Stakeholders' perspectives on effectiveness of instrutional supervision at the basic education level in the Tamale metropolis
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University of Cape Coast
Abstract
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ix, 110p. :ill.
The main objective of this study was to find out and assess the perceptions of major stakeholders in education on the effectiveness of instructional supervision within schools in the Tamale Metropolis. Data for the study were generated by means of focused group discussions, interviews, personal observation, and the administration of structured and non-structured questionnaires. It involved a total of 505 respondents who comprised 297 teachers, 96 headteachers, 100 school prefects and 12 circuit supervisors. The respondents were, to a large extent, chosen randomly. However, others who were targeted for interviews and focus group discussions were purposively selected. A special guide was also designed to facilitate documentary data collection from the District Education Office, pertaining to supervision reports, as well as reports on in-service training courses organise for teachers. The study confirmed that supervision in schools is central to competent school management and is, indeed, key to pupils' learning achievements. It was established that poor performance of pupils from rural schools may be attributed, largely, to inadequate attention of supervisors. It was established also that the level of teachers' commitment to duty is often determined by the degree of supervision rather than teachers' academic credentials . The study recommended that supervisors should pay more frequent visits, particularly to rural schools to support teachers and pupils to improve upon leir work. Also, teachers, headteachers and circuit supervisors should be given \equate in-service training to arm them well to perform their duties effectively.
The main objective of this study was to find out and assess the perceptions of major stakeholders in education on the effectiveness of instructional supervision within schools in the Tamale Metropolis. Data for the study were generated by means of focused group discussions, interviews, personal observation, and the administration of structured and non-structured questionnaires. It involved a total of 505 respondents who comprised 297 teachers, 96 headteachers, 100 school prefects and 12 circuit supervisors. The respondents were, to a large extent, chosen randomly. However, others who were targeted for interviews and focus group discussions were purposively selected. A special guide was also designed to facilitate documentary data collection from the District Education Office, pertaining to supervision reports, as well as reports on in-service training courses organise for teachers. The study confirmed that supervision in schools is central to competent school management and is, indeed, key to pupils' learning achievements. It was established that poor performance of pupils from rural schools may be attributed, largely, to inadequate attention of supervisors. It was established also that the level of teachers' commitment to duty is often determined by the degree of supervision rather than teachers' academic credentials . The study recommended that supervisors should pay more frequent visits, particularly to rural schools to support teachers and pupils to improve upon leir work. Also, teachers, headteachers and circuit supervisors should be given \equate in-service training to arm them well to perform their duties effectively.
Keywords
Supervision, Instructional supervision, School supervision, Basic schools