TABLE
OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
CHAPTER
TWO
LITERATURE
REVIEW
2.1 An Overview of Principal and Supervision of
Instruction
2.2 Assessing the Role of the Principal
2.3 Duties of the Principal
2.4 The Current Quality Assurance in
Educational System
2.5 School Principalship, Functions and Quality
Assurance
2.6 Rationale for School Supervision
2.7 Skills Required For Supervision
2.8 The nature of lesson plan
2.9 Lesson presentation
2.10 Reference materials
2.11 The relationship between teachers and
students
2.12 Classroom management
2.13 Personality of the teacher
2.14 Barriers along the Way
2.15 Supervision with Vision
2.16 Obligation of the Principal
2.17 Principle for Principals
2.18 Problems in the Secondary School System in
Nigeria
2.19 Teachers
2.20 Community and Society
2.21 Accountability and Academic Performance
2.22 The Nature and Conceptual Framework on School
Supervision
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Introduction
3.2 Research
Design
3.3 Population
of the Study
3.4 Sample
and Sampling Techniques
3.5 Research
Instrument
3.6 Validity
of Instruments
3.7 Reliability
of Instruments
3.8 Procedure
for Data Collection
3.9 Procedure
for Data Analysis
CHAPTER FOUR
DATA PRESENTATION AND
ANALYSIS
4.1 Introduction
4.2 Statistical
presentation
4.3 Discussion
of Findings
CHAPTER
FIVE
SUMMARY, RECOMMENDATION, CONCLUSION
AND IMPLICATION
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Implications
for Administration
REFERENCES
APPENDIX
I
APPENDIX II
CHAPTER
ONE
INTRODUCTION
Background to the Study
The issue of quality in any education
system cannot be compromised. The quality of educational administrators
(principals), teachers and learners (students) in any nation determines the
quality of its citizenry.
The changes in the educational sector in
Nigeria, especially in education district five (v) demands that the school
principals play a bigger and more important role in educational supervision.
(Grauwe and Carron, 2004) states that
principal supervisory roles in schools particularly on its teaching and non
teaching staff services is an important concern because it plays an important
role in the quality of education that the school provides to its students.
Ajayi (1985) describes school
principal’s opinion of school inspectors as that of a feeling of superiority on
the part of inspectors whose interest is only in the well-being of students with
no consideration for teachers.
Principal’s supervisory role is a
critical issue in educational leadership. It involves lots of leadership
aspects, identifying, supervision, teacher’s skills, students’ performance, the
effectiveness of the types and technical skills.
The National Policy OF Education (2004)
under the Ministry of Education revealed how the principal prime role of
educational leadership, must be effective. Principals should be efficient and
spend most of their time in organizing learning activities in schools.
Maintaining an effective school supervision, acting as consultants, adviser and
coordinator for teaching and learning activities in schools is one of their
important job. They should spend more time in teachers and students’ professional
activities, not only working in their rooms issuing memos and directive or
circulars. In relation to that,
Yunus (2012) found that educational
supervision is a dynamic process in education aiming at improving the quality
of teaching and learning.
Nwankwo (2004) opined that supervision
can be divided into categories. These are instructed and personnel supervision,
instructional supervision has been defined as a set of activities, which are
carried out with the purpose of making the teaching and learning purpose better
for the learners.
Personnel supervision on the other hand,
deals with the set of activities, which are carried out by the supervisor with
the basic aim of sensitizing mobilizing and monitoring staff in the school
towards performing their duties ultimately in terms of achievement of the
stated aims and objectives of the educational system.
Principals are responsible for the
administration of admission, health, lunchroom, textbooks, supplies, records
and many other auxiliaries in the educational system. Therefore, the role of a
school administrator or a principal is to supervise, planning, developed
competitive strategies for the school. The principal is this faced with the
responsibility of supervising teachers generally to improve their instructional
effectiveness, make recommendations and also manage both human and material
resources towards achieving the principal as the head of the school as the
architect of the quality of activities in the school and the quality of
academic achievement of students depends on the quality of instructional
performance.
Statement
of the Problem
The ultimate goal of Junior or Senior
Secondary Education is to develop the individuals’ mental capacity and
character for higher education and useful living within the society (FRN: NPE,
4th edition, 2004). In spite of the societal demand for quality
assurance, that is, the process of ensuring effective resource output, control
refining the process and raising the standards of output in order to meet the
set goal and satisfy public accountability likewise, the need for thorough
supervision instead, there is a growing concern about the realization of
secondary education objectives due to doubt that many principals give little
attention to supervision of instructional activities in secondary schools.
Consequently, there have been steady
decline in teachers’ instructional task performance and students’ academic
performance which depicts non-realization of quality assurance in secondary
schools (Ajayi 2002). It is against this nature, that the study sets out to
examine principals supervisory task and academic performance of JSS 3 students
in District V. Lagos State. The identified gaps and challenges include the
followings.
·
Lack of commitment to supervision by
many principals
·
Lack of proper monitoring and evaluation
of students’ learning outcomes.
·
Inadequate training facilities to
develop teachers for professional growth and increased productivity.
·
Lack of adoption of code of conduct for
learners (students).
Purpose
of the Study
The main purpose of this study is to
examine the principals supervisory duties at large and the effect to academic
performance to JSS 3 students in Lagos State District V.
Specifically the study sets out to:
·
Examine the extent at which principals duties
in the school system.
·
Find out whether principals’ supervision
towards teachers will significantly influence teachers’ productivity.
·
Determine if principals’ administrative
roles will enhance the teaching and learning in secondary schools.
·
Ascertain whether principal’s
supervisory will influence teachers commitment to work in secondary schools.
Research
Questions
The following research questions will be
answered during the course of this study.
·
Will principal’s competency to work
influence the learning habit in schools?
·
Will principal’s supervision towards
teachers significantly influence teachers productivity?
·
Will principal’s administrative roles enhance
the teaching and learning in secondary schools?
·
Will principal’s supervisory influence
teachers commitment to work in secondary schools?
Research
Hypothesis
Ho1: There is
no significant perception of principals towards the learning habit of the
students.
Ho2: There is
no significant relationship between teachers’ job satisfaction and teachers’
productivity
Ho3: There is
no significant relationship between principals administrative roles and
teaching and learning in secondary schools.
Ho4: There is
no cordial relationship between principal’s supervisory and teachers commitment
to work in secondary schools.
Significance
of the Study
This study will be of more benefit to
various school administrators, ministries of education and other affiliated
government agencies.
It will help various school principals
to understand the benefit of effective school supervision as a quality control
measure at various levels of education especially, at Junior Secondary Schools
in Education District V.
It will enable school administrators to
know the best school supervision techniques to adopt in order to maintain standard
academic performance of the students and school effectiveness.
This will also enhance school
administrators to understand their position on their job towards effective
routine supervision of teachers, non-teaching staff, registration,
documentations, information and students’ academic performance.
The ministry of Education will also
benefit from this study through proper planning and implementation of
supervision policies to various school management.
This will also make the ministries to
help in school supervision as a quality control measures through proper
inspection and good interrelationship in the administrative duties and positive
increase on academic performance of the students.
It will also benefit the government
agencies through provision of schools facilities, conducive academic
environment and improve standard of education.
The need to strengthen the principal
efficient instructional supervision at secondary schools especially at JSS 3 is
indispensable because it will aid to improve the students’ performance in
Junior West African Certificate Examination.
Scope
of the Study
As a result of several constraints, time
limitations, this study emphasizes on the principal’s supervisory duties and
academic performance of JSS 3 students in Education District V Lagos
State.
Operational
Definition of Terms
The following terms have been defined as
they will be used during the course of this study
·
The
Concept School: This is an environment where children go
to be taught and educated. A typical example is a secondary school. In this
study, school is the first factor to considered because it is a place where the
principal will exercise his regular duties both on the teacher and the
learners.
·
The
Concept Principal: Principal refers to the head of a school
or other educational institution. Fullen (1992:41) sees the principal as
actively engaged as initiator or facilitator of continuous improvement in his
school.
In
this study, the principal refers to somebody who, as head of the school, plans,
initiates, supervises and organizes the teaching and learning activities in the
school. To accomplish that he works co-operatively with the educators.
·
The
Concept Supervision: This is a leadership role that entails
coordinating and managing of the school activities concerned with teaching and
learning Daresh (1982:2) sees supervision as a process of overseeing the
ability of people to meet the goals of the organization in which they work.
Wills
& Bondi’s (1991:8) definition of supervision focuses on administration,
curriculum, instruction, human relations, management and leadership. According
to this study, supervision aims at the development of the teacher’s knowledge,
skills and work environment, to facilitate pupil’s learning to achieve the
goals of the organization.
·
The
Concept Academic performance: They refer to the
quality of education taught in the school system. In the aspect of learning
habit of the students, they need to be very serious with their academics in
order to obtain good grade at the end of the term.
·
The
Concept Learning: Learning means acquiring knowledge,
skills and information. Schmeeck (1983) defines learning as acquiring and
retention of knowledge or as an interpretative process aimed in understanding
of the lessons being taught. In this study, learning means acquiring knowledge
on information, processing it and where possible applying it.
·
The
Concept Teaching: Teaching means importing knowledge and
skills to the learners. According to the Oxford Dictionary teaching means what
is taught.
Ubben
& Hughes’ (1987:110) definition concurs with the above when they regard
teaching as imparting content or
information which learners need to improve their skills. In this study teaching
means giving out knowledge to learners with a view to help them develop new
skills.
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