TABLE OF CONTENTS
Chapter one
Introduction
Background to the Study
Statement of the problem
Research questions
Hypotheses
Purpose of the study
Significance of the study
Scope and Delimitation
Definition of Terms
Chapter two
Review of Related Literature
Introduction
The concept of supervision
Purpose of supervision
Models and theories of supervision
Organizational environment and Climate for supervision in schools
Perception of supervision
Perception of Male & Female teachers of supervisory behavior
Perception of experienced & non-experienced teachers of supervisory behavior
Perception of rural and urban teachers of supervisory behavior
Classroom visitation and observation
Post-Instructional supervision conference
Summary of reviewed literature
CHAPTER THREE
Research design
Population
Sample and sampling techniques
Research instrument
Validity of instrument
Reliability of instrument
Administration of research instrument
Administration of instrument
CHAPTER FOUR
Data Analyses
Testing of Hypotheses
Hypothesis One
Hypothesis Two
Hypothesis Three
Discussion of findings
CHAPTER FIVE
Summary
Findings
Conclusion
Recommendation
References
Appendix
Appendix I: Questionnaire
Appendix II: sampled schools
Abstract
The purpose of the study was to investigate the teachers’ perception
of the supervisory behavior of school inspectors in Uhunmwonde LGA of
Edo State.
Three research questions were raised and hypothesised. The sample
population was based on 84 subjects selected from 12 public secondary
schools out of the 21 secondary schools in Uhunmwonde Local Government
Area of Edo State. Seven (7) subjects were selected from each of the
sampled schools. The simple random sampling method was used.
Analysis of findings in this study revealed that:
The difference between the responses of male and female teachers
about the perception of the supervisory behavior of school inspectors of
education was significant at 95% confidence level using a two-tailed
test. t-critical value of 1.980 was less than t-calculated value
(X2-cal=2.2178).
HO was significant at 95% confidence level using a two-tailed test
since t-critical value of 1.980 was greater than t-calculated value
(X2-cal=2.346) for the difference in the responses of experienced and
non-experienced teachers about the perception of the supervisory
behavior of school inspectors of education.
the responses of teachers serving in rural and urban areas about the
perception of the supervisory behavior of school inspectors of education
was non-significant at 95% confidence level using a two-tailed test at a
t-critical value of 1.980 was less than t-calculated value
(X2-cal=0.352). .
Based on the findings, it could be concluded that difference in
supervisory role perception among school teachers in Uhunmwonde Local
Government Area of Edo State, may be attributed to the teachers’ sex. It
could be concluded that the teachers’ years of experience and rural or
urban location of schools are probable reasons for their perceptual
differences. Experienced teachers are likely to have a better
understanding of supervisory roles. They are likely to have confidence
in their profession as a result of many years of teaching. These could
have led to the difference in their perception of supervisory roles when
compared with the less experienced ones. Also, though schools that are
located in urban areas enjoy certain facilities more than the schools in
rural areas, yet the teachers perceive the behavior of supervisors in
similar manner. The recommendations of the study were that: There should
be regular meetings of supervisors and supervisees through workshops
and seminars. These could foster positive relationship and better
understanding of their interdependent roles. Teachers of different
categories and in different locations should be given adequate
assistance by the supervisors. In doing this, supervisors should
concentrate on activities that are meant to improve teaching and
learning in schools rather than focusing attention on teachers’
personalities. Finally, supervision should be conducted regularly in all
schools in order to enhance interaction among teachers and supervisors.
CHAPTER ONE
INTRODUCTION
Background to the Study
It is generally accepted that a major purpose of educational
supervision is to help teachers improve instruction (Doll, 1983;
Sergiovanni and Starratt, 1983). In the Nigerian school system, there
are two popular types of educational supervisors, namely internal
supervisors and executive supervisors.
Internal supervisors include head teachers of primary schools,
principals and vice principals of secondary schools as well as heads of
department, since they all perform supervisory functions in their
schools (Obilade, 1989). External supervisors also called Inspectors of
Education are those formally designated officers of the Federal and
State Ministries of Education who are expected, as their primary
responsibility, to inspect or supervise schools and work directly with
teachers in order to improve the quality of instruction in schools.
The
critical tasks of these external supervisors/inspectors, such as
helping teachers improve instruction, curriculum development, and staff
development require the ability to apply interpersonal skills. The fact
that supervisors and teachers are interested in achieving the common
purpose of improving instruction would lead one to expect them to relate
cordially at the professional level. In reality, however, teachers and
supervisors interact in terms of each group’s negative preconception of
the other.
The concept of “supervision” was known as “inspection” which referred
to the specific occasion when the whole school was examined and
evaluated as a place of learning. Blumberg (1980) has described the
working relationship between supervisors and teachers as “a private cold
war”. This is how supervision was perceived by teachers. Whether
teachers still perceive supervision in this way is what this study will
investigate.
Supervision may be seen as a positive for programme improvement.
Sergiovanni and Starrat (1983) defined Supervision as a set of
activities and role specifications specially designed to influence
instruction. This statement is supported by Martimore and Martimore
(1991) who point out that appraisal is a continuous systematic and
purposeful two-way communication between the appraisers and appraisees.
From these definitions it can be seen that appraisal or instructional
supervision refers to the improvement of instruction as well as teacher
growth and the learning activities of the students.
Wiles and Lovell (1975) argue that teachers may view supervision or
appraisal in different ways. Some may view it as a positive force for
programme improvement, whilst some see it as a threat to the
individuality of the teachers. Others still perceive it as a source of
inspiration, assistance and support.
Jones (1993) points out that unless appraisal genuinely benefits the
staff of the organization, there is little point in embarking on the
scheme. Staff must feel that they are deriving some benefits from the
process, rather than seeing it as mere paperwork or a superficial
exercise. One may therefore conclude that appraisal should play a
central role in the personal and professional development of teachers,
as well as the development of the institution at large.
Basically, there are four (4) images of instructional supervision:
these are the traditional scientific method image, the human relation
image, the neo-scientific management and the human resources image of
appraisal. All these images can be practiced at schools. Cogan (1973)
gives another image of instructional supervision as the “… clinical
supervision… in class supervision that proves powerful enough to give
supervisors a reasonable hope of accomplishing significant improvement
in the classroom instruction”. Clinical supervision refers to
face-to-face contact of supervisors and teachers with the double
intention of improving instruction in the classroom and of improving
professional growth, which is a form of staff development.
Supervision of instructions takes place in the classroom and more widely in the school as an organization.
Squelch and Lemmer (1994) emphasize the need to ensure that
supervision takes place in a comfortable, non-threatening environment.
The success of the supervisory programmes depends on the realization by
both the supervisor and the teacher that supervision does not take place
in a vacuum, but in an organization. The school is a complex and unique
organization which has characteristics of both bureaucracy and
professionalism. Hence, it is very important for teachers to be aware of
this so that if certain supervisory activities are done in a
bureaucratic style they can understand that it is all part of the
official and accepted system.
Generally, classroom observation or supervision is seen as a way of
gathering information for appraisal purposes. In this way, classroom
supervision also improves the quality of children’s education by
improving the teacher’s effectiveness. Jones (1993) also sees it as
vital to look at what actually happens within the classroom. He also
emphasizes the need to have an agreed criterion so as to avoid arbitrary
judgment. Classroom observation appears to work best if set in a cycle
of preparation, observation and feedback, hence the need for the
appraiser and appraisee to work hand in hand before and even after the
observation process. In a study of supervision and teacher satisfaction,
Fraser (1980) says that “… the improvement of the teacher learning
process was dependent upon teacher attitudes towards supervision”.
Unless teachers perceive supervision as a process of promoting
professional growth and student learning, the supervisory exercise will
not have the desired effect.
The need for discussing the lesson observed by the teacher and the
supervisor is also seen as vital. Kapfunde (1990) says that the teachers
usually associate instructional supervision with the rating teachers.
Wiles and Lovell (1995) state that teachers may perceive supervision
as a worthwhile activity if supervisors give teachers security; by
backing their judgment even though at times a teacher’s judgment can be
wrong. Teachers must feel that the supervisor is more effective
teachers. Cogan (1973) states that teachers seem to have some
ambivalence about supervision because there is a “… dramatic contrast
between a strong commitment to the principle of supervision and a
stubborn, deep-seated distrust of direct supervisory intervention in the
classroom”. However, Marks (1985) states that the concept of the
educational supervisors has changed over the years. Teachers regarded
traditional supervisors as inspectors, who came on a fault-finding
mission to the teacher’s classroom. However, when this opinion is
contrasted with modern supervision, some teachers manage to see the
worthiness of the whole programme if the supervisors are democratic and
fair (Cogan 1973).
In education, the role of educators has undergone dramatic shifts in
the recent past. Many teachers, especially student teachers and newly
qualified teachers may not have the proper guide in teaching. Hence, the
need for instruction in the classroom to be supervised. How these
teachers perceive supervision is what this study will examine.
Statement of the Problem
Since the attainment of independence in Nigeria 1960, the ministry of
Education has introduced many policies. Some of them are as follows:
Education for All (EFA); Vocational and Technical Education and
introduction of more practical subjects, thus expanding the existing
curriculum.
Educators find it difficult to manage all these
educational changes. Although many in-service courses have been
introduced coupled with some staff development courses at individual
institutions, the need for classroom instructional supervision was seen
as vital. Classroom instructional supervision was put in place to
monitor the implementation of the new changes, to correct and
practically adjust the new curriculum and also improve the education of
both educators and students.
The research therefore aims at finding out the perception of teachers
about the supervisory behavior of school inspectors in secondary
schools in Uhunwonde Local Government Area of Edo State.
Research questions
Is there any difference between the responses of male and female
teachers about the perception of the supervisory behavior of school
inspectors of education?
Is there any difference between the responses of experienced and
non-experienced teachers about the perception of the supervisory
behavior of school inspectors of education?
Is there any difference between the responses of teachers serving in
rural and urban areas teachers about the perception of the supervisory
behavior of school inspectors of education?
Research Hypotheses
In view of the research questions raised above, the following hypotheses were also raised:
HO1: There is no significant difference between the responses of
male and female teachers about the perception of the supervisory
behavior of school inspectors of education.
HO2: There is no significant difference between the responses of
experienced and non-experienced teachers about the perception of the
supervisory behavior of school inspectors of education.
HO3: There is no significant difference between the responses of
teachers serving in rural and urban areas about the perception of the
supervisory behavior of school inspectors of education.
Purpose of the Study
Educational activities need supervision and inspection to achieve
educational objectives. Supervision and inspection are good machineries
to up-grade teachers into required standard. Teachers need supervision
and inspection to work harder no matter their level of experience and
devotion. The supervisory behavior of school inspectors have been a
major challenge to the achievement of this goal. In view of the
important role of instructional supervision in education, this study
therefore focused on the following:
To investigate teachers’ perception of the supervisory behavior of school inspectors.
To investigate the perception of male and female teachers about the supervisory behavior of school inspectors of education.
To investigate the perception of teachers serving in rural and urban
areas teachers about the supervisory behavior of school inspectors of
education.
perception of experienced and non-experienced teachers about the supervisory behavior of school inspectors of education.
Significance of the Study
The study will be of importance in the following ways:
The study will be invaluable to Government as it will help it to
initiate policies that will ensure that majority of school inspectors
employed go for in-service training on new knowledge and skills on how
to conduct successful school inspection and school inspectors who posses
bossing style to teachers should be counseled.
The study is also important to decision makers in the standard
control and curriculum development of the Ministry of Education and
Education Boards as it will also prove to be a repository of knowledge
in the provision of sounder grasp of what teachers want and how the
teachers perceive the supervisory activities.
This study will help teachers express their views about supervision.
Scope and Delimitation
The research established the perception of teachers’ of instructional
behavior of supervisors. The study focuses on the teachers in Uhonwonde
Local Government Area of Edo State.
Definition of Terms
School inspection: School inspection is concerned with the improvement of standards and quality of education.
School
Inspector: A school inspector is one who inspects; directs; advises;
guides; refreshes, encourages; stimulates; improves; and over-see
teachers and the instructional process.