38999
Observe teaching
and learning situation
in order to obtain
primary source of
information about
teachers.
Equal variances
assumed .056 .814 -.115 76 .909 -.01587 .13845 -.29163 .25988
Equal variances
not assumed
-.114 20.960 .911 -.01587 .13978 -.30660 .27485
Organize all teachers
conference at the
end of supervision to
improve teachers’
performance.
Equal variances
assumed 2.350 .129 -1.114 76 .269 -.16825 .15103 -.46906 .13255
Equal variances
not assumed
-1.129 21.529 .271 -.16825 .14899 -.47764 .14113
Demonstrate
teaching
methodology for
adaptation by
teachers.
Equal variances
assumed 1.078 .302 -1.518 76 .133 -.19683 .12966 -.45506 .06141
Equal variances
not assumed
-1.365 19.014 .188 -.19683 .14417 -.49856 .10491
121
t-test
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Encourage teachers to use
available instructional
materials for effective
teaching and learning.
Principals 63 1.9048 .53019 .06680
Supervisors
15 1.8667 .63994 .16523
Improve teachers’
instructions through
interaction and dialogue.
Principals 63 1.9841 .68373 .08614
Supervisors 15 2.0000 .75593 .19518
Determine the proper
teaching method for teachers
to improve standard.
Principals 63 1.6190 .55150 .06948
Supervisors 15 1.6000 .63246 .16330
Encourage teachers to
attend in-service training
program.
Principals 63 1.6508 .48055 .06054
Supervisors 15 1.6667 .48795 .12599
Help teachers to develop
teaching topics.
Principals 63 2.1429 .69229 .08722
Supervisors 15 1.8667 .51640 .13333
Provide a strong sense of
good relationship among
staff.
Principals 63 1.6190 .55150 .06948
Supervisors 15 1.6000 .50709 .13093
Give assistance in
development of needed
teaching competencies.
Principals 63 1.8571 .35274 .04444
Supervisors 15 1.6000 .50709 .13093
Direct observation through
classroom visit for the
purpose of improving
instruction.
Principals 63 2.1905 .59180 .07456
Supervisors
15 2.2000 .56061 .14475
Monitor student’s activities to
determine teacher
effectiveness.
Principals 63 1.9048 .68895 .08680
Supervisors 15 2.1333 .74322 .19190
Examine school records to
ensure that they are properly
kept and updated.
Principals 63 1.7302 .51451 .06482
Supervisors 15 1.8667 .51640 .13333
Ensure that school
curriculum design and reform
are initiated and
implemented.
Principals 63 1.9365 .43526 .05484
Supervisors
15 2.1333 .51640 .13333
122 Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence
Interval of the Difference
Lower Upper
Encourage teachers to use available instructional materials for effective teaching and learning.
Equal variances assumed
1.020 .316 .240 76 .811 .03810 .15860 -.27779 .35398
Equal variances not assumed
.214 18.836 .833 .03810 .17822 -.33515 .41134
Improve teachers’ instructions through interaction and dialogue.
Equal variances assumed
.204 .653 -.079 76 .937 -.01587 .20042 -.41504 .38329
Equal variances not assumed
-.074 19.815 .941 -.01587 .21334 -.46117 .42942
Determine the proper teaching method for teachers to improve standard.
Equal variances assumed
.670 .416 .117 76 .907 .01905 .16298 -.30555 .34365
Equal variances not assumed
.107 19.385 .916 .01905 .17747 -.35190 .38999
Encourage teachers to attend in-service training program.
Equal variances assumed
.056 .814 -.115 76 .909 -.01587 .13845 -.29163 .25988
Equal variances not assumed
-.114 20.960 .911 -.01587 .13978 -.30660 .27485
Help teachers to develop teaching topics.
Equal variances assumed
2.767 .100 1.449 76 .151 .27619 .19059 -.10341 .65579
Equal variances not assumed
1.733 27.412 .094 .27619 .15933 -.05049 .60287
Provide a strong sense of good relationship among staff.
Equal variances assumed
.346 .558 .122 76 .903 .01905 .15617 -.29199 .33009
Equal variances not assumed
.129 22.591 .899 .01905 .14822 -.28789 .32598
Give assistance in development of needed teaching competencies.
Equal variances assumed
12.474 .001 2.320 76 .023 .25714 .11085 .03636 .47792
Equal variances not assumed
1.860 17.360 .080 .25714 .13827 -.03412 .54840
Direct observation through classroom visit for the purpose of improving instruction.
Equal variances assumed
.120 .730 -.057 76 .955 -.00952 .16841 -.34494 .32589
Equal variances not assumed
-.058 22.064 .954 -.00952 .16282 -.34714 .32810
Monitor student’s activities to determine teacher effectiveness.
Equal variances assumed
.222 .639 -1.138 76 .259 -.22857 .20090 -.62869 .17155
Equal variances not assumed
-1.085 20.124 .291 -.22857 .21062 -.66774 .21059
Examine school records to ensure that they are properly kept and updated.
Equal variances assumed
1.321 .254 -.923 76 .359 -.13651 .14792 -.43111 .15810
Equal variances not assumed
-.921 21.134 .368 -.13651 .14826 -.44470 .17169
Ensure that school curriculum design and reform are initiated and implemented.
Equal variances assumed
1.078 .302 -1.518 76 .133 -.19683 .12966 -.45506 .06141
Equal variances not assumed
-1.365 19.014 .188 -.19683 .14417 -.49856 .10491
123 t-tes
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
Lack of relevant materials for
supervision.
Principals 63 3.4603 .50243 .06330
Supervisors 15 3.4667 .51640 .13333
Lack of motivation on
supervisors by the state
government.
Principals 63 3.6984 .46263 .05829
Supervisors 15 3.6667 .48795 .12599
Lack of proper training of
supervisors for supervision of
instruction.
Principals 63 3.5238 .50344 .06343
Supervisors 15 3.5333 .51640 .13333
Negative attitude of teachers
towards supervision of
instruction.
Principals 63 3.2698 .44744 .05637
Supervisors 15 3.2667 .45774 .11819
Resistance to change and
innovation by old and
inexperienced teachers.
Principals 63 3.4286 .49885 .06285
Supervisors 15 3.4000 .50709 .13093
Poor communication
between supervisors and
teachers.
Principals 63 3.4762 .50344 .06343
Supervisors 15 3.4667 .51640 .13333
Inadequate supervisory
personnel in carrying out
supervision of instruction.
Principals 63 3.4921 .50395 .06349
Supervisors 15 3.4667 .51640 .13333
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the
Difference
Lower Upper
Lack of relevant materials for supervision.
Equal variances assumed
.007 .934 -.044 76 .965 -.00635 .14509 -.29533 .28263
Equal variances not assumed
-.043 20.784 .966 -.00635 .14760 -.31349 .30079
Lack of motivation on supervisors by the state government.
Equal variances assumed
.201 .655 .236 76 .814 .03175 .13428 -.23570 .29919
Equal variances not assumed
.229 20.423 .821 .03175 .13882 -.25744 .32093
Lack of proper training of supervisors for supervision of instruction.
Equal variances assumed
.021 .885 -.066 76 .948 -.00952 .14533 -.29898 .27993
Equal variances not assumed
-.065 20.813 .949 -.00952 .14765 -.31675 .29770
124
Negative attitude of teachers towards supervision of instruction.
Equal variances assumed
.002 .961 .025 76 .980 .00317 .12910 -.25395 .26030
Equal variances not assumed
.024 20.851 .981 .00317 .13094 -.26926 .27560
Resistance to change and innovation by old and inexperienced teachers.
Equal variances assumed
.193 .662 .199 76 .843 .02857 .14376 -.25774 .31489
Equal variances not assumed
.197 20.944 .846 .02857 .14523 -.27351 .33065
Poor communication between supervisors and teachers.
Equal variances assumed
.021 .885 .066 76 .948 .00952 .14533 -.27993 .29898
Equal variances not assumed
.065 20.813 .949 .00952 .14765 -.29770 .31675
Inadequate supervisory personnel in carrying out supervision of instruction.
Equal variances assumed
.197 .659 .175 76 .862 .02540 .14545 -.26429 .31508
Equal variances not assumed
.172 20.827 .865 .02540 .14768 -.28187 .33267
125 t-test
Group Statistics
Status N Mean Std. Deviation Std. Error Mean
proper acquisition of
supervisory skills..
Principals 63 3.4921 .50395 .06349
Supervisors 15 3.4667 .51640 .13333
Provision of incentive for
teachers (salary, social
services, promotion).
Principals 63 3.6508 .48055 .06054
Supervisors 15 3.6000 .50709 .13093
Having good human
relationship among
supervisors and teachers.
Principals 63 3.4921 .50395 .06349
Supervisors 15 3.4667 .51640 .13333
Availability of instructional
materials for effective
supervision of instruction.
Principals 63 3.3016 .46263 .05829
Supervisors 15 3.3333 .48795 .12599
Provision of in-service
education programme for
both supervisors and
teachers through seminars
and workshops.
Principals 63 3.4603 .50243 .06330
Supervisors
15 3.4667 .51640 .13333
Application of different
supervisory techniques to
identify school problem.
Principals 63 3.4127 .49627 .06252
Supervisors 15 3.3333 .48795 .12599
126
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the
Difference
Lower Upper
proper acquisition of supervisory skills..
Equal variances assumed
.197 .659 .175 76 .862 .02540 .14545 -.26429 .31508
Equal variances not assumed
.172 20.827 .865 .02540 .14768 -.28187 .33267
Provision of incentive for teachers (salary, social services, promotion).
Equal variances assumed
.413 .522 .364 76 .717 .05079 .13950 -.22704 .32862
Equal variances not assumed
.352 20.416 .728 .05079 .14425 -.24972 .35130
Having good human relationship among supervisors and teachers.
Equal variances assumed
.197 .659 .175 76 .862 .02540 .14545 -.26429 .31508
Equal variances not assumed
.172 20.827 .865 .02540 .14768 -.28187 .33267
Availability of instructional materials for effective supervision of instruction.
Equal variances assumed
.201 .655 -.236 76 .814 -.03175 .13428 -.29919 .23570
Equal variances not assumed
-.229 20.423 .821 -.03175 .13882 -.32093 .25744
Provision of in-service education programme for both supervisors and teachers through seminars and workshops.
Equal variances assumed
.007 .934 -.044 76 .965 -.00635 .14509 -.29533 .28263
Equal variances not assumed
-.043 20.784 .966 -.00635 .14760 -.31349 .30079
Application of different supervisory techniques to identify school problem.
Equal variances assumed
1.790 .185 .558 76 .578 .07937 .14214 -.20373 .36246
Equal variances not assumed
.564 21.451 .578 .07937 .14065 -.21276 .37149
127
Hypothesis One
(Group Statistics)
VAR00002 N Mean Std. Deviation Std. Error Mean
Hypothesis One Principals
63
1.8889
.57111 .0.7195
Supervisors 15 1.8000 .56051 .14475
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Hypothesis One Equal variances
assumed
.076
.783
.544
76
.588
-08889
.6353
-.41458
.23680
Equal variances
not assumed .550 21.477 .588 -08889 . .6353 -.41458 .23680
Hypothesis Two
(Group Statistics)
VAR00002 N Mean Std. Deviation Std. Error Mean
Hypothesis Two Principals 63
1.9048 .55979 0.7053
Supervisors 15 1.8667 .51640 .13333
128
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Hypothesis Two Equal variances
assumed
.052
.820
.240
76
.811
-03810
.15860
-.41458
.23680
Equal variances
not assumed .253 76.22532 .803 -03810 . .15084 -.41458 .23680
Hypothesis Three
(Group Statistics)
VAR00002 N Mean Std. Deviation Std. Error Mean
Hypothesis Three Principals 63
3.4267 .51640 .13333
Supervisors 15 3.4103 .50243 0.6053
129
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Hypothesis Three Equal variances
assumed
.007
.934
.044
76
.811
-00635
.15860
-.41458
.23680
Equal variances
not assumed .043 76.22532 .803 -00635 . .15084 -.41458 .23680
Hypothesis Four
(Group Statistics)
VAR00002 N Mean Std. Deviation Std. Error Mean
Hypothesis Four Principals 63
3.5333 .51040 .13333
Supervisors 15 3.4762 .50344 .0.6195
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Hypothesis Four Equal variances assumed
0.21
.885
.393
76
.695
-08889
.6353
-.41458
.23680
Equal variances
not assumed .387 20.813 .788 -08889 . .6353 -.41458 .23680