SUPERVISION TECHNIQUES AND TEACHER’S TEACHING EFFECTIVENESS IN PRIMARY SCHOOLS

SUPERVISION TECHNIQUES AND TEACHER’S TEACHING EFFECTIVENESS IN PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

Education is the key to national development of any country. However, in every educational system, the teachers constitute a very vital component. Despite the remarkable advancement in technology in all areas of teaching and learning process through the production of instructional materials. The teacher is still an indispensably significant factor for motivating and imparting knowledge to the learners. The extent to which teachers achieve this important role of imparting knowledge is contingent on their effective job performance.

Teachers’ teaching effectiveness involves all the activities carried out by the teacher to achieve the desired effects on the learners. It involves the extent to which the teacher participates in the overall running of the school in order to achieve the expected objective and goals of the school.

Accordingly, Adetula (2015) the state of affairs in our schools is totally unwholesome and non-professional behaviour of teachers is  due to lack of supervision. Given this scenario in the school, it is the duty of the management or school head to coordinate such activities through effective supervision. Which is necessary in recent times because of the importance attached, without which, effective teaching may not be accomplished easily.

Supervision according to Osakwe (2010) is concerned with the provision of professional assistance and guidance to teachers and pupils geared towards the achievement. The supervisor provides a professional guidance to teachers in order to improve their competencies for effective teaching process to enhance the learning and growth of the learners.

The school principal in carrying out their duties assist the teachers to perform effectively in the areas of preparation of lesson plan and lesson notes before lesson delivery. Good use of instructional methods and teaching aids, keeping and maintaining of school records. Classroom management, among others. Through supervision the supervisor can provide meaningful feedback and direction to teachers. That can have profound effect in the learning that occurs in the classroom.

Based on these, it has become vital that supervisory techniques be properly directed for effective/efficient job performance of teachers. This can only be possible through effective supervisory techniques.  Fritz and Miller (2011) opined that, the responsibility of ensuring that effective teaching and learning take place. And the extent to which instructional supervisors carry out their duties is by employing various techniques to enhance teachers’ job performance.

Accordingly, Obi (2014) outlined many strategies available for supervisors to help teachers improve on the job; and also to facilitate effective instruction in schools. Some of the strategies include self-appraisal method, micro-teaching, classroom visitation, clinical supervision, workshop, demonstration method among others. These methods provide feedback to the teacher on the various learning outcomes of the educational system, and also help to realize the goals of teaching and learning.

Therefore, this study is carried out to examine supervision techniques and teacher’s teaching effectiveness in primary schools in primary school in Ika Local Government Area of Akwa Ibom State.

Supervision techniques and teacher’s teaching effectiveness in primary schools in primary school

1.2    Statement of the Problem

The ability of teachers to render co-operative effort willingly determines the extent to which schools will achieve their goals and objectives. This is so because, it is the teacher on whose shoulder lay the actual work of pedagogy and the attainment of educational results.

However, some teachers cannot perform their jobs creditably without being effectively supervised to ascertain whether their performance meet the required standard. Teachers in primary schools are expected to prepare lesson notes, teach pupils, and evaluate performance during and at the end of term.

The extent to which teachers carry-out these functions depends on how effective their instructional supervisory roles are performing. Such roles include checking on teachers’ lesson notes, scheme of work, pupils’ attendance register, lesson delivery observation and others (Affianmagbon 2017).

It is observed in the study area that there is laxity on the part of teachers in their professional role performance. Many teachers are merely staying on the job to look for better jobs outside. The constant cases of absenteeism, persistent lateness to school, irregular and unauthorized movement from duty post. And other forms of indiscipline constitute a big problem to the attainment of educational goals in primary schools.

Moreover, the unwholesome and non-professional behaviour of teachers. Such as absenteeism, lateness, malingering, trading and the general low level of commitment to duty is as a result of lack of supervision.

It is against this background that the study seeks to investigate the relationship between supervision techniques and teacher’s teaching effectiveness in primary school.

1.3    Purpose of the Study

The main purpose of this study is to examine supervision techniques and teacher’s teaching effectiveness in primary schools in primary school.

Specifically, the study intends;

1. Examine the relationship between demonstration technique and teacher’s teaching effectiveness in primary school.
2. Examine the relationship between classroom observation and teacher’s teaching effectiveness in primary school.
3. Examine the relationship between workshop technique and teacher’s teaching effectiveness n primary school.

1.4     Significance of the study

This study will be of immense benefit in the following ways.

• The findings will assist the educational planners to enhance quality in learning institutions.
• The supervisors will also benefit from the findings since they may identify weaknesses in their supervision tools and hence improve on them; like being friendly to the teachers.
• It will also be useful to primary school teachers and head teachers in improving their teaching and school management duties. This is because the study may reveal ineffective teaching methods and management among teachers and recommend effective teaching. And supervisory approaches which may help to achieve the school’s objectives.
• The Ministry of Education may use this findings to formulate teacher education programmes which may be of great help to them

1.5    Research Question

1. To what extent does demonstration technique of supervision relates with teacher’s teaching effectiveness in primary school.
2. To what extent does classroom observation technique of supervision relates with teacher’s teaching effectiveness in primary school.
3. To what extent does workshop technique of supervision relates with teacher’s teaching effectiveness in primary school.

1.6    Research Hypothesis

1. There is no significant relationship between demonstration technique of supervision and teacher’s teaching effectiveness in primary school.
2. There is no significant relationship between classroom observation technique of supervision and teacher’s teaching effectiveness in primary school.
3. There is no significant relationship between workshop technique of supervision and teacher’s teaching effectiveness in primary school.

1.7    Limitation of the Study

One of the limitations encountered in this study was lack of cooperation among the respondents. Some of the respondents feared to disclose some critical information concerning the performance of their schools and especially those which were not doing well.

As such, to counter this limitation, the researcher explained to the respondents. That the research was mainly for academic purpose and that their names or those of their schools would remain anonymous.

Also unavailability of related materials during literature review was a serious hitch during the process of this study.

1.8    Delimitation of the Study

This study focused on the relationship between supervision technique and teacher’s teaching effectiveness in primary school in Ika Local Government Area. The study examine only three types of supervision techniques; the demonstration, classroom observation and workshop techniques.

1.9    Definition of Terms

Instructional Supervision: This refers to as an ongoing periodical formative practice carried out solely inside the classroom with intent to improvement teacher‘s instructional practices and student performance during normal classroom teaching.

Supervision technique: This refers to the activities that the skillful instructional supervisor utilizes to bring about desirable effect in teacher behaviour for achieving teaching effectiveness.

Effectiveness: This refers to the extent to which the set goals or the objectives of the school programmes are accomplished.

Supervisor: This refers to any person such as head teacher, deputy head teacher, experienced teacher, inspector of schools or any other qualified person.

Joselyn Nya

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