TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Research Hypotheses
Significance of the Study
Scope of the Study
Limitation of the Study
Definition of Terms
CHAPTER TWO
LITERATURE REVIEW
An Overview of Principal and Supervision of Instruction
Assessing the Role of the Principal
Duties of the Principal
The Current Quality Assurance in Educational System
School Principalship, Functions and Quality Assurance
Rationale for School Supervision
Skills Required For Supervision
Reference materials
The relationship between teachers and students
Classroom management
Personality of the teacher
Barriers along the Way
Supervision with Vision
Obligation of the Principal
Principle for Principals
Problems in the Secondary School System in Nigeria
Teachers
Community and Society
Accountability and Academic Performance
The Nature and Conceptual Framework on School Supervision
Summary of the Literature Review:
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
Population of the Study
Sample and Sampling Technique
Research Instrument
Validity of the Research Instrument
Reliability of tile Research Instrument
Methods of Data Collection
Method of Data Analysis
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Introduction
Answers to Research Questions
Testing of Hypotheses
Discussion of Findings
Summary of Finding
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS, IMPLICATIONS AND CONCLUSION
Summary of the Study
The findings of the study:
Recommendations
Implication for Policy and Planning
Implications for Administration
Conclusion
Suggestion for Further Studies
REFERENCES
APPENDIX: QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
Background to the Study
The
issue of quality in any education system cannot be compromised. The quality of
educational administrators (principal teachers and learners (students) in any
nation determines the quality of its formal education and schooling. The
changes in the educational structure in Nigeria, especially at the secondary
school stage demands that the school principals play a bigger and more
important role in educational supervision. (Grauwe and Carron, 2004) states
that principals' supervisory role in schools particularly on its teaching and
non-teaching staff services is an important concern because it plays an
important part in the quality of education that the school provides to its
students.
School
principals as school inspectors appear as 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 supervision of teacher's
skills, students' academic performance, effectiveness of the teachers 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.
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. There are instructional 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 purposes 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 thus faced with the responsibility of supervising teachers
generally to improve their instructional performance effectively, 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.
The
high rate of failure in the public secondary schools in Senior Secondary
Certificate Examinations over the years has caused immense agony to many
families. The situation seemed to be growing worst as the years went by. The
question of poor performance of students in public examinations had been
attributed to inadequate and ineffective supervision of principals (Effiong,
2006).
In
recent times, education stakeholders have expressed their concern over the poor
performance of students in the SSCE. Some blamed the school administrators
(principals) and the teachers while some blamed the students themselves and the
parents. Whoever to be blamed, the fact remains that, the school and its
organizational management has correlation with the academic achievement of the
students. (Olaleye, 2013).
In the
school system, supervision is as antique as the teaching profession and has
undergone series of evolution since the colonial era, it is directed towards
sustaining and ameliorating the teaching-learning process in the educational
system, this is because education plays an essential role in the growth and
development of any nation socially, politically, economically and this explains
why it has country and the entire world. Instructional supervision is the art
of over-seeing the teaching-learning process, therefore making sure that the
school is administered, managed and leads in an effective manner to achieve the
educational objectives (Osakwe, 2010).
The
principal holds the major position in the programme of instructional
improvement through effective and efficient supervision of teachers
instructional performance through various supervisory techniques, it becomes
peremptory that principal's supervisory functions must be adequate to influence
teacher's instructional performance. This desired expectation in education
could be achieved through effective supervision since it creates the awareness
of sound education philosophies in teachers (Nwaogu, 2010).
Principals
supervise and monitor the work and behaviour of teachers, in order to improve
individual teacher's competencies no matter how proficient they are deemed to
be and provide students with quality learning. The duty of ensuring that
effective teaching and learning take place lies with the principal who employs
various instructional performance .
Osakwe
further emphasized that the quality of instruction and the use of supervisory
functions of principals in schools depend on the extent to which teachers
perform their tasks. Effective supervision and the extent to which principals
carry out their supervisory duties are based on sound principles which serve as
a directive to positive actions that are aimed at improving teaching-learning
process in the school system. In the school system instructional supervision is
concerned with using methods, principles and practices of various techniques to
establish, develop and execute the goals, policies, plans and procedures
necessary to achieve educational goals. Supervision therefore 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.
Supervision
of instruction guide teachers and also enables them to combine relevant input
for enhancement of the teaching- learning process. The fact remains that the
success of an educational programme especially in the achievement of effective
learning depends largely on the job performance of the teachers. The ugly
situation of poor performance of public secondary school students in Nigeria
perhaps requires intensive instructional supervision towards attaining school
goals and objectives. The primary objective of instructional supervision is
therefore to ensure that teaching and learning proceed under adequate condition
and yield the desired results. The importance of instructional supervision on
the achievement of effective learning in today's educational system can
consequently not be over-emphasized especially at the secondary school level
which is perceived to be a vital step for career decisions (Babatope and
Gabriel, 2014). It is against this background that this study examines
principals’ supervisory roles on academic performance of SSS 3 students in
education district III of Lagos State.
Statement of the Problem
Poor
performance of students in senior secondary school examination has persisted
despite, the fact that secondary schools are assumed to have well trained,
qualified teachers and principals. The reasons for poor performance cannot be
easily discerned without focused investigation. Teachers work in unconducive
classroom environment, in some schools, classroom are not well lit or
ventilated, some classrooms are also overpopulated, due to the overpopulation,
movement around the class is always hindered which may not allow the teachers
to be able to monitor every students activities and progress in the class. The
appalling economic strength make teachers to look beyond their monthly salary
by engaging in several businesses, hence
many teachers put up non-challant attitude to their teaching and some of them
play truant. Also teachers' low esteem on the eyes of the society and lack of
self-esteem by the teachers constitute problems of indiscipline among them.
Such indiscipline acts are lateness to class school, absenteeism, trading
during school hours, ineffective use of diaries and lesson notes in the class,
records are not properly kept and generally violating teachers code of
professional ethics. All these make teachers incompetent and not dedicated to
duty, unless the principal runs after them.
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 SSS 3 students in District III. 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 and Lack of adoption of code of conduct for learners
(students). This study therefore, sought
to establish instructional supervision functions of the school principals and
its effect on academic performance of SSS 3 student.
Purpose of the Study
The aim of this research work is to investigate principals’ supervisory
role on instruction and academic performance of SSS 3 students in education
with focus on education district III of Lagos State. The following objectives
are to achieve the purpose of the study.
1.
To examine the attitude of
principal towards supervision of instruction.
2. To examine the effectiveness of supervision techniques adopted by
secondary school principals.
3. To identify the challenges faced by principal in the course of
instruction supervision.
4. To examine the impact of principal supervision of instruction on
student performance.
Research Questions
The study aims at addressing the fundamental
questions and proffer solutions to them.
1.
Will
the principal’s supervisory roles affect the teachers commitment to work in
senior secondary school?
2. How
effectives are the principals supervisory roles affect academic performance of
students?
3. Will
the challenges faced by the principals supervisory roles affect academic
performance of students?
Research Hypotheses
The research was based on the following hypothesis
Hypothesis 1
H1: There is no significant relationship between
principal’s supervisory roles and the teachers’ commitment to work.
H2: There is no significant relationship
between the principal’s supervisory roles and academic performance of the
students.
H3: There is no significant relationship
between challenges faced by the principals on the effect of instruction and
academic performance of students.
Significance of the Study
The
study is significant in the sense that the findings may have implications for
secondary school principals, teachers, students, the state and the country at
large. The study is designed to provide useful information for principals in
the supervision of teachers in secondary schools for improvement of
instruction. It is hoped that the findings of this study would improve the
instructional effectiveness of teachers so that they can contribute to the
attainment of educational goals in Lagos State.
The
findings of this work could be of help to the external supervisors from the
Ministry of Education whose manner of inspection is dreaded by both the
principals and the teachers. Again, the students stand to reap the immense
benefits as teachers' job performance will be affected positively through
correct usage of instructional supervisory strategies by principals. It is also
vital as it would add to the existing studies and literature relating to the
principals instructional supervisory strategies and student academic
performance. Finally, it will also serves as a reference point for future
research.
Scope of the Study
The
scope of this study is to investigate principal’s supervisory roles on
instruction and academic performance of SSS 3 student in education with focus
on education district III of Lagos State.
Limitation of the Study
The
research work will be restricted to five selected public senior secondary
schools in Education District III in Lagos State due to financial implication,
time constraints and wide coverage of the topic to the researcher.
Definition of Terms
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 be considered because it is a
place where the principal will exercise his regular duties both on the teachers
and the learners.
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 needs to work co-operatively with the educators.
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.
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.
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.
Teaching: Teaching means imparting
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.
Instructional Supervision: Instructional
supervision is a process or an activity by which an individual or a group or
team of individuals, by means of advising and stimulating interest in teachers,
pupils, help to improve teaching and learning situations in educational
institutions.
School Education Administration:
School educational administration is a
process primarily concerned with creating, maintaining and coordinating the
resources and energy within an educational institution for the purpose of
achieving predetermined goals.
Role: Role refers to the functions
or responsibilities that principals carry out in managing and leading secondary schools in order to
influence academic achievement.
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