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DEMOGRAPHIC
VARIABLES AS PREDICTORS OF EFFECTIVE SECONDARY SCHOOL SUPERVISORY PRACTICES
Abstract
The study
investigated the demographic variables as predictors of effective secondary
school supervisory practices in the North-Central states of Nigeria. The
purpose of the study was to determine the extent to which gender, experience,
professional qualification and age can predict effective secondary school
supervisory practices. The design of the study was correlational survey. Four
research questions and four hypotheses guided this study. The target population
consisted of 2,051 external supervisors from Ministries of Education, Teaching
Service Boards, and Area Education Offices as well as internal Supervisors from
Government Secondary Schools in the North-Central States of Nigeria. The sample
of the study consisted of 528 respondents. Multi-stage sampling technique was
used where random sampling technique was used to select three states out of the
six states in the North-Central States of Nigeria while proportionate certified
random sampling technique was used to select secondary schools in each of the
sampled states. The instrument for data collection was researcher’s developed questionnaire
titled Demographic Variables Supervisory Practices Questionnaire (DVSPQ). The
instrument was face validated by two experts in educational administration and
one in measurement and evaluation from Faculty of Education University of
Nigeria, Nsukka. The overall reliability yielded 0.93 using Cronbach alpha
coefficient Method. Data was analyzed using Pearson r and R2for answering
research questions. The hypotheses were tested at 0.05 level of significance
using linear regression analysis. The major findings of the study were that
gender, experience, professional qualification and age to a little extent
predict supervisors’ effective secondary school supervisory practices. The
educational implications are that, the study has provided empirical evidence
that gender is not a hindrance to supervisors’ effective secondary school
supervisory practices; the finding of the study also shows that experience has
little impact on supervisors’ effective performance among others. The following
recommendations were made based on the findings, that the government can employ
supervisors on equal basis not minding whether they are males or females; both
experienced and inexperienced supervisors can be employed by the government
since on-the-job experience is most important; the government can encourage
supervisors to attain higher professional qualifications; both young and old
supervisors can be employed and on-the-job training given to them during their
service years.
CHAPTER ONE
INTRODUCTION
Background
to the Study
School
systems worldwide are faced with the challenge of how to improve teaching and
learning outcomes which can be possible through effective supervision of
schools. Supervision is the process of guiding, directing and helping the
teachers in the improvement of the instructional process (Afianmagbon, 2004).
Supervision is viewed as a process of directing, overseeing, guiding or making
sure that expected standards are met (Igwe, 2001). Supervision can also be
defined as that which helps to improve the teaching and learning processes in
schools. It involves supervising teaching and classroom activities of the
teachers (Igbo, 2003). Supervision can thus be regarded as an educational
process that focuses on the improvement of teaching and learning processes in
schools.
The purpose
of supervision in secondary schools among others include to provide assistance
to teachers towards the improvement of teaching and learning process; to
provide a conducive teaching and learning environment in order to promote
effective teacher performance and learning in schools; to help teachers in
identifying their strengths and weaknesses with a view to providing relevant
in-service training; to induct beginning teachers into the main stream of the
school system (Oluwole, 2007). Supervision is important in schools because
according to Akpa and Abama (2000), it improves the teaching competence of
teachers which invariably, positively enhances students learning. In the view
of Oyedeji (2011) it will be very difficult to attain the standards that are
set if supervision is not adequate or not undertaken at all. Therefore,
supervision helps to enhance the quality of education. According to Onasanya
(2006), teachers need supervision to work harder no matter their level of
experience and devotion.
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