ABSTRACT
This research investigated the “Difference of Peer Supervision Model on Secondary Schools Teachers’ Instructional Effectiveness in South South, Nigeria. The purpose of the study was to investigate the difference of peer Supervision Model on Secondary Schools Teachers’ Instructional effectiveness in South South Nigeria. Six objectives, six research questions and six null hypotheses guided the study and the hypotheses were tested at 0.05 level of significance. The type of quasi experimental design used for the study was non-equivalent control group design which consist of treatment and control groups. The two groups were pretested and post-tested to collect data for the study. The population of the 29,820 consent of teachers’ in all public secondary schools in South South, Nigeria. A sample of 395 teachers were selected through multistage sampling techniques for the study. The instrument used in gathering data for the study was titled “Teachers’ Instructional Effectiveness Rating Scale” (TIERS). The instrument was face validated by two lectures in the Department of Educational Management, Michael Okpara University and one expert in Measurement and Evaluation. The reliability of the instrument (Teachers’ Instructional Effectiveness Rating Scale) was computed using Cronbach Alpha Reliability Coefficient. Reliability Coefficient of 0.74 was obtained. Data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). Findings revealed a significant difference between the mean effectiveness of teachers supervised with peer supervision model and those supervised with traditional model in terms of lesson plan. A significant difference existed in the means effectiveness of teachers supervised with peer supervision model and those supervised with traditional model based on lesson note preparation. Teachers who were supervised with peer supervision model had a significant difference existed in their means effectiveness based on lesson presentation. A significant difference existed in the means effectiveness of teachers supervised with peer supervision model based on method of teaching. Teachers who were supervised with peer supervision model had a significant difference in their mean responses than those supervised were traditional model in terms of classroom management. Also, the study indicated a significant difference in mean effectiveness of teachers supervised with peer supervision model than those supervised with traditional model based on work coverage. It is therefore recommended among others that the principals should see peer supervision as a welcome development in the school system and not as a threat. Workshop should be organized for internal supervisors of schools (principals) on peer supervision model on the need to allow teachers to practice this model.
TABLE
OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements
v
Abstract vi
Table
of Contents vii
List
of Appendices x
List
of Tables xi
CHAPTER 1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 17
1.3 Purpose of the Study 19
1.4 Research Questions 20
1.5 Hypotheses 20
1.6 Significance of the Study 21
1.7 Scope of the Study 24
CHAPTER 2: REVIEW OF RELATED LITERATURE 26
2.1 Conceptual Framework 26
2.1.1 The concept of school supervision 26
2.1.2
Historical aspect of school supervision
and inspection 27
2.1.3 History of School Supervision Activities in
Nigeria 29
2.1.4 Meaning of inspection and types of
inspection 31
2.1.5 Roles of inspectors 33
2.1.6 The concept traditional and modern
supervision 35
2.1.7 The process of supervision and inspection 37
2.1.8 Differences between inspection and
supervision 38
2.1.9 Principles of modern supervision and
instruction 39
2.1.10 Models of supervision 41
2.1.11 Types of supervision 45
2.1.12 Concept of instructional supervision 48
2.1.13 Techniques of instructional supervision 49
2.1.14 Principles of school instructional supervision 54
2.1.15 Methods
used to assess teachers’ competency in instructional
delivery 55
2.1.16
Supervision strategies 63
2.1.17 Instructional effectiveness and instructional effectiveness 70
2.1.18 Concept of peer/peer supervision 73
2.1.19
Models of peer supervision 76
2.1.20 Benefits of peer supervision 77
2.1.21
Values of peer supervision 79
2.1.22
Factors for effective peer group supervision 80
2.2. Theoretical framework 82
2.2.1 Douglas McGregor human relation theory X and Y(1960) 82
2.2.2 Herzberg’s two-factor 83
2.
3 Empirical Studies 85
2.4 Summary of Related Literature 93
CHAPTER 3: METHODOLOGY 95
3.1 Design of the Study 95
3.2 Area of the Study 96
3.3 Population of the Study 97
3.4 Sample and Sampling Techniques 98
3.5 Instrumentation for Data Collection 98
3.6 Validation of the Instrument 99
3.7 Reliability of the Instrument 99
3.8 Method of Data Collection 100
3.9 Method of Data Analysis 102
CHAPTER 4: DATA
ANALYSIS AND DISCUSSION 103
4.1 Research Questions 103
4.1.1 Research question one 103
4.1.2 Research question two 104
4.1.3 Research question three 104
4.1.4 Research questions four 105
4.1.5 Research question five 105
4.1.6 Research question six 106
4.2 Null Hypotheses 106
4.2.1 Null hypothesis one 107
4.2.2 Null hypothesis two 108
4.2.3 Null hypothesis three 108
4.2.4 Null hypothesis four 109
4.2.5 Null hypothesis five 110
4.2.6 Null hypothesis six 111
4.3 Major Findings of the Study 112
4.4 Discussion of the Study 114
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS119
5.1. Summary of the study 119
5.2. Conclusion 124
5.3. Implications of the study 126
5.4. Recommendations 128
5.5. Limitation of the Study 129
5.6 Suggestions for Further Studies 129
REFERENCES 130
APPENDICES 136
LIST OF TABLES
4.1 Difference
of peer supervision model on teachers’
effectiveness
based on lesson planning 103
4.2 Difference
of peer supervision model on teachers’
effectiveness
based on lesson note preparation. 104
4.3 Difference
of peer supervision model on teachers’
Effectiveness
based on lesson notes presentation. 104
4.4 Difference
of peer supervision model on teachers’
Effectiveness
based on method of teaching. 105
4.5 Difference
of peer supervision model on teachers’
effectiveness
based on classroom management. 106
4.6 Difference
of peer supervision model on teachers’
effectiveness
based on work coverage. 106
4.7 Difference
between the mean rating of teachers supervised
with
peer supervision model and those supervised with
traditional
model of lesson plan. 107
4.8 Difference
in the mean rating of teachers supervised
with
peer supervision model and those supervised with
traditional
model interms of lesson note preparation. 108
4.9 Difference
in the mean rating of teachers supervised with
peer
supervision model and those supervised with
traditional
model interms of lesson presentation. 109
4.10 Difference
in the mean rating of teachers supervised with
peer
supervision model and those supervised with
traditional
model in terms of method of teaching. 110
4.11 Difference in the mean rating of teachers supervised
with
peer
supervision model and those supervised with
traditional
model in terms of classroom management. 111
4.12 Difference
in the mean rating of teachers supervised with
peer
supervision model and those supervised with
traditional
model in terms of work coverage. 112
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education has become
ahuge industry in Nigeria and consumes huge amount of gross domestic product.
The introduction of mass literacy education in Nigeria by the year 2010 has
given education a complex dimension. The complexity of education entails that
the various instructional activities must be effectively and efficiently
carried out, if educational objectives are to be achieved (Oliva, 2009). In
spite of the importance of educational supervision programme, and efforts made
by government to include supervision unit in the administrative set up, it is
observed that students’ performance in West African Senior Secondary
Certificate Examination (WASSCE) for a period of time is still poor, and this
situation therefore, arouses lots of complaint from parents, government and
stakeholders. Education is a process that generates desirable changes in human
beings, changes that make for better and self understanding, confidence,
acceptance of others and their viewpoints, progress and societal changes. The
education of a society should of necessity enhance its national progress and
growth. It should provide for its alternative approaches to technology, as it
permeates all sectors of the nation’s economy integrating ideas such that
anticipated purposes are easily generated and pursued. Education should bring
forth in recipients self-realization,
self and national
economic sufficiency, effective citizenship, national unity and civil responsibility. For one
to be highly committed to any of the above, he must
be dynamic both
in thoughts and
deedsthis is surely the products of education as a well educated mind
can easily perceive and accept change for good (Peters, 2010).
Education is an
instrument that broadens the mental scope and horizon of an individual in
readiness for acceptance of changes (either drastic or gradual). Well planned
education is capable of bringing drastic changes in a nation economically,
socially and politically. There are changes which are not confined to
statistical measureable increases to output or input but which affect the
framework of daily life, the aspirations and behaviour of each other individual
and the very nature of vocational activities within the community. The quality
of an educational system could therefore be accessed partly in terms of the
level of achievement of the aforementioned (i.e. output) in relation to set
standards and partly in terms of efficiency related to the standard of intake
and the process of education itself (input). This constitutes an assessment of
quality in respect of the system’s external and internal criteria respectively.
External criteria comprise the system’s ability to gather for the need of the
society/community in which the school situate and the direct recipients of
education. While internal criteria is derived from students’ performances at
standard examinations like the Junior Secondary School Examinations (J.S.S.E.)
Senior Secondary School Certificate Examinations (S.S.C.E.) Joint Admissions and
Matriculations Examinations (J.A.M.B) and (UTME) Unified Tertiary Matriculation
Examination for the screening test conducted
by each tertiary institutions to screen their candidates for admission, NECO (National Examination Council) among
others. It may be right to sight
Okeke (2009) when
he refers to the
Nigerian educational system as being
grossly inadequate in equipping her
youths with the required skills and competencies for managing various business
ventures. Quinn (2011) holding a similar opinions have cried out that something
need to be done to improve on the quality of education in Nigeria. This is
confirmed by Uyanga (2010) who states that:
There is abundance
evidence that secondary education asitis
offered in the government
schools is failing in the task of equipping students with the needed
literacy skills insecondary schools’ education. But, currently a disservice to
the average Nigerian secondary school students, becauseit gives the false
impression that he been educated, whereas his education does not make him
functionally literate (P.110)
Lamenting on the state of the art,
Edem (2011), said:
There is, for
instance the crisis of supply and demand: everywhere you go, practically
everythingconnected with the proper education of our children is in short
supply…Consequently, the schools are not only being accused of falling
standard, thecertificate they issue are fast losing their credibility(p:121).
Supervision is considered a key to success in schools.
To supervise means to direct, oversee,
guide or to make sure that expected standards are met. Charles (2011), views supervision
as an intervention by
a second party aimed at
improving the standards of work down. Oliva and Pawlas (2010) also defined
supervision as the school function that improves instruction through direct
assistance to teachers, group development, professional development, curriculum
development and action research. Sergiovanni and Starratt (2010) viewed
supervision as a co-operative venture in
which supervisors and
teachers engage in dialogue for the purpose of improving
instruction which
contribute to students’ improved learning and success.
Zepeda (2012) defined supervision as a formally designated behaviour systems
that interact with the teacher in order to improve the probability that the
goals of teaching will be achieved. This statementsuggests that cooperation
attitudes and behaviours must be established between the teachers and
educational supervisors for achieving positive results as an individual, group
and organizational goals. The present researcher sees supervision, as the
process of helping teachers to improve their knowledge and skills in instructional
activities in other to make learning more efficient and effective
for students. From the above, it is observable that the overall aim of
supervision has consistently remained that of ensuring and improving the
quality of instruction in schools.
The aim of
supervision is to stimulate, guide, oversee and appraise all factors that will
lead to enhanced teacher quality and acceptable educational outcomes. Zepeda
(2012) describes aim of supervision as twofold: to promote meaningful
professional growth and to foster student learning. McNeil (2010) named three
different aims of supervision: first, supervision should improve instruction,
second, supervision must develop an educator’s potential for growth and third,
supervision should improve the organization’s ability to renew and grow. Nikam
(2010) classified the aims of supervision as follows:
- Instruction improvement
- Effective
professional development of teacher
- Helping teachers
to become aware of their teaching and its consequences for learners.
-
Enabling teachers to try out new instructional techniques in safe and
supportive environment.
- fostering curriculum
- Encouraging human relations
- fostering teacher motivation
-
Monitoring the teaching learning process to obtain the best results with
students.
Supervision also
helps to ensure that educational policies and laws are properly enforced in
order to improve the learner’s
performances and develop education for youths. Hazi (2010)
once noted that one of the main reasons for
supervision is to help
the teacher ready
to improve him/herself and become competent in self-analysis, self-criticism
and self-improvement and which willmake him confident in himself/herself
as a
teacher in the school system.
Thus, supervision can make a teacher to analyze his/her own problems in order
to find lasting solutions to these problems. Supervision improves
discipline among teachers and students in schools and also improves students’ performance and the overall improvement in
teaching and learning (Hazi, 2010).
As anew knowledge emerges
inexperienced teachers are recruited. The transmission from the role
of astudent to that of a teacher is traumatic at beat
and devastating at worst. There is serious need therefore, to guide and
direct the activities of the new/old teacher in his/her instructional
engagements through effective supervision.
Currently, there
are several models to supervision that help teachers in classroom instructional
effectiveness such as counseling model, clinical model, skill training model,
group model and intra-mural model. Counseling model is a diagnostic and
prescriptive approach to supervisor deals with the teacher outside the
classroom and draws not from the teacher’s classroom behaviour, but concern
about the teacher’s self-awareness. Because the model is based on the
assumptions that teaching is an expression of the self, psychological changes
bring about changes in teaching behaviour, when one can build a sense of
personal security and confidence, it will have positive results in the
classroom and the solution to teaching problem lies with the teacher and
supervision can help to improve the teacher’s self-concept (Akpa, 2010).
The clinical supervision
model was generated in the 1970s. It focuses on classroom behaviours of both
the supervisor and the supervisee. It has double objectives of instructional
improvement and professional development of the teacher who is the supervisee. It holds that
within a positive general supervisoryclimate, a strong and dynamic relationship
should exist between the
supervisor and the
supervisee. Those who pioneered clinical
supervision included (Goldhammer,
2009 and Gupton, 2010). Goldhammer (2009) developed
a five stage description of
clinical supervision phases:
pre-observation conference, observation, analysis and strategy, supervision
conference and post observation
conference. While Cogan developed eight
stages of clinical supervision modelcomprising: establishing the teacher
–supervisor relationships, planning with the strategy of observation, observing
instruction, analyzing the teaching-learning process, planning the strategy
conference and renewal planning (Uyanga, 2010).
The
skill training model is a diagnostic and prescriptive approach to supervision.
In the application of this model, the supervisor begins by determining along
with his teacher those elements of teaching behaviour that lead to effective
teaching. Teachers’ skills could as well be developed in addition to that by
attending conferences, seminars, workshops, etc. In-service/on-the-job training
also helps to perfect the teacher’s skills in the discharge of his duties. Group model is an increasingly important
strategy that requires skills in group process. This model is useful for two
goals:
-
To promote learning experience.
- To
accomplish a particular task.
In the group
setting, the participants will explore their own assumptions, become aware of
the variety of approaches to an issue, explore alternative point of view and
learn to respect others, whileaffirming their own individuality. In short, the
supervisor invites teachers to learn through
communication with others.Intra-mural model is a recent
innovation in the supervisory practices. Under this situation, a teacher supervises his
colleague in a cooperativeand supportive manner. This model seems particularly useful in a situation where there
are insufficient qualified teachers and supervisors to do the work. The
few qualified ones makes themselves available for the work.
Many countries
(Nigeria inclusive) has developed some means of monitoring the quality and
standard of their education which includes inspection of educational
institutions such as schools and their programmes, with the aim of improving
the programme for a better society. Charles (2011) defines inspection as an
instrument with which the government through the ministry of education
maintains the necessary content with the schools, teachers, students and the
community to ensure that the system is working satisfactorily. In this sense,
effective teaching and learning can be developed within the schools and such
development is essentially derived from the supervision among the teachers,
staff and students, within the school community with a view to developing a
positive teaching and learning environment
(Adenokun, 2009).
School
inspection according to Catherine (2014) can be defined as a process involving
regular school visits to check that everything in the school is satisfactory
and that the school rules and regulations are obeyed by the school head,
teachers and students. The present researcher defines inspection as a process
which involves visits made by inspectors, individually or in teams, to monitor
school facilities, records and general conduct of teachers and students in
order to ensure that the rules and regulations are observed in the school
system.
School inspection
however, is a process of monitoring, criticizing and applauding the activities
of teachers and students in the school system.The most common outcome of an
inspection is a written report of the inspectors’ findings.
Specifically, the reasons for
inspection according to Catherine (2014) are:
- The inspection process leads to a
set of recommendations which pin points the main
areas requiring improvement.
-
It creates an ample opportunity for the inspectors to learn about the
schools, the
teachers and the curriculum, their
performance level over a period of time and
indicates a way forward.
-
It brings to the knowledge of the school heads; the importance and the current
instructional
materials to be used for the improvement of quantity and
quality teaching and
learning.
- It leads to a better understanding of the schools, especially for
parents in their
choices of
schools for their
wards.
-
It serves as teachers’ guide as it provides potential learning for
the teaching staff.
Supervision of
instructionhowever,is an aspect of checking quality in schools; hence it is
designed to evaluate educational inputs and outputs. The act of teaching and
learning is supervised to see if it is achieving the desired objectives. Zepeda
(2012) opines that supervision o instruction is an essential and integral part
of school administration and basically geared towards the improvement of
all factors in teaching and learning. Learning is a process
of accumulating bits
of information and isolated
skills. The teachers’ primary responsibility is to
transfer his or her knowledge directly to students with the primary goal of
changing students’ behaviour. The process of teaching and learning focuses
primarily on the interaction between the teacher and individual students.
Thinking and learning skills are viewed as transferable across all content
areas. Glickman (2011) defines supervision of instruction as the actions that
enable teachers to improve instructions for students and as an act that
improves relationships and meets both personal and s
organizational needs. Sergiovanni and
Starratt (2010)described supervision of
instruction as an opportunities
provided to teachers in developing their capacities towards contributing for
students’ academic success. Hoy (2009) considers supervision of instruction as
an opportunity for competent teachers to explore the ways for professional
development. Beach and Reinhartz (2010) define supervision of instruction as a
process in education, which is to support and sustain all teachers in their
goal career-long growth and development, which ultimately results in quality
instruction. Such growth and development rely on a system that is built on
trust and supportive of teachers’ effort to be more effective in their
classroom. Thus, the present researcher views supervision of instruction as an
effort designed by school officials towards teachers to improve instruction,
selection of curriculum and evaluation. Supervision of instruction in secondary
schools centers on the principals and is meant for improvement of instructions.
From the above
definitions, it can be generally deducted that the central purpose of everysupervision
of instruction is improvement of teaching and
learning in schools. This instructional improvement is achieved through having
genuine concern for the teaching and learning conditions of learners. With the
latest trend in our education, the 9-3-4 system effective instructional
supervision is necessary in order to enhance qualitative school instruction.
The correct application of latest teaching methods and correct use of latest
teaching aids in schools can at best be ensured through effective supervision
of instruction.
Thus, one of the
reasons for carrying out instructional supervision is to ensure that each
individual teacher within in school system has been performing the duties for
which he was scheduled. This situation calls to memory the fact that man by
nature has tendency to dislike work and avoid work if possible. Close
supervision of instruction makes a lazy teacher work and soon to begin to
appreciate the dignity in labour. These schools form the ground for the actual
implementation of education
policies and programmes. If the
implementers of these programmes who are the teachers are not effective, goal
achievement will not be possible. The essence of instructional supervision has
been broken down by Dipaola and Hoy (2010) thus:
-
To know the performance of the teachers should be recruited to teach in the
school
system.
- To determine whether a teacher should be
transferred, promoted, retained or
dismissed.
-
To improve the incompetent teachers
-
To discover special abilities or qualities possessed by teachers in the
schools.
-
To provide a guide for staff development.
-
To know the effectiveness of classroom management by the teachers.
-
To know the direction of the school; and
-
To assess the “tone” of the school and identify some of its urgent needs.
The effectiveness
of the external supervisors has been doubted and criticized on the grounds that
the traditional supervisory method in use does not have deep insight into
teachers’ problem because of the short period of time the supervisors spent on
supervision. The occasional nature of supervisors’ visits, sometimes once a
year, does not seem to bring these external supervisors sufficiently in close
contact with the teachers. It is not yet known whether the seeming lack of
effective supervision in secondary schools in South South, Nigeria, is as a
result of the traditional supervisory model in use.
Supervision of
instruction is necessary because, not all teachers are dynamic and
knowledgeable but the system is dynamic (Ishimaru, 2013). This means that
supervision of instruction is necessary so as to enable thesecategories of teachersto get improved in terms of teaching
and learning activities. Teachers need
to be skilled and up to
date in the
teaching profession and
this can only
be achieved
when teachers are supervised on instruction regularly and effectively by theschools’ principals in order to
enhanced good relationship between
supervisors and teachers. Yair (2012) emphasized that, the principal’s role should
include among other things supervising and evaluating teachers. However,
it is the contention of Zepeda (2012)that the principal’s responsibility of
improving and appraisal of the total learning situation for students through
instructional supervision of teachers leaves much to be done. Ubben, Hughes and
Norris (2009) also noted that there is general ineffectiveness of these
principals in the application of certain skills of instructional supervision. Beach
and Reynolds (2013) also noted that principals do not help teachers to tackle
some curricular problems and do not bother about some supervisory duties, which
the external supervisor does not look into. Boyan and Copeland (2011), found
out that the ineffective teacher couldn’t contribute maximally to the
attainment of the school goals. He asserted that improvement of the
instructional effectiveness of the teacher means equipping the teacher with the
necessary tools for goal achievement in his duties. The present lack of goal
achievement in our secondary schools is manifested in examination malpractices
and high rate of failure in public examination.
Teachers’ instructional
effectiveness is the process in which the teacher uses multi-media to enhance
learning, while teachers’ effectiveness is the personal competency of a teacher
(Prytula, 2013). Teaching effectiveness
is important because effective teaching helps student learning. It has become
even more imperative as the emphasis on quality in higher education has
increased. Effective teaching does not occur by chance. Effective teachers have
become good at what they do because they evaluate their practice.
In Nigeria,
education is on the concurrent list of government and this makes the issue of
instructional supervision to vary from one state to another. However, some
states have adequate arrangement in place to effectively supervise instruction
at all levels of education particularly in secondary school whereas some states
failed to put necessary machineries in place to effectively supervise
instruction in their secondary schools. Crum (2010) opines that, quality
assurance in education is the process of ensuring continuous improvement in all
aspects of education business in an institution of learning to satisfy the
needs and the expectations of the institution‘s customers (society).
Supervision in
Nigeria dates back to 1837 when the colonial government made its first
grant-in-aid to education in Nigeria with the hope to introduce control and
supervision into the educational system in the country. It is not known whether
teachers are effectively supervised by the internal supervisors, the principals
of schools and their deputies. In the same vein, it does not seem that heads of
departments appointed by the principals for the sole purpose of supervising
teachers under them have helped matters (Eya, 2006). White-Smith (2012) in empirical evidence
supported this when he concluded that principals do not give enough and
adequate leadership in instructional supervision, the particular functions
which justifies the existence of principalship and that the quality of teaching
and learning was affected by the lack of effective supervision of instruction
using traditional method. According to Edem (2011) despite the duties
originally assigned to schools inspectors in Nigeria, its practice in Nigerian
education from the beginning implied the issuance of an executive directive to
follow without deviation or exception. Its primary objective was to determine
whether the teachers were fulfilling the demands of the British directives.
Whatever followed after such an exercise was often an attempt to point out faults and
perhaps, correct details through the index of some readymade requirement and
procedural methods.
Peers are
colleagues whose jobs are at the same level within the school system literacy
(Leeper, 2010). Peers do not have to be in same grade, subject area,
experienced level, or even the same building. However, one cannot be a peer if
one has the official responsibility of evaluating teachers for purposes of
promotion or tenure. If teaching is to be true profession then teachers must
have greater autonomy for decision making. Whatever model of supervision is in
place teachers must have a role in both designing and implementing it (Starrat,
2011). Peer supervision model refers to
the arrangement in which peers work for mutual benefits, where developmental
feedback is emphasized and self directed learning and evaluation is encouraged
(Mathews, 2010). Peers supervision model is a process which teachers confer
with one another by teaching key topics in order to provide solutions for
difficult situations with colleagues (Yair, 2012). Peer supervision model is
defined as empowering teachers by means of respecting their expertise, ideas
and giving them opportunity to try out and share their ideas (Lewis, 2009).
Peer supervision model is a process through which teachers’ ideas and concerns
are valued and become the focus for dialogue which in turn leads to personal
growth and instructional improvement (Gordon, 2011). The present researcher
sees peer supervision model as a process in which peers in the same profession
and in the same school, gathering together in supervising one another during
teaching and learning process and providing solution to individual problems
encountered during the instructional delivery. Peer supervision model offers a
way of empowering teachers to take control of their professional growth. Peer
supervision model differs from the traditional form of supervision in that, it
doesn’t require the presence of a more qualified and identified expert in the
process of supervision. A growing body of evidence exists to
support the potential contributions
of peer supervision for both trainee and experienced teachers. It expresses a
preference for collegial supervision relationship seeing them as a viable
adjunct or alternative experience to traditional parodies to supervision
(Gordon, 2011).
Some of the benefits
of peer supervision
include increase access
and frequency of supervision, reciprocal learning through the sharing of
experiences, increased skills and responsibility for self-assessment anddecreases dependency on
expert supervision. Peer
supervision is a dynamic process; it cannot be imposed on one
school after another. Essentially, it is a state of mind and a way of looking
at teachers and their professional growth. It can open new avenues for
collaborative teaching and learning.
Peer supervision model
starts with the assumption of the ability to solve
real problems in
specific classrooms (Gordon,
2011). It assumes that teachers have the necessary knowledge
and expertise to carry on instructional assessment in
service among them who knows the
problems of students better than the external supervisor. They deal with
the students every day. Theory is valuable and necessary and so in practice. In
fact, most theories grow out of good practice. Teachers are in position to test
theory and experiment with new ideas every day.
Peer supervision
model gives teachers a feeling of self-worth and esteem. Their knowledge and
craft are validated when they are allowed to solve their own problems together.
No one has all the answers to problems or the time to deal with them that is
why involving as many people as possible in the peer supervision model process
(Hoy, 2009). Peer supervision model frees teachers from the constricting fear
of being judged or evaluated. Within the process, they are to experiment, to
take risks, to ask for help, and thus to grow. Teachers feel better about
themselves and their jobs when they are allowed to control their own
professional growth as other professions
do. Peer supervision model breaks
down the isolation of teachers. They begin to care about one another as people
as well as professionals. A spirit of co-operation develops when department or
full faculties unite to work on improving instruction for students. When this
spirit pervades in school, attitudes change and the climate improves.
When students see
teachers working in each others’ classrooms on a regular basis, they know they
are in a cooperative learning community. Peer supervision model should not be
perceived as a threat to those in official supervisory roles. The process does not replace
formal supervision and
evaluation. Rather, it enhances it, supplements it, and distributes the
responsibility so that more minds can apply to solving problems. Everyone needs
to belong to apeer group, where one can work with others to solve problems or
exchange ideas without the threat of being judged or evaluated. The essence of
peer supervision model is helping, sharing and caring. Peer supervision model
is an effective form of leaderless peer group teaching where participants
confer with one another by teaching key topics in order to provide solutions
for difficult situations with colleagues. (Matthews,2010).
The participants
learn better ways to manage professional problems and reduce stress. This
result in the group members’ increased professionalism within their work
environments. Peer supervision model is to encourage individual teachers’
growth beyond the teachers’ current level of professional instructional
ability. The process must start where teacher is developmentally in his or her
instructional practice and move beyond that point at a rate determined by the
teachers’ capability (Leeper, 2010).
Some empirical
studies have been conducted to show influence of some variables on teachers’
instructional effectiveness. There are factors that have to do with work output
such as gender. With an increasing number of females assuming
teaching positions in Nigeria, it
becomes pertinent to examine to what extent gender of the teacher is an
indicator of teachers’ instructional effectiveness. Dinham (2010) in Jamaica
reported that sex stereotypes have their impacts on the evaluation of males and
females supervisory behaviours. Several investigations have concluded that
gender did not have consistent influence on academic achievement and
instructional effectiveness of male and female or instructional behaviours of
teachers. Monk (2009) &Glickman (2011) found no difference between male and
female performance especially in science concepts and activities. Valentine
(2010) argued that gender gap begins early in life and become magnified under
the influence of both home and school factors to impose limits to women’s
academic and career choices and achievement later in life. The present study
will try to see if gender has any relevance on teachers’ instructional
effectiveness and peer supervision model.
On
the influence of experience of teachers Ishimaru (2013) in the study conducted
in Tawan Sabah in Malaysia using 200 secondary schools’ teachers. They study
revealed that experience goes a long to determine instructional effectiveness
in the school system. To him, effective supervision is based on sound
principles of social change and group dynamics. Gupton (2010) conducted a study
on principals’ years of experience as instructional leader in secondary schools
in River State. He found out that principals’ years of experience had a
significant relationship on instructional effectiveness.
The findings of
Nikam (2010) in a similar study revealed that teachers’ perception of the supervisory behaviours of
principals were influenced by classroom teaching experience. Instructional
effectiveness can be said to be a function of teachers’ overall effectiveness.
Instructional effectiveness is an inexhaustible concept just like teachers’
effectiveness. Jacob &Lefgren (2011) studied teachers’
instructional effectiveness usingsix
parameters or measures among secondary schools’ teachers in China. These
were teachers’ classroom management, method of teaching, lesson plan, lesson
presentation, work coverage, and lesson note preparation. They developed a
tested 18 items inventory for measuring teacher instructional effectiveness.
The study reveals that the same teacher could be effective and efficient in one
given area, while deficient and defective in another area of equal interest and
concern.
Qualification is another factor worth considering in
discussing teacher instructional effectiveness. There is a strong belief that
teacher certification requirements
in public schools assure high quality teachers. Zepeda (2012) carried out a
comparative study of teachers’ certification or lack of certification and
students’ academic performance in North Carolina and came out with findings
that although teachers’ certification is pervasive, there is just little
evidence showing that, it is systematically related to students’ achievement.
Therefore, this study wants to find out whether a significance effect exist in
teachers’ instructional effectiveness between peer supervision model and
traditional supervision model in secondary schools, in South South, Nigeria.
1.2 STATEMENT OFTHE PROBLEM
Teachers’ instructional effectiveness is a process of
creativity in analyzing, synthesizing and presenting knowledge in new and
effective ways by the teacher to the learners (McNeil, 2010).However, some
teachers in secondary schools in South South
Nigeria appear not to have good knowledge of how to plan their lessons,
write lesson notes, presents their lessons, classroom management, using
appropriate method of teaching and covering the syllabus. Teachers’ instructional
ineffectiveness observed in secondary schools in South South Nigeria may be due
to absence of or inadequate use of peer supervision model in schools. Inadequate
use of the model could be due to school administrators’ lack of or inadequate
knowledge of the effects of peer
supervision model on secondary school teachers’ instructional effectiveness. These
had affected the students’ academic performance negatively in external
examinations. Many parents seems to blame the teachers of not teaching the
students effectively, not teaching to cover the syllabus, poor method of
teaching, poor method of lesson presentation, non writing of lesson notes among
others. The stakeholders and government are worried about the poor level of
students’ academic performance over a long period of time now. Despite the 9-3-4
system of education in Nigeria, the public is still complaining of poor
performance of students in external examination. It is not certain whether the
problem is the educational policy programmes in use, or the implementations strategies
or both. However, supervision plays the essential role of evaluating an
existing situation with a view to making improvements where necessary.Our
teachers who are the educational policy implementers must be helped so as to
save our educational system from total collapse through the use of effective
instructional supervision. Teachers must be supervised so that they grow
professionally and perform better in their classroom because supervision plays
the role of helping, guiding and advising the teacher, in his instructional
tasks. The traditional supervisory
model in use in our secondary schools does not seem to
help teachers become effective in the classroom instructions. Apart from the
supervisory method in use, the present
supervisory activities by State
Secondary Education Boards in South South Nigeria do
not seem to help matters.
However,
inspectors from the
State Secondary Education Board instilled much
fear into the
staff during each visit.
They used the weapons of threat or withdrawal
of benefits and fault
findings. Thus, most
teachers have negative attitudes
towards instructional supervision. This
negative attitude of the teachers
towards supervision and supervisors of instruction has made stakeholders
in education sector to express greater concern about the quality of instruction
given in schools today.
The society is worried and this calls for evaluation
and re-evaluation of the supervisory models if teachers should be helped to
become effective in their job. The basic problem of this study is therefore,
the fact that the traditional supervisory model in use seems not to be
producing the desired result in our secondary schools’ teaching and learning to
improve the societal technological advancement. In order to make supervision
meaningful to teachers, there is need for an instructional supervisory model
capable of enlisting the abilities of the teachers in the realization of the
objectives of the teaching-learning enterprise. The problem put in question forms
read: What effects dose peer supervision model have on teachers’ instructional
effectiveness in secondary schools?
1.3 PURPOSE OF THE STUDY
The study
investigated the effect of peer supervision model on secondary schools
teachers’ instructional effectiveness in. South South, Nigeria. Specifically
the study sought to:
1. determine
the effect of peer supervision model on teachers’ effectiveness based on lesson planning
2. determine
the effect of peer supervision model on teachers’ effectiveness based on lesson note preparation.
3. determine
the effect of peer supervision model on teachers’ effectiveness based on lesson
presentation.
4. determine
the effect of peer supervision model on teachers’ effectiveness based on methods of teaching.
5. determine
the effect of peer supervision model on teachers’ effectiveness based on
classroom management.
6. determine
the effect of peer supervision model on teachers’ effectiveness based on work
coverage.
1.4 RESEARCH QUESTIONS
The following research questions were
formulated to guide the study:
1. What
is the difference of peer supervision model on teachers in lesson planning
2. What
is the difference of peer supervision model on teachers’ on lesson notes preparation?
3. What
is the difference of peer supervision model on teachers’ on lesson
presentation?
4. What
is the difference of peer supervision model on teachers’ on methods of
teaching?
5. What
is the difference of peer supervision model on teachers’ on classroom
management?
6. What
is the difference of peer supervision model on teachers’ on work coverage?
1.5 HYPOTHESES
The
following null hypotheses were tested at 0.05 level of significance:
HO1: There is no significant difference between
mean ratings of teachers supervised with peer supervision model and those
supervised with traditional model in
terms of lesson planning.
HO2: There is no significant difference in means rating of teachers supervised with peer supervision
model and those supervised with traditional model in terms of lessons notes
preparation.
HO3: There is no significant difference in mean rating of teachers supervised with peer supervision
model and those supervised with traditional model in terms of lesson presentation.
HO4: There is no significant difference in mean rating of teachers
supervised with peer supervision model and those supervised with traditional
model in terms of method of teaching.
HO5: There is no significant difference in mean rating of teachers
supervised with peer supervision model and those supervised with traditional
model in terms of classroom management.
HO6: There is no significant difference in mean rating of teachers
supervised with peer supervision model and those supervised with traditional
model in terms of work coverage.
1.6 SIGNIFICANCE OF THE STUDY
The findings of
the study will be beneficial to the government, principals, teachers, schools’ proprietors,
community and parents in a number of
ways:
The federal and
state governments will find an education system with effective teachers capable
of implementing the provision of the National Policy on Education (2013) with a
view to realizing the national aspirations using education as instrument per
excellence. This study will be significant because it will prove that theories and
models of peer
supervision can be adapted in Nigerian schools for the
promotion of the objectives of the 9-3-4 system in Nigeria. Since this study is
experimental in approach, the types of data and result got will be of much
significance to the government in solving some educational problems relating to
administration and supervision. The findings of this study will reveal some of
the teachers’ instructional deficiencies. When solutions to such inadequacies
are proffered and applied, teachers’ instructional effectiveness will be
ensured and this will help the government in achieving the goals of the
educational programme in the country. For this reason the study is significant
and worthwhile.
Also the findings
of the study provide yet the missing link of trying out a model of supervision as a base for
introducing an alternative and a more viable approach acceptable to the
teachers of instruction where the existing traditional model fails to meet the
educational needs of the society. When this model is introduced in our
secondary schools there will be mutual understanding among colleagues in
practice and the result is more productivity, absence of fear and general positive
attitude to supervision and overall instructional effectiveness.
It will be of
immense benefit to proprietors of private schools who would wish their schools
to flourish. Peer supervision frees teachers from the constricting fear of being judged or evaluated.
Within the process, they are to experiment, to take risks, to ask for help, and
thus to grow. Teachers feel better about themselves and their jobs when they are
allowed to control their own professional growth as other professions do. This will raise the tone of such schools
which in turn will attract more students’ enrolment to their schools as well as
goodwill from the society.
When this happens the result of the
study would be useful in bringing about improvement in the process of peer supervision
so as to enhance greater productivity in terms of academic excellence on the
part of the students. When teachers’ instructional effectiveness is achieved
through the use of the peer supervision model the classroom teachers’
instructional output will be highly adequate and highly qualitative. This will
positively affect students’ academic performance in schools and public
examinations. If this situation prevails teachers’ attitude to duty and the
process of supervision would be changed for the better. It will make teachers
more effective in their duty as implementers of the government programme. This
is because peer supervision model seems to have the capability to enlist the
abilities of the teachers, the principals and the supervisors of education,
which will improve human relations and make teachers look inwards in their tasks
of teaching and learning. Finally, the result of the
study when made available can generate interest and need for workshops,
conferences and seminars on the best ways to supervise teachers’ instructional
activities for teachers’ instructional effectiveness and positive attitude to
peer supervision.
Students may
benefit from the study due to the improvement of teaching
effectiveness of teachers which means equipping the teachers with
necessary peer supervision modes’ skills for good
achievement in their thereby
improving the academic performance of the students.
However,
curriculum planners will also benefit from the study because teachers with
improved instructional effectiveness would implement the curriculum
successfully as such; the objectives of secondary school education would be
achieved thereby inspiring the students with a desire for self improvement and
achievement of excellence.
The study would
also be of benefit to the community. The school exists to induct the students
into the cultures of their immediate and external communities. In a nation like
Nigeria with diverse cultural and religious conflict crises, the school is
expected to help to preserve and transmit unto the new generation those
elements of the old that have greater promise of contributing to human
enhancement, especially as they relate to the national goals and national
educational objectives of National Policy of Education (2013). Thus, teachers
with improved instructional effectiveness would select those cultural elements
of the education and help to reposition an effective role in cultural heritage
transmission, thereby molding good morale and character in the students.
Moreover, the
study would be of immense benefit to the future researchers because they may
find the study interesting and would like to carry out more research on peer
supervision model and teachers instructional effectiveness in primary school
level and secondary school level of education, as to
produce more researchable materials and readable textbooks that would help the
teachers to impact knowledge to the pupils students effectively thereby
improving their academic performance in the school system. For these reasons,
this study is significant and worthwhile.
1.7 SCOPE OF THE STUDY
The study was delimitated to the6states in South South
region of Nigeria. These are Akwa Ibom, Bayelsa, Cross River, Rivers, Delta and
Edo States.Each of these states has three senatorial zones which gives a total
of eighteen senatorial zones in South-South, Nigeria. They include Akwa Ibom
North-East, Akwa
Ibom North-West, and Akwa Ibom South for Akwa Ibom State; Bayelsa East, Bayelsa
Central, and Bayelsa West for Bayelsa State; Cross River North, Cross River
Central, and Cross River South for Cross River State; Delta Central, Delta
North, and Delta South for Delta State; Edo Central, Edo North, and Edo South
for Edo State; and Rivers East, Rivers South East, and Rivers West for Rivers
State. The zone is located in the south of the southern part of Nigeria. It is
generally a lowland area of about 0-30m above sea level for Rivers, Bayelsa,
Delta and Edo States; and a lowland of about 20-50m for Akwa Ibom and Cross
River States. South-South zone is bounded by Bight of Bonny (Atlantic Ocean)
and Gulf of Guinea in the South, Lagos states in the South-West, Ondo state in
the North West and shares a boundary with Kogi and Benue in the North. In the
Eastern part, it is bounded by Imo, Abia, Ebonyi and Cameroon.
Peer supervision (independent variables) covered
lesson plan, lesson notes preparation lesson presentation, method of teaching, classroom
management and work coverage while dependent variable was teachers’
instructional effectiveness. Non – equivalent randomized groupswereused for the
study. Two states were selected
for the study. They were Akwa Ibom State and Cross River State. In Akwa Ibom
State, Community High School Afaha Obong served as experimental group while
Comprehensive Secondary School Atai Otoro served as the control.
Similary, in Cross River State,Luke Town Secondary School Calabar served as the
experimental group while Government Secondary School Henshaw Town, Calabar was
the control. Thestudy was restricted toonly public secondary schools’ teachers
in South South, Nigeria. The study covered 395 respondents.
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