ABSTRACT
The
study investigated school supervision as a quality control measure for
secondary education in Lagos
state.
Specifically the study sets out to investigate the extent to which school supervision will enhance
teachers productivity in secondary school and also to find out whether
school supervision will significantly influence academic performance of secondary school student. Four research
questions and three hypotheses were formulated to guide the related Literature
that was reviewed. A descriptive
research designed was adopted in the study. A researcher designed
survey questionnaire was used
to obtain teachers’
responses towards school supervision
as a quality control measures in the classroom findings were
arrived at through the use of
appropriate research methodology, these included the use of percentage,
frequency and chi-square (X2).
The result of the findings
revealed that a significant relationship exist between
school supervision and teachers productivity in secondary school. Also, there is significant relationship between
school supervision and academic performance of
secondary school students; there is significant relationship between
school supervision and teaching and learning in secondary schools and there is
significant relationship between school supervision and quality control measure
for secondary schools. Based on the
findings the study recommended that; there is need for Ministry
of Education to monitor school supervision and also ensure positive impact of
school supervision as a quality control measure for secondary schools in Lagos
state of Nigeria. In addition, professional supervisors should be recommended
for the supervisory practices while supervisors should be in touch with current
events in educational supervision.
TABLE OF CONTENT
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 Hypotheses
1.6 Significance of the Study
1.7
Scope of
Study
1.8
Definition of Terms
CHAPTER
TWO
LITERATURE
REVIEW
2.1
An overview of Principal and Supervision
2.2
Conceptual Framework on School Supervision
2.3 The Need and Purpose of School Supervision, Duties of School Supervisors
2.4 Techniques of instructional supervision in
Lagos State
2.5
Qualities of an educational supervisor
2.6
The duties of an Principal supervisory Roles
2.7 Problem of School Supervision in Lagos
State
2.7.1 Problem of School Personnel
2.7.2 Problems of Material Resources
2.7.3 Problem of Interpersonal Relationship
2.7.4 Problems of Management
2.7.5 Problem of Technicality
2.7.6 Various Problems of School Supervision
2.8 Suggestion to the Problems of School
Supervision
2.9 Differences between Inspection and Supervision
2.10 Problems In The Secondary School System In
Nigeria Government
Teachers
2.11 Inspection and Supervision as Practices of Internal Quality Control
in Public Schools.
CHAPTER
THREE
RESEARCH
METHODOLOGY
Introduction
3.1 Research Design
3.2 Populations
3.3 Sampling Technique
3.4 Sample Size
3.5 Research Instrument
3.6 Validity and Reliability of Instrument
3.7 Procedure for Data Collection
3.8 Data Analysis
CHAPTER FOUR
PRESENTATION,
ANALYSIS AND INTERPRETATION
4.0
Introduction
4.1 Data
Presentation
4.2
Data Analysis
4.3 Discussion
of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATIONS
AND IMPLICATIONS.
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestion for
Further Studies
REFERENCES
CHAPTER
ONE
INTRODUCTION
1.1
Background to the Study
The 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
days. Those days schools were supervised by Visiting Teacher and School
Inspectorate. Since that time, the interactions between inspectorate and
teachers were already existed. The relationship was of democratic and good
natured one.
As a matter of fact, in the educational
administrative system in Nigeria, the supervision concept varies. The teaching
colleges and university lecturers conducted the supervision in order to
evaluate their trainee teachers for their practical teaching. Besides, the
school inspectorate conducted the supervision for assessing teaching
activities, organizing function, allocation of resources and overall management
of the school (Yunus, 2012). Consequently, the inspectorate offered advices and
recommendations to the principal for improvement. At the school level,
supervision was normally done by either the principal, the headmaster or the
senior teacher empowered by the authority. During the supervision, the
principal may detect some malfunction or problems cropped-up in the school
system. Generally, the supervisors’ duties are to guide, to upgrade teaching
performance, as facilitators and to boost teachers’ morals.
Principal’s supervisory role is a critical
issue in educational leadership. It involved 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, planning, developed
competitive strategies for the school. Thus, a principal duty is very
challenging and should be able to differentiate between administrative duty and
management task.
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, advisor 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. 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 a must for principals to conduct teaching
supervision in their respective schools. Other than principals, the task may be
delegated to senior assistants, afternoon supervisors and head of departments.
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.
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 (Grauwe and Carron, 2004). The supervisors are
delegated with a heavy responsibility of identifying rules and policies, staffing,
training and development and employee performance. Thus supervisors 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 (2005) 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 not-for-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.
Peretomode (2005) stated that 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 process by which school administration attempts to
achieve acceptable standards of performance and results. It is the tool of
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 obligations 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 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. 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 help in the problem of supervision through the
following ways: Poor perception of the general public on teaching as
profession, poor status given to the teachers, 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.
Omoregie
(2005) lamented that the products of
today’s secondary system can neither usefully live in the society nor
move into higher institution without their parents’ aid or forgery. They cannot
think for themselves or respect the views and feelings of others. They have no
iota of dignity of labour except for things that will give them quick money.
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.
According to Ajayi (2002a) and Omoregie (2005), secondary education in Nigeria
is riddled with crises of various dimensions and magnitude all of which combine
to suggest that the system is at crossroad.
The sudden explosion of students 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 more 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 in the long run, the goal 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
riverside areas within and outside Lagos metropolis and job insecurity for
inspectorates/school supervisors. The personal factor has also hampered the
practice of teaching in Nigerian
schools. For instance, clinical supervision that requires a careful and
systematic procedure cannot be attempted, nor the counselling model that
requires extra technical competence has given little and no attention to by the
Ministry of Education.
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. Already, there is pressure from various groups
concerning what is to be taught and how it should be taught.
Moreover, 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 got an important role to play in
deciding the nature and content of the curriculum, in selecting the school
organizational patterns and leaving materials that will enhance educational
growth and development of both the students and the teaching staff. There are
various reasons for carrying out supervision in schools. One of the most
crucial reasons is to ensure that each individual teacher within the school
system has been performing the duties for which he was scheduled. Another
cogent reasons is to improve the effectiveness of teachers so that they can
contribute maximally to the attainment of the system’s goals (Adesina, 2001).
1.2
Statement
of the Problem
There
has been a public outcry on the poor quality of
education and continual decline in the standards of education in
the country especially at the secondary school level.
Currently most principals neglected their
duty as educational supervisors but concentrated on managing and administrating
schools, instead. Yunus (2012) found that principals spent less than a third of
their time in supervision. Principals reported to have used only 20% of their
time for visiting classes, curriculum related task and staff development
activities. Ministry of Education
clearly stated that as professional leaders, principals are responsible
for successful curriculum implementation in their schools. This objective could
not possibly achieve unless the principals systematically supervise and make it
a top priority to do so. Although, supervision can help to improve the
effectiveness of teaching and learning activities in classrooms, but not
without problems. There are numerous of hindrances or obstacles. According to
Abdul Shukor, (2001) some kind of conflict drifted the teacher being observed
and the principals apart. Probably due to teachers attitude and perception that
the principals are under qualified and from a different discipline of studies.
Some principals delegated the supervision
responsibility to senior assistants. Hence, many problems crops up and much of
the problems surrounding the area of study are still unexplained. Therefore
this study is relevant, timely and necessary. In line with above problems, the
objective of the study is trying to determine the relationship between the
principals supervision effectiveness and curriculum implementation, teaching
material preparation and upgrading of teachers professionalism.
According
to Ogunu (2001), the number of supervisors/inspectors is inadequate and a good
number of supervisors/inspectorates are said to be unqualified and are not well
informed about their responsibilities due to lack of in service training and
workshops. The result of these inadequacies is that the quality of instruction
has progressively declined as evidenced by little or no staff welfare scheme,
high labour turnover of teaching staff from teaching profession to other
lucrative professions like banking sector, oil sector and multinationals
companies, low staff morale, job insecurities for staff, non usage of modern
supervisory equipments, bureaucracy, nepotism, non disciplinary action for
erring staff and non pro active for future prospects of school supervisors in Nigeria.
It is against this background that the study
sets out to examine relationship between principals
supervisory roles and teachers’
job satisfaction in Lagos
State secondary school District
IV.
1.3
Purpose
of the Study
The main purpose of this study
therefore is to examine the principals
supervisory roles and teachers’
job satisfaction in Lagos State secondary school District
III.
Specifically the study sets out to:
i.
examine the extent which principal’s
supervisory roles 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 roles will enhance the teaching and learning in secondary schools,
and
iv.
ascertain whether principal’s
supervisory will influence teachers commitment to work in secondary schools.
1.4
Research
Questions
The following research
questions will be answered during the course of this study:
i. will principal’s supervisory roles influence
teachers’ job satisfaction in schools?
ii. Will teachers’ job satisfaction
significantly influence teachers’ productivity?
iii. Will principal’s supervisory
roles enhance the teaching and learning in secondary schools?
iv. Will principal’s supervisory
influence teachers commitment to work in secondary schools?
1.5
Research
Hypotheses
Ho1:
There is no significant relationship of
principal’s supervisory roles on 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 roles and teaching and learning in secondary schools.
Ho4:
There is no significant relationship between
principal’s supervisory and teachers commitment to work in secondary schools.
1.6
Significance of the Study
This study will be of
benefit to various school administrators, ministries of education and other
affiliated government agencies.
The study 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 enhance 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
the study to follow for further investigation.
1.7 Scope of
Study
The scope of this study is on principals supervisory roles and teachers’ job satisfaction in Lagos
State secondary school District
IV. The study shall be limited to some selected public secondary schools
within Educational district four (4) of Lagos state.
1.8 Definition of Terms
The following terms have
been defined as they will be used during the course of this study:
i.
School:
this is an environment where students are taught. A typical example is a
secondary school.
ii. Quality:
this is the degree of conformity or the process of complying with the required
standards.
iii.
Supervise:
this is to be in charge of a group within and outside academic monitoring team
and be responsible for making sure that they do their work properly.
iv.
Quality
control: this is the practice of maintaining the standard
requires in order to be efficient.
v.
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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