PERCEIVED INFLUENCE OF SUPERVISION ON TEACHERS PERFORMANCE IN SOME SELECTED SECONDARY SCHOOL

TABLE OF CONTENTS
Title page ………………………………………………………….. i
Approval page ………………………………………………………. ii
Declaration……………………………………………………………iii
Dedication ………………………………………………………….. iv
Acknowledgment ……………………………………………….…… v
Abstract ………………………………………………………….. vi
Table of content…………………………………………………….. vii
CHAPTER ONE: INTRODUCTION

1.1 Background of the study……………………………………………1

1.2 Statement of the problem……………………………………………5

1.3 Purpose of the study…………………………………………………6

1.4 Significance of the study…………………………………….………7

1.5 Scope of the study…………………………………………….……….8

1.6 Research questions……………………………………………..…….9

1.7 Hypotheses………………………………………………………….9

1.8 Operal definition of terms ………………………………………….10

CHAPTER TWO: REVIEW OF LITERATURE

2.0 Introduction……………………………………………………….…..11

2.1 Concept of Supervision………………………………………….…….11

2.2 Concept of Instruction…………………………………………….…..13

2.3 Concept of supervision of instruction……………………………..…..14

2.4 Purpose of school supervision………………………………………….15

2.5 Qualities of a good instructional supervisor……………………………17

2.6 Challenges and problems of supervision of instruction in Nigeria…….19

2.6.1 Ways of improving supervision of instruction……………………….22

2.7 Summary of literature review…………………………………….……25

CHAPTER THREE: RESEARCH METHOD

3.0 Introduction…………………………………………………………..27

3.1 Design of the study……………………………………………………17

3.2 Population of the study……………………………………………….27

3.3 Sample and sampling technique……………………………….……..28

3.3.1 Sample technique……………………………………………..…….28

3.3.2 Sampling technique…………………………………………………29

3.4 Instrument for data collection………………………………….……..29

3.5 Validation and Reliability of the instrument………………………….29

3.6 Method of data collection……………………………………………..30

3.7 Method of data analysis……………………………………………….30

CHAPTER FOUR: COLLECTION, PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF RESULTS

4.0 Introduction…………………………………………………………..32

4.1Data presentation………………………………………………………32

4.2 Testing of hypothesis…………………………………………………39

4.3Discussion of results…………………………………………………..43

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary of findings…………………………………………………46

5.2 Conclusion……………………………………………………………47

5.3 Recommendations……………………………………………………………………….48

5.4 Limitations of the study………………………………………………49

5.5 Suggestions for further study…………………………………………49

REFERENCES………………………………………………………….50

APPENDICES…………………………………………………………..54

Appendix A ………………………………………………………………54
Appendix B……………………………………………………………….55
Appendix C……………………………………………………………….57

Abstract
This study investigated the perceived influence of supervision on teachers’ performance in some selected schools in Jos North LGA of Plateau State. The population of the study comprised of 100 teachers in the 10 secondary schools in Jos-North LGA. The sample and sampling technique was used. The study was a Survey Research Design. The instrument for data collection was Influence of Supervision on Teachers’ Classroom Performance Questionnaire (ISTCPQ). Four research questions and four null hypotheses were formulated. The research questions were answered using mean and standard deviation while chi-square was used to test the hypotheses at 0.5 level of significance. The major findings showed that interaction between teachers and instructional supervisors influences to a great extent teachers’ classroom performance. The use of instructional materials suggested by instructional supervisor(s) influences to a great extent teachers’ classroom performance. Also, conferences and seminars organized by instructional supervisors influence teachers’ classroom performance to a great extent. Based on the findings, it was recommended that workshop and seminars should be organized regularly for teachers on the needs of supervision and what is expected of them in such exercise should be made available and there should also be good rapport between supervisors and teachers for supervision to be friendly and positive. The instructional supervisors should make it a point of duty to interact well with teachers and finally supervisors should always make themselves available and approachable to teachers. This will completely erase any iota of doubt that supervisors are threats; rather they will always be seen as helpers that they really are.

CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Supervision is a constant process that aims at improving teaching by providing needed services to teachers. Improving teaching is a complex process in which many elements should interact. Teachers are at the center of this improvement process. Their acceptance of instructional supervision and interaction with instructional supervisors provide the catalyst for any supervisory success. The way teachers view the supervision that they are undergoing and think about it is very important in the outcome of the supervision process.
Supervision has its origin from the Latin word “Super video” meaning “to oversee” (Adenaike and Adebanjo, 2000:151). Therefore, “Supervision can be seen as a way of advising, guiding, refreshing, encouraging, stimulating, improving and overseeing certain groups with the hope of persuading people to desist from applying wrong procedures in carrying out certain functions on their jobs and at the same time try to emphasize the importance of good human relations in an organization” (Akilaiya, 2001:251). Supervision as a concept has diverse meanings and definitions on the individual’s needs, purposes and experience. Whereas the school supervisor would perceive it as an indispensable force for improved productivity, the teacher and or the taught being supervised might view same as an attempt to harass, threaten and curse because of the use of traditional approach of supervision by supervisors, or as a source of assistance and support needed in realizing the educational goals and objectives. The traditional approach of supervision is a fault-finding approach, the supervisor goes to school to criticize and condemn teachers, not seeing anything good in them (Adenokun, 2000). Educational supervision is the process or act of seeing to it that the policies, principles and methods established for achieving the objectives of education are properly and successfully carried out (Akilaiya, 2001). This process involves using expert knowledge and experience to oversee, evaluate and cooperatively improve the conditions and methods of doing things connected with the teaching-learning problems in schools.
The need to supervise the instructional process cannot be over emphasized; hence Ezeocha (1985) is of the view that most of the school activities and all the school programmes require supervision. Supervision of instruction is a process of assisting the teachers to improve himself and his instructional abilities so as to enhance effective teaching and learning (Afianmagbon, 2007). It is a service rendered to teachers which is directed towards controlling the quality of their classroom instruction. Supervision of instruction aims at identifying areas of work that need to be improved upon. Oraemesi (1997:195) is of the opinion that supervision of instruction is important for a number of reasons. To him; “the supervisee learns during supervision, since the supervisor is more knowledgeable, he corrects and advises the supervisee. This is done through friendly interaction. It also enhances personal professional growth of the teacher since interaction and greater knowledge gained at supervision promotes personal growth”.
Education has been known to be the antidote to poverty and ignorance and the key for unlocking natural resources (Obaji, 2006). Since education is accepted to be an instrument of change; teachers serve as the main operators of the instrument while the students are referred to as the raw materials to be processed on which the change would be manifested over a period of time (Adenaike and Adebanjo, 2000). In an attempt to ensure that the value of education is being derived at all levels, some officials are charged with the responsibility to monitor the performances of all those who run education especially those in schools in order to find out or assess the extent of achievement of the goals of education. These officials are the ones officially designated as supervisors.
Teachers have been accused of divided loyalty, nonchalant attitude and indiscipline among the teachers and students, which lowers the performance of both teachers and learners. Performance is seen as an act, process or manner of executing, performing or functioning. It can also be seen as an action seen, noticed or felt due to its effects on the people’s lives or way of thinking. Classroom Performance on the other hand is the act, process or manner of executing teaching functions in the classroom by the teacher either through discipline, teaching instruction, punctuality in class and so on. Parents now complain about their wards’ inability to communicate effectively in other language (English) from their mother tongue, also their wards’ academic performances have greatly and drastically reduced. They now see the school system fast losing its glamour and orientation which is affecting the attainment of National aims of education. To restore this, the need for instructional supervision process needs to be taken seriously (Ezeocha, 1985).
Instructional Supervision can be done either through internal supervisors who are Heads of schools, their assistants, and the Heads of departments, or through External supervisors who are resource persons and consultants like University professors, education researchers, curriculum consultants and designated officials from the Secondary School Management Board (Chiagha, 2008). If there is effective instructional supervision there is a greater possibility of achieving the set goals, on the other hand a defective instructional supervision or poor instructional supervision will impede a successful implementation of the school programme. Instructional supervision is a great determinant of a school’s quality; it can affect it either positively or negatively.
Effective instructional supervision of schools ensures proper functioning and mutual interaction of all persons and materials involved in the processing of a child and harmonizes the efforts of all designated school personnel. When all resources (human, physical and material) are in place, the need to monitor the operations within the school system by all interested groups would be an effective way of getting the best out of the school system. Teaching and learning are the major activities going on within the school; there is therefore the need to supervise these major activities for efficiency and effectiveness.
This study will be concerned with the perception of teachers on the influence of supervision of instruction as it affects interaction between supervisor and teachers, availability of teaching materials as suggested by instructional supervisors, and conferences and seminars organized by instructional supervisors.
1.2. STATEMENT OF THE PROBLEM
In the attempt to improve the quality of education, more focus should be put on teachers. This focus is based on the assumption that understanding the perception of teachers on the influence of supervision of instruction on their performances will increase knowledge on how to go about instructional supervision (Wu and Short, 1996).
In Jos-North LGA of Plateau State, there are designated instructional supervisors charged with the responsibility to supervise instructions. The supervisors supply teaching materials to schools for teachers to work with in order to improve classroom instructions. The supervisors are always ready to assist the teachers and the interaction is quite cordial. Also, workshops, conferences and seminars are organized more often both within the education zone and at the state level to help find solutions to teachers’ unanswered questions.
The problem investigated in this study was whether the perception of teachers as regards the influence of supervision on their class performance is negative or positive and the extent of their perception, since these will determine the impact and success of instructional supervision of schools in Jos-North LGA. It focused on three aspects of instructional supervision. These are: interaction between teachers and supervisors, availability of teaching materials as directed by instructional supervisors and attendance to conferences and seminars organized by instructional supervisors.
1.3. PURPOSE OF THE STUDY
The main purpose of this study is to determine the perceived influence of supervision on teachers’ classroom performance.
Specifically it seeks to:
1. find out the purposes of supervision of teachers
2. find out the causes of poor performance of teachers in the classrooms.
3. determine the effect of teachers’ supervision on the performance of students.
4. discover the attitude of teachers towards supervision.
1.4 SIGNIFICANCE OF THE STUDY
Examining the perception of teachers on the influence of supervision of instruction is significant, in that it will help improve the supervision process in schools. This study will help the following groups: Teachers,
Schools’ management, Education board and other researchers interested in supervision of instruction.
The findings of this study will help teachers to understand and appreciate the importance of supervision of instruction on effective classroom performance as regards instruction. It will help them understand that instructional supervisors are there to assist them and not to harass them. It will also make them know that the way they perceive supervision of instruction can make or mar their classroom performances.
This study will help the schools’ management to have understanding about the teachers’ perception on the influence of instructional supervision on class performance. And this understanding will help them realize that the perception of teachers towards supervision of instruction can make or mar the school activities. Since classroom instruction is one of the major school activities in the school and the school is like a factory that processes the students into finished products. Also, it will help the school management to know the extent to which attendance to conference and seminars improve teachers’ classroom performance. This will make them encourage teachers to participate more in conferences and seminars
The findings will also help other researchers to understand better supervision of instruction and help in their researches. It will also assist them in their review of empirical studies. As it will contribute to the existing theories and works on supervision of instruction.
1.5 SCOPE/\DELIMITATION OF THE STUDY
The scope of this study covered Jos-North LGA of Plateau State involving some selected secondary schools (both Junior and Senior). The investigation centered on the perceived influence of supervision on teacher’s performance. It involved all teachers in Junior and senior secondary schools. The content scope of this study involved: perceived influence of interaction of instructional supervisors and teachers, perceived influence of availability of teaching materials as suggested by instructional supervisors and the perceived influence of attendance to conferences and seminars organized by instructional supervisors on teachers’ classroom performance.
1.6 RESEARCH QUESTIONS
The following research questions were posed to collect data for the study:
1. what is the purpose of supervision of teachers in some selected secondary schools in Jos-North LGA in Plateau State?;
2. what are the causes of poor performance of teachers in the classrooms in some selected secondary schools in Jos-North LGA in Plateau State?;
3. what are the effects of teachers’ supervision on the performance of students in some selected secondary schools in Jos-North LGA in Plateau State? and;
4. what is the attitude of teachers towards supervision in some selected secondary schools in Jos-North LGA in Plateau State?;
1.7 HYPOTHESES
The following hypotheses were formulated to guide the study and were tested:
H0: There is no significant relationship between performance of teachers and supervision in some selected secondary schools in Jos-North LGA in Plateau State.
H0: There is no significant relationship between supervision and poor performance of teachers in some selected secondary schools in Jos-North LGA in Plateau State.
H0: There is no significant relationship between teacher supervision and student performance in some selected secondary schools in Jos-North LGA in Plateau State.
H0: There is no significant relationship between the attitude of teachers and effectiveness in supervision in some selected secondary schools in Jos-North LGA in Plateau State.
1.8 OPERATIONAL DEFINITION OF TERMS
Supervision: This is the act of supervising someone or something.
Teacher: This is a person who helps others to acquire knowledge,
competence or values.
Performance: Performance is the completion of a task with the application of knowledge, skills and abilities.