The Influence Of The Principal’s Position Supervision On Teachers’ Performance In Some Secondary School

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The Influence Of The Principal’s Position Supervision On Teachers’ Performance In Some Secondary School


Chapter One


Introduction

1.1 Background of the Study

The school’s teaching and learning activities. The goal of supervision is to enhance the teaching and learning process for the ultimate benefit of the learner, who is the center of education (Adefemi, 2007). Similarly, supervision is fundamentally a leadership role, a type of superior subordinate interaction in which a leader or officer trains, oversees, and corrects subordinates to improve effective performance. Effective and efficient school activities require supervision so that educators may give their all in their many responsibilities and make a significant contribution to developing learners who will be able to compete worldwide with their peers. Adelakun Adelakun Adelakun Adelakun Adel (2005). Teacher supervision is the process of mobilizing and motivating the school’s subordinate personnel to achieve the school’s aims and objectives to the fullest extent possible. Through the guidance and monitoring of teacher actions in school, supervision guarantees that the proper thing is done. That is, certain expressly allocated responsibilities will be subjected to checks and balances. According to Key (2000), education supervision is “that term of school management that focuses principally on the attainment of educational goals and objectives.” He goes on to say that supervision is an activity that entails leading, supporting, enhancing, and supervising teaching and learning in the hopes of gaining the teachers’ cooperation so that the supervisor might be good in his supervisory duties (Zee, 2003). The development of educational excellence has been a primary objective for most countries across the world. This is because education has been deemed the key to permanently closing the door to poverty and ignorance while simultaneously opening the door to success in terms of economic buoyancy, social development, and civilisation for any nation. Teachers are the operators of the instrument, while students may be seen as the raw materials on which the changes would be realized throughout time, as education is acknowledged as an instrument of change alongside the element of growth (Zak, 2001). However, because they are the main characters on stage, both the instructor and the students’ participation is very vital and valuable to the educational system. In the process of teaching and learning, some external variables can interfere with the school’s plans and patterns of operation, the teacher’s personality, attitude toward work, motivation, discipline, student background, and environment, all of which can have positive or negative effects on the school system and its end results. The monitoring process is complicated, and it penetrates the whole school system (Carl, 2002). There appears to be little or no area of operation within the school where monitoring is not required, however this may vary in degree. Teachers have been accused of split allegiance, a casual attitude, and indiscipline between themselves and their students (Carly, 1997). There is a continual comparison of the past with the present, particularly when it comes to government or voluntary agencies or school inspectors. Parents frequently express their dissatisfaction with their children’s or wards’ incapacity to communicate successfully in languages other than their mother tongue. They believed that as a result of this, the school system is rapidly losing its luster and orientation, which is having an indirect impact on the achievement of national educational goals. It is therefore critical for these concerns to critically examine the critical areas within the school system that require supervision, namely the instructional and discipline areas, where both the content method and mode of delivery, as well as the personality of both students and teachers, are evaluated to ensure their suitability for the school system (Ajibade, 1993).The children are the materials to be transformed in a teaching and learning scenario. The people who are participating in the process of converting the kid in school are the most academically qualified individuals who have been assigned to work in this channel. In addition, well-qualified masters are appointed as heads of departments in schools to coordinate the efforts of the teachers who teach their many specific disciplines (Shedrach, 1998). The secondary school system in Benue State has gone through a number of administrative changes. There was a time when secondary schools were governed by voluntary organizations such as Baptists, Roman Catholics, Private Owners, and others in collaboration with the Local Education Authority. Principals of secondary schools were chosen at that time with the help of administrative aid from different organizations and the local education officer. There are no university-wide norms and policies in place at this time, and each volunteer organization has its own set of requirements (Levi, 2000). Because the quality of a country’s educational system is dependent to a large extent on the qualities of its leaders, the opportunity available to principals in participating in the school’s teaching and learning format was insufficient because it did not allow for principals’ initiatives. The principle has a significant influence on the type of person that the kids under his supervision will become as adults (Paul, 2003). As a result, the principle should be aware of the attributes that are required of him. Effective school supervision ensures that both human and non-human resources engaged in the processing of the kid are functioning properly and that the actions of all designated school workers are coordinated. The negative impacts of monitoring may cause the supervisor to become subjective rather than objective, and this supervision may cause both the principal and the teachers to give their all in order to please the supervisor, only to retract their efforts at the conclusion of supervision (Gloria, 2001). This results in a school-wide eye service performance. The challenge created by the continuously changing school curriculum will be met by regular and thorough examination of secondary schools. It will also prevent the instillation of a poor curriculum into the minds of students, which, if allowed to be taught, would result in the promotion of “half naked” school leavers, who, instead of graduating as productive students, will graduate as liabilities to themselves and society in general, defeating the goals and purposes of education (John, 2002).The question of how to get the most out of the school system in the face of decreased input has been a key one for the educational system. Within and outside of the educational system, the question of how to make both the student and the instructor more productive has been a cause of concern. In general, making the educational system responsive to the needs of society, both individually and collectively, has been a key concern for all citizens. However, once all resources are in place, it is necessary to monitor the performance of the educational system and to make optimal use of the materials or resources in order to get the most out of it. As a result, teaching and learning are the most important tasks in the school, necessitating efficiency and effectiveness (Zak, 1994). The purpose of this study is to test the influence of the principal’s position supervision on the performance of teachers in several secondary schools in the Guma Local Government Area of Benue State.


1.2 Statement of the Problem

The study is based on recent observations of teachers’ unsatisfactory teaching performance in secondary schools, where teachers are free to do anything they want. It is considered that a student’s performance is a reflection of the teacher’s performance in the classroom (Gloria2001). The major goal of this research is to test the influence of principals’ supervision on teachers’ teaching performance. How successful is the ministry of education’s secondary school oversight position? And how all of these secondary schools’ teachers are doing their jobs.


1.3 Objectives of the Study

The goal of this study is to see how supervision influences teachers’ ability to perform effectively in a teaching-learning situation. It has been recognized that one of the most significant elements that might impede a student’s academic performance in school is the efficacy of a teacher’s approach to the student’s learning ability. It is also vital to look at teachers’ supervisory function and its consequence in order to establish whether their supervision activities have contributed to their effectiveness in school. The study also aims to determine how this teacher monitoring might be maintained over time in order to improve school activities, particularly in secondary schools.


1.4 Research Questions

The following question will be given sufficient consideration.

  1. How do we assess teaching success in terms of the teaching and learning process?
  2. What are the different types of supervisory jobs that exist in a secondary school?
  3. How can we encourage teachers to be more effective in their work?
  4. What are the variables that hinder a teacher’s ability to perform well during a teaching and learning exercise?

1.5 Significance of the Study

The government, educational authorities, and school administrators would benefit from this research. The findings would also highlight the importance of supervision and its implications on teacher effectiveness. In recent years, the number of people enrolled in secondary school in Nigeria has increased dramatically. The need for certified and untrained teachers in secondary schools has increased as the number and population of schools has grown. Finally, the research may aid in reviving the topic of declining educational standards as a result of bad management, which necessitates good organization and planning. As a result, the society will profit from the research and will be able to make better use of the human and material resources available to schools in the society.


1.6 Scope of the Study

The study’s scope included a few chosen public secondary schools in Guma Local Government of Benue State. The instructors and principals of these chosen schools make up the study’s target group.


1.7 Definition of Terms

It’s critical to state the operational definitions of the ideas or terms employed in the research. The word encompasses the following:

Investigation:

The act of conducting research on a certain topic. That is, delving very deeply into a topic.

Supervision:

This involves guiding and monitoring to ensure that the appropriate thing is done. This entails functioning as a check and balance for some specifically given responsibilities.

Teacher:

Someone who teaches others something they may not have learned before. A teacher’s role is to pass on their expertise to others.

Influence:

A result obtained as a result of a long-term action that is intriguing enough to be noticed.

Performance:

An action that is seen, observed, or felt as a result of its consequences on others.


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Frequently Asked Questions


Does the academic supervision of a principal help teachers improve teaching profession?

A principal plays a vital role in managing school and improving teacher’s quality teaching instruction in the class. This study explores the academic supervision of the principal in helping teachers improve their teaching profession to enhance students’ learning outcomes.

Does instructional supervision affect teachers’ effectiveness?

The findings were that there is a significant difference in teachers’ effectiveness based on classroom observation, analysis/strategy, post-conference analysis and post-analysis conference. Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision.

What is teaching supervision?

Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom.

Should Headmasters be responsible for instructional supervision?

Probable reason for this might be because of the general belief that instructional supervision which is perceived as a tool of quality control in the school needs to be used as and when due by headmasters in order to attain school goals. 

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