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PRINCIPALS SUPERVISORY SKILLS EFFECTIVENESS AND TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS IN EDO SOUTH SENATORIAL DISTRICT, EDO STATE
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Education is the key to national development of any country, and in every educational system, the teachers constitute a very vital component. Despite the remarkable advancement in technology in all areas of teaching and learning process through the production of instructional materials such as television, computer projector of various kinds, the teacher is still an indispensably significant factor for motivating and imparting knowledge to the learners at each level of education. The extent to which teachers achieve this important role of imparting knowledge is contingent on their effective job performance.
Teachers’ job performance involves all the activities carried out by the teacher to achieve the desired effects on students. It involves the extent to which the teacher participates in the overall running of the school in order to achieve the expected objective and goals of the school. In other words, performance is the accomplishment of school goals. However, Affianmagbon (2007) has observed professional laxity on the part of teachers. To him, many teachers are merely staying on the job to look for better jobs outside. He complained that the constant cases of absenteeism, persistent lateness to school, irregular and unauthorized movement from duty post and indiscipline constitute a big problem to the attainment of educational goals in secondary schools. Accordingly, Adetula (2005: 34) has called attention to the state of affairs in our secondary schools where in his words “a totally unwholesome and non-professional behaviour of teachers such as absenteeism, lateness, malingering, trading and the general low level of commitment to duty which appears to be indices of lack of supervision in school administration”. Given this scenario in the school, it is the duty of the principal to coordinate such activities through effective supervision, without which, effective teaching may not be accomplished easily.
Supervision of instruction has become very necessary in recent times because of the importance attached to education and the desire to improve the quality of education. According to Osakwe(2010), supervision is concerned with the provision of professional assistance and guidance to teachers and students geared towards the achievement of effective teaching and learning in the school. The principal as a supervisor provides a professional guidance to teachers in order to improve their competencies for effective teaching process to enhance the learning and growth of the students. The school principal in carrying out their duties assist the teachers to perform effectively in the areas of preparation of lesson plan and lesson notes before lesson delivery, good use of instructional methods and teaching aids, keeping and maintaining of school records, classroom management, among others. Through supervision the principal can provide meaningful feedback and direction to teachers that can have profound effect in the learning that occurs in the classroom.
Based on these, it has become vital that principals’ supervisory techniques be properly directed for effective/efficient job performance of teachers. This can only be possible through effective supervisory techniques. Fritz and Miller(2001) opined that, the responsibility of ensuring that effective teaching and learning take place and the extent to which instructional supervisors carry out their duties is by employing various techniques to enhance teachers’ job performance. Accordingly, Obi (2004) has outlined many strategies available for supervisors to help teachers improve on the job; and also to facilitate effective instruction in schools. Some of the strategies include self-appraisal method, micro-teaching, classroom visitation, clinical supervision, workshop, demonstration method among others. These methods provide feedback to the teacher on the various learning outcomes of the educational system, and also help to realize the goals of teaching and learning. This study is carried out to examine the relationship between principal use of workshop techniques, classroom visitation and teachers’ job performance.
The ability of teachers to render co-operative effort willingly determines the extent to which secondary schools will achieve their goals and objectives. This is so because, it is the teacher on whose shoulder lay the actual work of pedagogy and the attainment of educational results. However, some teachers cannot perform their jobs creditably without being effectively supervised to ascertain whether their performance meet the required standard. Teachers in secondary schools in Edo South Senatorial District are expected to prepare lesson notes, teach students, and evaluate students’ performance during and at the end of term. The extent to which teachers carry-out these functions depends on how effective their principals are performing their instructional supervisory roles. Such roles include checking on: teachers’ lesson notes, scheme of work, students’ attendance register, lesson delivery observation and others.
It is observed in the study area that there is laxity on the part of teachers in their professional role performance. Many teachers are merely staying on the job to look for better jobs outside. The constant cases of absenteeism, persistent lateness to school, irregular and unauthorized movement from duty post and other forms of indiscipline constitute a big problem to the attainment of educational goals in secondary schools. This study was carried out to establish if there is any relationship between principals’ supervisory techniques of classroom visitation, workshop technique and teachers’ job performance.
Supervision is the bedrock for improving the quality and standard of teaching
and learning process. It is a dynamic function that involves the stimulation of teachers while evaluating their job performance with an ultimate view to improve the entire teaching and learning situation. To this effect, series of efforts have been made by Edo state government on different occasions to improve the standard of education and teachers job performance through the provision of teaching facilities such as laptops for teachers as well as regular staff training of both principals and teachers in all public secondary schools in the state.
However, the stakeholders in secondary education such as the government, students, parents and community leaders keep complaining about the continuous falling standard of education and mass failure of student in the West Africa Examination Councils and National Examination Council respectively. This is a call for concern because, if students’ academic performance is not encouraging, it therefore, means that teachers are not performing their job effectively. As such, there is a tendency that the teachers are not properly supervised by the principals through professional guidance to improve their job performance. Hence, the researchers were motivated to embark on this study to assess the relationship between principals’ instructional supervisory roles and teachers’ job performance in Edo state public secondary schools.
Statement of the problem
Effectiveness of teaching has a lot of determinant factors. The level of effectiveness and values attained by teachers are however not easy to measure, but could in one way be assumed from the outcome of teaching. What the teacher can give out to students depend on what he has. Thus, teacher’s knowledge of the subject matter is another problem that affects his efficiency.
Research has showed that many teachers are not as duty conscious as they were known for in the past. It was discovered that some teachers are not consistent in class attendance.
It was also observed that there is no cordial relationship between supervisor and the teachers. The role of instructional supervision in all these teaching related problems is the central focus of this study. Attention therefore, will be focused on the role of supervision in relation to the preparing and equipping the teacher for more effective and efficient teaching.
Purpose of the Study
The study was designed to assess the relationship between principals’ instructional supervisory roles and teachers’ job performance in public secondary schools in Edo State. The specific objectives of the study include the following:
1. To examine the relationship between principals’ role of classroom observation and teachers’ job performance in public secondary schools in
Edo State.
2. To determine the relationship between the principals’ role of staff evaluation and teachers’ job performance in public secondary schools in Edo State.
Research Questions
The study was guided by the following research questions:
1. What is the relationship between principals’ role of classroom
observation and teachers’ job performance in public secondary schools
in Edo State?
2. What is the relationship between principals’ role of staff evaluation and
teachers’ job performance in public secondary schools in Edo State?
3.Does supervision enhance effective teaching and learning in secondary school?
4.Is there any relationship between teachers and the supervisors?
5.Does supervisory techniques used by supervisor has an impact on teachers job performance?
6.Does the leadership style used by the supervisors affect the teachers’ job performance?
Statement of hypotheses
Two null hypotheses guided the study:
1. There is no significant relationship between principals’ use of workshop technique and teachers’ job performance.
2. There is no significant relationship between principals’ classroom visitation technique and teachers’ job performance.
3. There is no significant relationship between principals’ role of classroom
observation and teachers’ job performance in public secondary schools in Edo State.
4. Significant relationship does not exist between principals’ role of staff evaluation and teachers’ job performance in public secondary schools in Edo State.
Significance of the study
This research work might be of great benefit to the teachers especially the monitoring unit of the ministry of education and teaching commission. This study will provide the ministry of education with further basic orientation to the monitoring of teachers in secondary schools.
This research work will help schools to provide information on supervision and possibly develop their interest in finding ways of improving their instructional strategies.
It could also help the ministry of education to define clearly the functions of school inspectors and supervisors. It is equally hopeful that this work might be of immense help to both trained and in-training supervisors in secondary schools.
Lastly, this research work will also expose teachers to various leadership styles and supervisory techniques used by supervisors and know the reasons why supervision is being done.
Definition of Terms
Supervision: This is the process of co-ordinating a person or something so as to make sure that everything is done correctly as it is expected
Supervisor: This is a person who desires to help or guide others to do something correctly
Teachers: This is someone who cause learning to take place and impart knowledge, skills, attitudes and values to a learner or group of learners
Student: This is a person who is studying in a secondary school
Instructional Supervision: This means all efforts to guide, direct, help and to
evaluate teaching with a view of improving such strategies.
Job: It is a responsibility or duty a person is expected to perform.
Performance: This is the ability of doing something either very well or otherwise
Leadership Style: This is the way in which authority is being exercised by a leader and the manner by which the subordinates or followers are coordinated.
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