IMPACT OF SCHOOL-BASED MANAGEMENT ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SAPELE EDUCATION AREA, DELTA STATE, NIGERIA

IMPACT OF SCHOOL-BASED MANAGEMENT ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SAPELE EDUCATION AREA, DELTA STATE, NIGERIA

ABSTRACT

The study determined the Impact of School-Based Supervision on Teachers’ Performance in Public Secondary Schools in Sapele Education Zone in Delta State, Nigeria. The study has five objectives which includes: determine the impact of Principals’ assessment of lesson plans, class visitation, assessment of scheme of work, Teaching Facilities, Learning Facilities on the performance of teachers in Secondary Schools in Sapele Education Zone, Delta State. In line with the stated objectives, five research questions and five hypotheses were formulated for the study. The study used descriptive survey research design, with the total population of 943. Stratified random sampling method was used, 295 respondents were used as sample of the study. Data collected from the respondents were obtained using structured questionnaire. This instrument was validated and pilot tested and a reliability index of 0.85 was obtained.Data gathered from the field were analysed using mean and standard deviation for research questions, while t-test was used for hypotheses at 0.05 level of significance. Findings of the study among others revealed that principal ensure that lesson plan/note developed by teachers create specific knowledge and skills that learners acquire and use at the end of the lesson in most secondary schools in Sapele Education Zone. Also, principal always asked for reports of scheme of work at the end of the week and inspect the scheme of work covered by the teachers in most secondary schools in Sapele Education Zone. The study concluded among others that supervision of lesson plan by principal has helped teachers to be up to date with subject matter. The study recommended that: internal supervision should be frequently conducted in secondary schools in Sapele Education Zone in Delta State and Nigeria in general so as to improve teaching and learning process and regular classroom visitation should be carried out in schools in order to help teachers’ keepabreast with modern trends in teaching.

 

 

 

 

 

 

 

 

 

Operational Definition of Terms

Supervision: It is regarded as a process of enhancing professional growth of teachers, the curriculum, and improving teaching and learning in the class room through democratic interaction between the teacher and the supervisor.

School-based supervision: The supervision that is conducted in schools and that is carried out by principals, vice-principals, heads of department and senior teachers.

Performance: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.

Secondary school: Refers to the school system established to offer six years. Three years junior secondary school  (JSS) and three years of senior secondary school (SSS), immediately after primary education , ranging from ages 11 +.

Teacher: Teacher is one who inculcates knowledge, skills and competence to students.

 

 

CHAPTER ONE INTRODUCTION

1.1 Background to the Study

As in many other developing countries, in Nigeria, education has been given great attention for it is the basic way of economic growth and all-rounded development for school-based supervisors and teachers, school leaders and management. School-based supervisors should improve their basic functions of inspecting teaching and learning process that aim at helping and empowering all teachers to raise their broad outcomes through instructional improvement and administration. Instruction and supervision are responsible for the highest performance of teachers in schools.

Secondary education in particular, is an important aspect of the education system that helps to elevate the manpower constraint of the nation. In Delta State, secondary schools were divided into senior and junior secondary schools b, with each school having a principal for effective supervision of instruction. This was the practice for over ten years. In September 2011, the Junior Secondary School (JSS) and Senior Secondary School (SSS) were merged together as a single school to be supervised by a principal with the assistance of two or three vice principals depending on school size. With this new arrangement, some erstwhile principals were made vice-principals. According to National Policy on Education (2004), the goals of secondary education in specific terms

are:

1. Provide all primary school leavers with the opportunity for education of a higher level irrespective of gender, social status, religion or ethnic background.
2. Offer diversified curriculum to cater for differences in talent, opportunities for future roles.

• Provide trained manpower in the applied science, technology and commerce at sub professional grades.

1. Develop and promote Nigerian languages at the culture in the context of the world’s cultural heritage.
2. Inspire students with desire for self-improvement and achievement of excellence.
3. Raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labor, appreciate those values specified under our broad national goals and live as good citizens.

• Provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development.

To achieve the goal of supervision, the instructional supervisor generally inspects, supports, controls and motivates teachers to do their best. School-based supervision impacts positively on teachers’ motivation, satisfaction, self-esteem, efficacy, sense of security and their feeling of support.

Instructional supervision embraces all activities directed specifically towards the establishment, maintenance and improvement of the teaching- learning process, strategies and providing an atmosphere conducive for teaching and learning in secondary schools.  The principal as a leader of a group of teachers in a school system has a function of interacting with teachers in order to improve the learning situation for the students through instructional supervision.

Thus, adequate support and effective supervisory activities are very crucial for schools to enhance the teaching learning process. The overall objective of effective school based supervision is to enable the individual teacher to become implementer of effective teaching.

Regarding the role of supervisors, they are part of the technical level in schools. As such they are concerned primarily with teaching and learning; they are first and foremost teachers-master not administrators. Their area of expertise is curriculum and instruction; their job is to help their colleagues improve the teaching-learning process. They need an organizational structure that allows them to do this in a no threatening environment unfettered by bureaucratic requirements for control. The supervisory requirement, then of a staff position with earned, informal authority (rather than administrative authority) consist of supervisory role defined as part of the technical subsystem.

This point is illustrated in Supervision Manual of  MOE (1994) as follows:

• Ensuring curriculum implementation • Providing direct technical support to teachers
• Providing on-the -job training to teachers.
• Conducting teacher performance evaluation • Conducting formative education program evaluation.
• Monitoring and coordination.

In Ethiopia, educational inspection which was later replaced by supervision, was started in 1941/2. The shifting of inspection to supervision (in 1962/3) was to improve the teaching learning process through strengthening of supervision by focusing on the curriculum, teaching content and methodology, and provision of professional assistance and guidance to classroom teachers.

School-based supervision is one of the processes by which school administrators attempt to achieve acceptable standard of performance and result, Nakpodia (2011). The National Policy on Education (NPE, 2004) states that ―to ensure quality control in the school, it is necessary to have good teachers and supervisors‖. The primary responsibility of the supervisor is to see that high standards are maintained and that schools are run in accordance to the laid down regulations. The Ministry of Education and the Post Primary Education Board, appoints principals to improve and maintain standards in our schools, through their supervisory functions. The board appoints people who are mainly experienced in the teaching profession for the purpose of supervising the teachinglearning activities.

The Nigerian Secondary school principal occupies a unique position in the overall educational system. He is an educational leader in his own right and his influence is considerable in the educational program of the country. The principal is an agent who executes or transmits rules and regulations handed down by the Ministry of Education. The curriculum, the system of instruction and discipline are handled by him. We see principal’s main task as interpretation of policy and execution of instructional program.

The principal’s main task is that of a leader, counselor, a guide, a psychologist, the chief communicator and the teacher of teachers (Fafunwa, 1974)

School-based supervision is the tool of quality control in the school system and a phase of school administration which focuses primarily upon the achievement of appropriate expectation of educational system Peretomode (2012). However the role of the principals is to facilitate the implementation of the various learning program aimed at improving the learning situation. Teachers, whether new or old on the job need necessary support in implementing the instructional programs. Principals as school heads therefore need to provide their support to teachers. They have to be involved in the implementation of instructional program by over seeing what teachers are doing with the students (Nakpodia, 2011).

 

Furthermore, school-based supervision is a tool to helping teachers’ professional growth. The use of school-based supervision technique is a means of helping the teachers cope with the problems of large students’ population and development in educational setting. School-based techniques are relevant, the techniques have been described by Peretomode, (2012) as modern strategies of supervision which can be employed by supervisors to help teachers improve on the job and also facilitate effective instruction in schools. The techniques include demonstration, classroom visitation, classroom observation, micro teaching, workshop, listening to recordings, guided practice and research.

Principals as school-based supervisors have been given the responsibility to assist teachers in schools. On the other hand, vice principals, head of departments, subject heads and other senior teachers are categorized under actors of school-based supervision, since this school-based supervisors are within the school, they are responsible to assist teachers closely and continuously for the improvement of the instruction, because teaching and learning process is a day to day activity, which is carried out by teachers in schools. The problems that teachers encounter while teaching can also be solved through school-based supervisors.

In order to bring effective education through the improved teaching and learning process, school-based supervision should be democratic, cooperative and should get serious attention in secondary schools. In the light of this, it is quite useful to access the impact of school-based supervision on performance of teachers in secondary schools in Delta State, Nigeria.

 

1.2 Statement of the Problem

It is believed that the overall education system should be supported by instructional supervision in order to improve the teaching-learning process in general and learners’ achievement in particular UNESCO (2007). School-based supervision plays a crucial role in achieving the overall objectives and goals of education in the strategy of attaining quality education. School based supervision focuses on teachers’ professional growth to enhance the instructional practice in schools and to bring about the desired change of learning achievement for the students. In line with this, UNESCO (1999) indicated that school-based supervisory practices are significant for individual teacher’s professional

development, school improvement, and satisfaction of public demands.

To this end, school-based supervision should be well planned and organized to accommodate the central interest of teachers, students and the society. School-based supervision thus has much importance. According to Abebe (2014), school-based supervision is vital for the continuous professional development of teachers and the overall enhancement of quality education.

This research work is on the impact of school base supervision on the performance of teachers in secondary school in Delta state Nigeria. Presently, supervision of lesson plans by Principal has not been regular and inadequate teaching and learning facilities which have led to the poor delivery of instruction by some teachers in Delta State. Also, regular classroom visitations and assessment of scheme of work have shown that most teachers in Delta state need to be constantly monitored while in class, in order to deliver instructions effectively. The aim of this study is to investigate the impact of school-based supervision on the performance of teachers in secondary schools in Sapele Education

Zone, Delta State.

To make school-based supervision more effective, collaboration should be made with various groups. As illustrated by the Ministry of Education (Abebe: 2014), the school principals, vice-principals, department heads, and senior teachers should take major responsibility in supervisory practices within their school. These responsible partners involve themselves in the regular observation of teachers, and the organizing of shortterm training and experience sharing to maximize the professional competence of teachers, and thus contribute for the quality of education.

1.3 Objectives of the Study

The main objective of the study is to assess the impact of school-based supervision on teachers’ performance in secondary schools in Sapele Education Zone, Delta State,

Nigeria.  The study was set to:

1. determine the impact of principals’ assessment of lesson plans on the performance of teachers in secondary schools in Sapele Education Zone, Delta State;
2. ascertain the impact of principals’ class visitation on the performance of teachers in secondary school in Sapele Educational Zone, Delta State;
3. examine the impact of principals’ assessment of scheme of work on the performance of teachers in secondary schools in Sapele Education Zone, Delta State ;
4. assess the impact of principals’ assessment of teaching facilities on the performance of teachers in secondary schools in Sapele Education Zone, Delta State and
5. find out the impact of principals’ assessment of learning facilities on the performance of teachers in secondary schools in Sapele Education Zone, Delta State .

 

1.4 Research Questions

The following research questions were raise to guide this study:

1. What is the impact of principals’ assessment of lesson plan on the performance of teachers in secondary schools in Sapele Education Zone, Delta State?
2. What is the impact of principals’ classroom visitation on the performance of teachers in secondary schools in Sapele Education Zone, Delta State?
3. What is the impact of principals’ assessment of scheme of work on the performance of teachers in secondary schools in Sapele Education Zone, Delta State?
4. What is the impact of principals’ assessment of teaching facilities on the Performance of teachers in Secondary Schools in Sapele Education Zone, Delta State?
5. What is the impact of principals’ assessment of learning facilities on the performance of teachers in secondary schools in Sapele Education Zone, Delta State?

1.5 Research Hypotheses

The following null hypotheses were formulated for the study:

1. There is no significant difference in the opinions of principals and teachers on the impact of principals’ assessment of lesson plan on the performances of teachers in secondary schools in Sapele Education Zone, Delta State;
2. There is no significant difference in the opinions of principals and teachers on the impact of principals’ classroom visitation on the performances of teachers in secondary schools in Sapele Education Zone, Delta State;
3. There is no significant difference in the opinions of principals and teachers on the impact of principals’ assessment of scheme of work on the performances of teachers in secondary schools in Sapele Education Zone, Delta State;
4. There is no significant difference in the opinions of principals and teachers on the impact of principals’ assessment of teaching facilities on the performances of teachers in secondary schools in Sapele Education Zone, Delta State; and
5. There is no significant difference in the opinions of principals and teachers on the impact of principals’ assessment of learning facilities on the performances of teachers in secondary schools in Sapele Education Zone, Delta State.

1.6 Basic Assumptions

In this study, the following assumptions are made.

1. It is expected that assessment of lesson plan by the principals’ will improve the performance of teachers in secondary school in Sapele Education Zone, Delta State;
2. Class room visitation by the principals’ will effectively facilitate teachers’ performances in secondary school in Sapel Education Zone, Delta State;
3. It is expected that assessment of scheme of work by the principals brings about improved teacher’s performance in the classroom in secondary schools in Sapele Education Zone, Delta State;
4. It is assumed that assessment of teaching facilities by the principals’ in schools increases the performance of teachers in secondary schools in Sapele Education Zone, Delta State; and
5. It is assumed that assessment of learning facilities by the principals’ in schools increases and the performance of teachers in secondary schools in Sapele Education

Zone, Delta State.

1.7 Significance of the Study

The purpose of supervision is to improve instruction, to strengthen classroom management, and to ensure that the curriculum is followed. Supervision aims at helping teachers ensure effective teaching, and that all the ministry policies, rules and regulations are implemented. In the light of this, the study is believed to have the following contributions:

1. It may serve as an input for different levels of educational experts to know the current practice of school-based supervision in secondary schools.
2. It may assist the external and school-based supervisors to know their weaknesses and strengths on supervisory practices and then encourage them to give more attention to implement supervisory activities in secondary schools.
3. The study will encourage the ministry of education to lay more emphasis on school based supervision in order to boast effective teaching and learning in schools.
4. It will also enable the Parents Teachers Association (PTA), to get to know the extent at which school based supervision have impacted on the teachers as well as the students.
5. This study may serve as a springboard for other researchers who want to conduct further research in the area of supervision for effective learning and teaching.

 

 

 

1.8 Scope of the Study

The research focuses on the impact of school-based supervision on the performance of teachers in secondary schools in Delta State of Nigeria. Due to financial and time constraint, the researcher limited the study to some selected public and private secondary schools in Sapele Education Zone, Delta State. The respondents that were used in this study are principals and teachers in the respective Education Zone.

IMPACT OF SCHOOL-BASED MANAGEMENT ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN SAPELE EDUCATION AREA, DELTA STATE, NIGERIA

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