ABSTRACT
This study aimed
to investigate the relationship between principals’ supervisory behaviors and
teachers’ job satisfaction in secondary schools in Eti-Osa Local Government
Area of Lagos state. More specifically the study determined the principals’
leadership style(s) and its effect on teachers’ motivation in terms of
achievement, competency, status, personal worth, and self-realization in
private secondary schools. The findings of this study are expected to benefit
among others, principals and teachers as well as other stakeholders who will
get first-hand information on relationship between principals’ supervisory
behaviors and teachers’ job satisfaction. Additionally, the general public will
increase their knowledge and understand the role of effective school
supervision on teachers’ job performance and satisfaction. It will also benefit
other researchers who would want to carry out research on similar topics.
Relevant research questions and hypotheses were answered and tested in the
study with appropriate objectives stated. The survey research design was used
to conduct the research because it involved the collection of data from a large
number of respondents within a limited time. Questionnaire was designed by the
researcher and validated by the supervisor, for the collection of data from a
total of 100 respondents consisting of 50 male and 50 female teachers selected
from the population with the use of simple random sampling method. The data
collected were analyzed using simple percentage and frequency distribution
tables, while the hypotheses were tested with chi-square (X2)
statistical tool to ascertain their acceptability or otherwise. The result of
the study shows among others that: motivation could lead to increment in
teachers’ productivity, and that supervisory behaviours were capable of
influencing ways of motivating teachers to enhance their productivity. It also
showed that principals’ attitude of not considering teachers’ suggestions in
decision making made teachers lose interest in their job. The study recommends
that the Ministry of Education should seek ways to improve job satisfaction of
teachers in the middle of their teaching profession by improving working
conditions and giving them more opportunities for training. Principals should
be able to work with others to implant the vision into the structures and
processes of the school. They should be able to communicate the vision to the
staff of what their schools should become. Necessary recommendations that
teachers should be well paid at all levels of the educational system to help
them improve upon their productivity levels by giving their best to students
were made at the conclusion of the study. However, some likely implications of
the study were equally highlighted
TABLE OF CONTENTS
PAGES
Title page i
Certification ii
Dedication iii
Acknowledgment iv
Abstract v
Table of contents vi
CHAPTER
ONE: INTRODUCTION
Background
to the Study 1
Statement of the Problem 8
Purpose of the Study 9
Research Questions 9
Research Hypotheses 10
Significance of the
Study 10
Scope of Study 11
Definition of Terms 12
CHAPTER
TWO: LITERATURE REVIEW
Theoretical /
Conceptual Perspectives 13
Functions of Supervision 15
What to Supervise 16
Supervisory Skills 19
Roles of a supervisor 21
Importance of School
Supervision 22
Techniques of Instructional
Supervision 23
Types of School
Supervision/Inspection 25
Problems of School
Supervision 28
Supervision as a Practice
of Internal Quality 33
Review
of Related Empirical Studies 35
Evaluation of the
Literature Review 44
CHAPTER
THREE: RESEARCH METHODOLOGY
Introduction 46
Research Design 46
Population 46
Sampling Technique 46
Sample Size 47
Research Instrument 47
Validity and
reliability of Instrument 47
Procedure for Data
Collection 48
Data Analysis 48
CHAPTER FOUR:
DATA PRESENTATION, INTERPRETATION
AND DISCUSSIONS
Introduction 49
Data Presentation 49
Discussion of Findings 58
CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATIONS
AND IMPLICATIONS
Summary 64
Conclusion 66
Recommendations 67
Implication for Policy and
Planning 69
Implications for Administration 70
Suggestion for Further Studies 71
REFERENCES 72
APPENDIX 76
CHAPTER ONE
INTRODUCTION
Background to the Study
Changes in the educational sector in
Nigeria demand that the school principals play a bigger and more important role
in educational supervision. Mohd Salleh Lebar (2000) stated that educational
supervision was not a new thing in Nigeria but has been in practice way back
since the British colonial era. Those days’ schools were supervised by Visiting
Teacher and School Inspectorate. Hence, the interactions between the
inspectorate and teachers were already in existence. The relationship as of
that period was democratic.
However, in the educational
administrative system of Nigeria, the supervision concept varies. The teachers
colleges and university lecturers conducted supervision in order to evaluate
their trainee teachers for their practical teaching. The school inspectorate
however conducted supervision for assessing teaching activities, organizing
functions, allocation of resources and overall management of the school (Yunus,
2012). Consequently, the inspectorate offered advice and recommendations to the
principal for improvement. At the school level, supervision was normally done
by the principal, the headmaster or the senior teacher empowered by the
authority. During supervision, the principal may detect some malfunction in the
school system.
Generally, the supervisors’ duties are
to guide, to upgrade teaching performance, as facilitators and to boost
teachers’ morale. 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
school types and technical skills. Therefore, the role of a school
administrator or a principal is to supervise, plan and develop competitive
strategies for the school. Thus, a principal’s duty is very challenging and
should be able to differentiate between administrative duty and management
task.
The National Policy on Education (2004)
reveals 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 effective school
supervision, acting as consultants, advisor and coordinator for teaching and
learning activities in schools is one of their important jobs. They should
spend more time in teachers and students’ professional activities, not only
working in their rooms issuing memos and directive or circulars. Yunus, (2012)
found that educational supervision is a dynamic process in education aiming at
improving the quality of teaching and learning. One of the roles that
principals need to play is to be able to carry out the best educational
leadership possible.
A circular letter issued by the Ministry
of Education in 2004, stated that it is obligatory for principals to conduct
teaching supervision in their respective schools. Other than principals, the
task may be delegated to senior assistants, supervisors and heads of
department. According to Yunus, (2004) school administrators as educational
supervisors’ duty encompasses three important aspects i.e. curriculum
implementation, preparation of teaching materials and improving teachers
professionalism in respective schools. In an effort to improve quality of
education, school principals must devote special attention to teachers teaching
task.
A
supervisor should be someone who gets a job done successfully by working with
and through other people (i.e. peers and subordinates) Ejiogu (2010). Hence,
supervisors are delegated with a heavy responsibility of identifying rules and
policies, staffing, training and development and employee performance. They
should be well aware not only of the group’s goals vis a vis the goals of the
organization but also on the tasks and activities of the team. Pierce and
Rowell (2006) identified ten key tasks of supervisors that are linked to
productivity; these are: support for the growth of the team, inspiring unity,
praise and commendation, setting a high bar for excellence, requiring
accountability, verifying potential, instilling independence, continuous
sharing and communication, optimizing ownership and reinforcing relationships.
These tasks are applicable in all settings and types of organizations from the
business industries, to non-profit organizations and educational institutions.
Similarly, Grauwe and Carron, (2004) identified three factors that determine
effectiveness of supervision on the efficiency of the work personnel. These are
roles and function, organizational structure and the employees’ workload.
The school like any other organization has problems. The variety of
problems which the school present can be identified through the process by
which its functions are performed. Instructional supervision is one of the
processes by which school administrators attempts to achieve acceptable
standards of performance and results. It is the tool for quality control in the
school, system. Nwankwo (2004) opined that supervision can be divided into
categories. These 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 purpose better for the learner.
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.
Secondary
school level is the bridge between the primary and tertiary levels. The
importance of secondary education made the Federal Government to state the
broad aims of secondary education as preparation for useful living within the
society and for higher education. The underline principle here is that the
secondary schools should be able to provide quality secondary education to all
those who can benefit from it. However, it appears that the secondary school
teachers are not living up to expectation in discharging their duties due to
poor supervisory control by the Ministry of Education, problems which ranges
from lack of commitment and dedication on the part of teaching staff, high
attrition rate, low staff moral, inadequate facilities and infrastructures,
many teaching staffs are not committed to their professional tasks, late
payment of salaries and incentives to staff.
Government parastatals i.e., Ministry of Education on the other hand
contributes to the problems of school supervision which include
inadequate funding to train and retrain inspectorate and school supervisors
personnel, low morale of staff, poor supervision of schools and frequent
changes in policies. poor remuneration
of teachers, insufficient staffing/shortage of inspectors/school supervisors,
lack of instructional materials and resources, lack of facilities for the
school supervisors/inspectors of education to work with, lack of evaluation
system, poor funding, political instability, constant change in educational
policies, lack of adequate training for inspectors, nepotism of school
supervisors among others. Teachers also contribute to the problem of
supervision through the following ways: Unprofessional attitudes to work, lack
of interest, lack of basic knowledge or formal training, numerous unqualified
teachers.
Community and society
contribute to the problem of supervision through the following ways: poor
perception of the general public on teaching as profession; poor status given
to the teachers and lack of proper interest of teaching staffs. All these
observed problems above had been linked with the numerous problems bedeviling
the school supervision system in Nigeria.
It
must be stressed that education cannot be an instrument par excellence for
achieving national development where the secondary education is not effectively
managed to accomplish its aims and objectives. In the administration of
secondary schools, the principal is central. He is the man at the helms of the
affairs who receives all praises (in terms of success) and blames (in terms of
failure). According to Ibukun (1999), the jobs of the school principal in
Nigeria has progressively become more complex and highly hazardous. In order to
cope with the ever-rising challenges of the system, the school principal must
be ready to see himself as a change agent.
The sudden explosion of
student’s population coupled with the attendant increased complexity of the
school organization and the introduction of the new school basic system of
6-3-3-4 or 9-3-4 system of education in the country has indeed necessitated a
greater attention of supervision more than ever before. This is so because
school supervision occupies a unique place in the entire education system.
Through inspection and supervision, the inspectors and supervisors assist in
improving classroom instructions because teachers are made more competent and
efficient, parent are satisfied with the performance of their children,
children are motivated to work harder in order to achieve the required
standard, hence the goals of education is achieved.
It has become axiomatic
that no nation can rise above the level of its teachers. It is a fact too that
poorly trained teachers will likely produce poor doctors, engineers,
architects, lawyers as well as fellow teachers in the nation today and in
future. From this stance, it may be noted that the future of the country’s
educational system is bleak considering the extent of commitment from the
supervisors, lackadaisical attitude of teachers and inadequate number of
supervisors. Besides the shortage of supervising personnel, most supervisors in
Nigeria are plagued with such problems as staff welfare, non implementation of
disciplinary action to any erring staff, non-payment of allowances or touring
advance, inadequate transportation especially within the riverine areas within
and outside Lagos metropolis and job insecurity for inspectorates/school
supervisors.
Supervision is a function
which can be performed in various degrees and in various forms in any school
organization or citadel of learning. With the new trends in the Nigerian
educational system, it becomes obvious that effective supervision will be
necessary in order to enhance the quality of instruction in schools. Modern
instructional materials are being introduced and used as teaching aids in the
school instructional process. In order to cope with these demands, it seems
that supervision has an important role to play in deciding the nature and
content of the curriculum, in selecting the school organizational patterns and
learning materials that will enhance educational growth and development of both
the students and the teachers. There are various reasons for carrying out
supervision in schools; one of the most vital reasons is to ensure that each
individual teacher within the school system has been performing the duties for
which he was scheduled. Another cogent reason is to improve the effectiveness
of teachers so that they can contribute maximally to the attainment of the
system’s goals (Adesina, 2001).
Statement
of the Problem
It
is a well known fact that principals’ supervisory behavior affects the job
satisfaction of teachers negatively more than it does positively. Principals
view teachers as individuals beneath them and speak to them in manners that are
inappropriate. For instance, when approached by teachers for one or two issues,
they (the principals) ask them to wait for their turns; such responses
adversely affect the teachers their effectiveness and efficiency which in turn
affects the performance of the students
Opinions
from the teachers are rarely sought and, if asked by chance, are not really
considered or put into action for implementation. Most teachers are compelled
to tender their resignation letters at their places of work, more often than
not, due to such unpleasant behaviors portrayed by the principals as their zeal
to be fully dedicated to work are dampened.
Hence
this study aims at investigating the relationship between principals’
supervisory behaviors and teachers’ job satisfaction
Purpose of the Study
The main purpose of
this study therefore is to examine the principals’ supervisory behaviour and
teachers’ job satisfaction in secondary schools in Eti-Osa Local Government
Area of Lagos State.
Specifically
the study sets out to:
i.
examine the extent to which principals
supervisory behaviours will influence teachers’ job satisfaction in schools;
ii.
find
out whether teachers’ job satisfaction will significantly influence teachers’
productivity;
iii.
determine
if principal’s supervisory behaviors will enhance the teaching and learning in
secondary schools, and
iv.
ascertain
whether principals supervisory behaviors will influence teachers’ commitment to
work in secondary schools.
Research Questions
The
following research questions will be answered during the course of this study:
i.
will principal’s supervisory behaviors
influence teachers’ job satisfaction in schools?
ii.
Will
teachers’ job satisfaction significantly influence teachers’ productivity?
iii.
Will
principal’s supervisory behaviors enhance the teaching and learning in
secondary schools?
iv.
Will
principal’s supervisory behaviors influence teachers commitment to work in
secondary schools?
Research Hypotheses
Ho1:
There is no significant relationship between principal’s supervisory behaviours
and teachers’ job satisfaction in schools;
Ho2: There is no significant relationship between teachers’ job
satisfaction and teachers’ productivity.
Ho3:
There is no significant
relationship between principal’s supervisory behaviours and teaching in
secondary schools.
Ho4:
There is no significant
relationship between principals supervisory behaviors and teachers’ commitment
to work in secondary schools.
Significance of the Study
This
study will be of benefit to various school administrators, ministries of
education and other affiliated government agencies. It will help various school
administrators to understand the benefit of effective school supervision as a
quality control measure at various levels of education. It will enable school
administrators to know the best school supervision techniques to adopt in order
to maintain standard academic performance and school effectiveness. It will
also enable school administrators to understand their position on their job
towards effective routine supervision of teachers, non-teaching staff, and
students’ academic performances.
The
Ministry of Education will also benefit from this study through proper planning
and implementation of supervision policies to various school management. The
ministries will help in school supervision as a quality control measures
through proper inspection and good interrelationship between school
administrators and their teachers.
The
government agencies will benefit from this study through provision of school
facilities, conducive academic environment and improve standard of education.
The need to strengthen efficient supervisory control measures at all levels of
education is indispensable. Other beneficiaries include scholars of supervision
who will gain more knowledge about areas of interest in supervision and which
areas of study to follow for further investigation.
Scope of Study
The scope of this study
is on principal’s supervisory roles and teachers’ job satisfaction in secondary
schools in Eti-Osa Local Government Area of Lagos State. The study shall be limited to some selected
public secondary schools within Eti-Osa Local Government Area of Lagos State.
Definition of Terms
The
following terms have been defined as they will be used during the course of
this study:
i.
Quality
control this is the practice of maintaining the standard
required in order to be efficient.
ii.
School
supervision it is a process of evidence gathering
in order to provide assessment on how well a school is performing.
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