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SCHOOL
SUPERVISION AS A QUALITY CONTROL MEASURE FOR SECONDARY EDUCATIONAL DISTRICT
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.
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
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