1

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

The purpose of teaching are primarily to assist the learners acquire the type of knowledge and

skills that will produce desirable changes in him (Subair & Bada, 2014). This can be actualized if the

teaching and learning process provide the enabling environment for the learner to think critically and

analytically, be an agent of change to himself, his community and the society at large. However, the

educational system is subdivided into the primary, primary and tertiary levels. The primary level

occupies a critical position in the educational system.

Education is regarded as an instrument par excellence in national development throughout the

world. This is because virtually, everything a nation needs to grow and develop is embedded in

education. It is through education that political independence, economic reliance and the social

wellbeing of the society are achieved. However, education bears little or no relevance without the

teacher. It is the teacher who gives meaning to education by helping it to attain its goals,. The

teachers’ role in education revolves round their teaching effectiveness which is how they work

towards the achievement of educational goals and objectives.

It is on this premise that pupils academic achievement attracts a lot of concern to policy

makers and other stake-holders in the education sector. Academic achievement of primary school

pupils is a function of many variables ranging from examination, assignment, essay, report,

knowledge level, skills acquired, abilities at ones disposal, experience gathered and the nature of work

environment attached to the assigned duties and responsibilities in the school system which the head

teacher and the teachers have to accomplish.

Academic achievement should be considered to be a multifaceted construct that comprises

different domains of learning. Because the field of academic achievement is very wide-ranging and
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covers a broad variety of educational outcomes, the definition of academic achievement depends on

the indicators used to measure it. Among the many criteria that indicate academic achievement, there

are very general indicators such as procedural and declarative knowledge acquired in an educational

system, more curricular-based criteria such as grades or performance on an educational achievement

test, and cumulative indicators of academic achievement such as educational degrees and certificates.

All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror

the intellectual capacity of a person. In developed societies, academic achievement plays an important

role in every person's life (Otagburuagu, 2016).

However, the quality of education at the primary school level has been called to question in

recent times. This is so because teaching effectiveness has been rated low judging from the poor

performance of pupils in both internal and external examinations. Teachers are observed showing, “I

don’t care” attitude toward their duties. They have resorted to using outdated methods of teaching as

well as in carrying out their duties in primary schools.

Furthermore, Sule, Ameh & Egbai (2015) asserts that in the school system, it is the

responsibility of school head to develop and maintain teachers’ competence. The head-teacher is to

carry out school supervision in checking of teachers’ lesson notes, scheme of work, teachers’

punctuality, teachers’ regularity in class, classroom observation, demonstration, workshop, micro

teaching, moderation of examination questions and marking scheme among others. Moreover,

supervision of instruction has become very necessary in recent times because of the importance

attached to education and the desire to improve the quality of classroom teaching/learning.

According to Osakwe (2010), supervision is concerned with the provision of professional

assistance and guidance to teachers and pupils geared towards the achievement of effective

teaching and learning in the school. The head-teacher as a supervisor provides a professional

guidance to teachers in order to improve their competencies for effective teaching process to
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enhance the learning and growth of the pupils. The head-teacher 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

school records, etc.

Head-teacher supervisory competence refers to the ability of a head-teacher to

effectively oversee and guide the work of teachers and staff members. It involves providing

feedback, support, and guidance to ensure that teachers are performing at their best and pupils

are receiving a high-quality education. Supervisory competence is essential for creating a

positive and productive work environment, fostering professional growth and development, and

ultimately improving pupil outcomes. When head-teachers are able to provide effective

supervision, teachers feel supported and valued, leading to increased job satisfaction and

motivation. This, in turn, results in improved teacher performance and pupil achievement.

Furthermore, head-teacher supervisory competence is crucial for promoting a culture of

continuous improvement and professional growth within a school. By providing constructive

feedback, setting clear expectations, and offering opportunities for professional development,

head-teachers can help teachers enhance their skills and knowledge, ultimately benefiting

pupils (Nwaogu, 2021). It also the duty of the head-teacher to coordinate such activities through

effective supervision of school activities. For instance, if an administrator set up his strategies to

supervise teachers’ use of time, utilization of materials, coordinate the pupils and teachers, ensuring

that teachers’ lesson notes and other records are up-to-date, then there will be no reason why

effectiveness should not be the product of teachers (Effanga, 2001).

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Nompula (2012) notes that it was possible to integrate theory with practice within one art
subject by teaching theoretical work in the context of practical work. This could be achieved by the
use of supervisory demonstration strategy for teachers by their head-teachers’ since most likely,
head-teachers’ are more experienced on the job. Maforah and Schulze (2012) opines that head-
teachers’ enjoyed intrinsic aspect of their work and positive interpersonal relations at their schools,
this phenomenon should be taken as an advantage of in the supervision of their teachers for better
job effectiveness. In a response to critics on the quality of education and as a measure of
improvement on the glaring downward trend on educational achievement school supervision
(internal or external) has become a veritable instrument for checking teachers’ job effectiveness. No
doubt, the missionaries, in their education introduced inspection in the western education,
administration and management of their schools. Inspectors, who inspected schools with a view to
ensuring that their school produced primarily, morally sound Nigerians, did not ignore standard,
efficiency and professionalism.
A classroom observation is an act of watching a teacher's performance in their classroom or
learning environment. Classroom observations are a quantitative way of recording and measuring
teacher behavior and mastery by systematically watching and recording them in action. It checks
and adjusts a teachers performance meaning that pupils get the most out of their lessons, improving
their academic performance and, thus improving the overall performance of the school(Nompula,
2012). Supervision of Teacher lesson notes is the management process involving teacher and a
supervising head teacher— henceforth known as the “supervisor” for brevity—where the goal is to
enhance the possibility and potential of schools to contribute more effectively to the academic
achievement of the pupils. A facilitator and mediator of learning, knowledgeable and
understanding of how adults learn and able to use creative and problem-solving approaches to
learning that stimulate themselves and the pupil.
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Instructional Supervision is a professional continuous and cooperative process for the

improvement of instruction. It is characterized by guidance, assistance, sharing of ideas,
facilitation, or creation to help teachers improve learning situation and quality of learning in the
schools. It is hand holding for a professional colleague with an instructional leader who possesses
superior knowledge and skills and who work collaboratively in a school environment that nurtures
the development of professional learning community(Okafor,2005).
Demonstrations assist in teaching a skill with multiple steps. They engage the audience and
encourage audience participation. Finally, demonstrations are a way to engage the audience in a
more complete way, rather than focusing on simply auditory or visual teaching strategies.
Demonstration help to convince the customer that the salesman's proposition is the best one for
satisfying the customer's need. Effective presentation is a vital factor in selling because customers
generally visit the shop to see the goods (Peter, 2010). It is against this premise that the researcher
was motivated to examine the relationship between head-teachers’ supervisory competences and
pupils academic achievement in Obudu Local Government Area of Cross River State and using the
dimensions of the independent variable (Head-teachers’ supervisory competences) as classroom
observation, supervision of lesson notes, supervision of instructional materials and head-teachers’
demonstration competences while the sub-variables of pupils academic achievement under study
include assignment, test, essay, exams and report.
1.2 Theoretical framework

The study was informed by the following theories:

1.2.1 McGregor’s (1964) theory X and theory Y
1.2.2 McClelland’s (1966) Achievement theory
1.2.1 McGregor’s (1964) theory X and theory Y
McGregor (1964) introduced an interesting theory of management called theory X and

theory Y. the theories believes that the decision of the administrator is influenced by his/her belief
 6

system and also by the assumptions he holds about the human nature. According to McGregor

(1964), theory X is based on the assumptions that (i) the average human being naturally dislikes

work and will avoid it if he can (ii) as a result, most people must be coerced, controlled, directed,

threatened with punishment to get them to put forth adequate efforts towards the achievement of

organizational objectives (iii) commitment to objectives is a function of the rewards associated with

their achievement (iv) the average human being learn under proper conditions not only to accept

but to seek responsibility (v) the capacity to exercise a relatively high degree of imagination,

ingenuity and creativity in the solution of organizational problems, is widely not narrowly

distributed in the population. (vi) under the condition of modern industrial life, the intellectual

potentialities of the average human being are only partially utilized.

This theory is relevance to the present study because it emphasized on closed monitoring or

supervision of staff in organizational set up. The implications of this to the school system is that

head-teachers or administrators should provide effective and regular supervision of teachers for

purpose of attaining the objectives of the system. This will also help to provide meaningful

feedback and give direction that can give profound effect on teaching and learning process. This

also implies that teachers who default in their duties should be punished while rewards of

promotion, recommendation, praises, etc. should be given to encourage them to put in their best.

They also provides a sense of direction for head-teachers in carrying out control, supervision and

guidance of teachers in the performance of their jobs. It is the duty of the head-teachers to

coordinate such activities through instructional supervision (internal). Without this, the purpose or

objective of education cannot be achieved.

1.2.2 McClelland’s (1966) theory of achievement

McClelland (1966) postulated achievement theory. The theory proposes that human

motivation is made up of three dominant needs. The need for achievement (n-Ach), the need for
 7

power (n-pow), and the need for affiliation (n-Aff). The importance of these needs to an individual

varies from one individual to another. This also depends on the individual’s background. For

McClelland, certain needs are learned and some acquired as the individual interacts with his

environment while some is through training. The theory is based on the assumption that people with

a high need for achievement (n-Ach) seeks to excel and thus tends to avoid both low-risk and high-

risk situations. People with need for achievement also prefer to work with high achievers. They also

need regular feed back in order to monitor their progress.

The implication of this theory to the present study is that any teacher who is a high achiever

(n-Ach) always sees an opportunity in teaching as a challenge to prove a point and distinguish

himself or herself. Such a high achiever (teacher) tries harder and work more to accomplish a

significant result or to master certain, skills which he thinks will be useful to him and the learners.

Teachers with strong achievement motivation (or drive) always work harder to get better results

from the pupils than their counterparts with weak drive. Such teachers do not avoid task but

conduct themselves and insist on carrying out their teaching with zeal and commitment to achieve

the goals. The level of their achievement and the perception of pupils future career becomes the

driving force which propel them to excel or fail. Teachers need to keep themselves updated at

regular basis by attending workshops, seminars, refresher courses, conferences, etc. in order to

achieve or implement the school curriculum.

1.3 Statement of the problem

Over the past few years, it has been observed that, despite several efforts of the present

and several educators to encourage schools to improve on their academic achievement, such as

posting of trained teachers, providing text books to schools and providing infrastructure, there

is still comments that academic achievement in primary school is generally poor. This has been
 8

mentioned by the ministry of education that teachers have not been effective in performing

their supervisory role over pupils. It could be rightly asserted that delay in payment of teachers’

salaries, poor condition of services, lack of job security, payment of allowances and meal

subsidy, lack of in-service training, lack of teachers’ involvement in decision making among

others, are responsible for low motivation of teachers. Normally the pupils academic

achievement may get improved when the teachers are motivated to take up their teaching

profession seriously. There are number of things to check if teachers are to perform well. These

among other includes provision of teaching facilities, recruitment of qualified teachers with

good interpersonal relationship and teachers motivation. However, pupils academic

achievement has drastically declined and the stakeholders attributed these to various factors.

These factors mainly centred on poor head-teachers supervision in the primary schools in

Obudu Local Government Area which affect pupils academic achievement. It is against this

background that the researcher investigate head-teachers supervisory competence and pupils

academic achievement in Obudu Local government Area of Cross River State.

1.4 Purpose of the study

The purpose of this study was to determine the relationship between head-teachers

supervisory competence and pupils academic achievement in Obudu Local Government Area of
Cross River State, Nigeria. Specifically, the study sought to:

1. Determine the relationship between classroom observation and pupils academic

achievement
2. Ascertain the relationship between supervision of lesson notes and pupils academic

achievement
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3. Examine the relationship between supervision of instructional materials and pupils

academic achievement
4. Find out the relationship between head-teachers demonstration competence and pupils

academic achievement
1.5 Research questions

The following research questions were raised to guide the study:

1. How does classroom observation relate with pupils academic achievement?

2. How does supervision of lesson notes relate with pupils academic achievement?

3. How does supervision of instructional materials relate with pupils academic achievement?

4. How does head-teacher demonstration competence relate with pupils academic achievement?

1.6 Research hypotheses

The following research hypotheses were formulated and tested at 0.05 level of significance:

1. There is no significant relationship between classroom observation and pupils academic

achievement
2. There is no significant relationship between supervision of lesson notes and pupils academic

achievement
3. There is no significant relationship between supervision of instructional materials and pupils

academic achievement
4. There is no significant relationship between head-teacher demonstration competence and pupils

academic achievement
1.7 Significance of the study

The study is significant in the sense that the findings may have implications for head-

teachers, teachers, pupils, government, policymakers, and researchers.

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The findings of this study will help head-teachers understand the importance of their

supervisory role in enhancing pupils' academic achievement. By improving their supervisory

competence, head-teachers can create a positive learning environment that fosters academic

success.

To the teachers, the findings will help teachers understand the impact of head-teachers'

supervisory competence on pupils' academic achievement. By working closely with head-teachers

and receiving effective supervision, teachers can improve their teaching practices and contribute to

the academic success of their pupils.

The findings of this study will highlight the importance of head-teachers' supervisory

competence in promoting pupils' academic achievement. By receiving effective supervision from

head-teachers, pupils can benefit from a supportive learning environment that enhances their

academic performance.

The findings of this study will inform government officials about the importance of

supporting head-teachers in developing their supervisory competence. By investing in professional

development programs for head-teachers, the government can improve the quality of education and

promote pupils' academic achievement.

The findings of this study will provide policymakers with valuable insights into the role of

head-teachers' supervisory competence in enhancing pupils' academic achievement. By

incorporating these findings into policy decisions, policymakers can create a more effective

educational system that supports the academic success of all pupils. Finally, the findings of this

study will contribute to the existing body of research on head-teachers' supervisory competence and

its impact on pupils' academic achievement. By building on this research, researchers can further

explore the relationship between head-teachers' supervisory practices and pupils' academic success.
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1.8 Assumptions of the study

The study is presumed on the following assumptions:

1. That the variables covered in this study are measurable, given appropriate instrument.
2. That the information provided by the teachers and pupils about themselves and their head-
teachers were accurate
3. That head-teachers’ supervisory competence under consideration is measurable
4. That pupils academic achievement can be measured.
1.9 Scope of the study

The scope of this covers all public primary schools in Obudu Local Government Area of
Cross River State, Nigeria. Contextually, the scope of this study covered two variables, namely, the
independent and dependent variables. The sub-variables of the independent variable to be
considered in this study are; classroom observation, supervision of lesson notes, supervision of
instructional materials and head-teachers’ demonstration competences while the sub-variables of
pupils academic achievement under study include assignment, test, essay, exams and report.
1.10 Limitations of the study

In the course of conducting this study, the researcher was faced with some challenges

among which were;

Tight academic schedules could not allow the researcher to concentrate and cover a large
sample for accurate and reliable generalization of results. Time constraint was another limitations
of the study hence, the researcher had to combine both academic work with research. This caused
the researcher to limit his research work to only public primary schools in the study area.
Another constraint was the attitude of the respondents to the questionnaire administered.
The demonstrated a high level of suspicious. As a result of this, timely retrieval of the questionnaire
even after much persuasion was a problem to data collection. Most of questionnaire were not
returned. Finance was a serious problem as well as the researcher had to travel to both Urban and
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Rural primary schools to administer the questionnaire and also, browse resource materials from the
internet. Inspite of all these challenges, the researcher was able to surmount them and successfully
complete the project work.
1.11 Definition of terms

The following terms were defined for the purpose of clarity and in line with the study:
Head-teachers: is the staff member of a school with the greatest responsibility for the management
of the school.
Academic achievement: is the extent to which a pupil, teacher or institution has attained their short
or long-term educational goals
Pupils: a person who is taught by another, especially a schoolchild or pupils in relation to a teacher.
Classroom observation/visitation: Is a comprehensive term which provides for formal or informal
observation of teaching while it is taking place in the classroom or any learning environment.
Supervision of lesson notes: Is the act of physically keeping guide or vetting of lesson notes
prepared by the teachers before the lesson presentation
Supervision of instructional materials: Refers to head teachers affirmation of the relationship
between the lesson content or topic and the instructional or teaching aid used for lesson
presentation.
Head-teacher demonstration competence: are the skills and knowledge that enable a head-
teacher to be successful.
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CHAPTER TWO

LITERATURE REVIEW

This chapter is reviewed under the following sub-headings:

2.1 Classroom observation and pupils academic achievement.

2.2 Supervision of notes of lessons and pupils academic achievement

2.3 Supervision of instructional materials and pupils academic achievement

2.4 Head-teacher demonstration competence and pupils academic achievement

2.5 Summary of literature review

2.1 Classroom observation and pupils academic achievement

The head teacher as an instructional leader is responsible for maintaining and improving the

quality of instructional programmes for the effective and efficient attainment of the set educational

objectives of the school. Litchfield (2019) has identified the functions of the school head teacher as

an instructional learner. These functions include managing curriculum and instruction and

supervision of classroom instruction, among other functions. In managing curriculum and

instruction, the head teacher must assume responsibilities and leadership functions concerning the

curriculum that is foremost in establishing an effective instructional programme. The head teacher

plays the role of the team leader in relation to curriculum development. Supervising classroom

instruction according to Egwu (2015), involves the head teacher observing a teacher and analyzing

his or her classroom practice and the teaching and learning process. This is a situation where the

teacher is working directly with the learners and the head teacher is present as a witness to observe

systematically classroom events

Whitakers (2020) asserted that the head teacher must create a visible presence in the daily

school activities. He further reintegrated that the effective head teacher must make it a priority to

visit the classroom each day. Lending credence to the above view, Weller (2001) indicated that if
 14

schools are to progress, the head teacher should not allow daily duties to interfere with their

instructional leadership functions.

Supporting the above view, Bryce (2016) stated that the head teacher cannot exercise

leadership without classroom experiences and without being thoroughly grounded in the realities of

the classroom or else he will continue to feel uncomfortable and inadequate in educational

leadership. Nakpodia (2021) maintained that when teachers are not well supervised, effectiveness in

instructional delivery will be adversely affected and the instructional purpose may not be well

realized. He concluded that negligence in the improvement of instruction through improper

instructional supervisory practices by school heads may go on without being detected. This may

lead to low quality of instruction and invariably teachers’ lack of commitment to their jobs.

Study conducted by Sule (2017) on head teachers’ classroom visitation/observation and

inspection and teachers’ job performance in Akwa Ibom State, Nigeria revealed that head teachers’

classroom observation/visitation strategy and inspection of lesson notes significantly influenced

teachers’ job performance. Similarly, the research work of Alimi (2018) on the impact of selected

modes of instructional supervisory activities on pupils’ academic performance in primary schools in

Ondo State, Nigeria revealed a significant statistical relationship between checking of pupils’ notes,

classroom visitation/observation, checking of teachers’ punctuality and attendance and moderation

of results and teachers’ effectiveness.

This implies that head teachers should devote more time to supervising classroom

instructions through the help of his vice head teachers. This will go a long way in improving the

quality of teaching and learning process thereby enhancing curriculum implementation. However,

Flath (2016) argued that although the role of the head teacher as instructional leader is widely

advocated for, it is seldom prejudiced according to him, and that the head teachers’ role is still

primarily that of a manager.

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Jacob and Lefgren (2018) found a positive correlation between head teachers’ assessment of

how effective a teacher is at raising pupils’ achievement and that teachers’ success in doing so is

measured by the value added approach. On the other hand, Egwu (2015) investigated head teachers’

performance in supervision of classroom instruction in Ebonyi State primary schools. A sample of

360 teachers completed a 12-item questionnaire designed for the study. The findings revealed that

the head teachers’ performance in supervision of classroom instruction in primary schools in

Ebonyi State was effective. Further analysis revealed that there was a significant difference in the

performance of head teachers in most of the instructional leadership functions in primary schools in

Ebonyi State based on location of schools.

Researching further on this, Okoroma (2015) evaluated school supervision and pupils

academic achievement in primary schools in Rivers State, Nigeria. An opinion survey that involved

74 head teachers, 1, 470 teachers, 1,550 primary 6 pupils drawn from primary schools in River

State and 14 supervisors drawn from the ministry of education were used. The results indicated that

instructional supervision has not made teachers more effective. Inadequate resources for

supervisory activities as well as lack of professional competence of many supervisors are

accountable for this implausible situation.

In another development, Sule, and Ameh (2015) investigated instructional supervision

practices and teachers’ role effectiveness in public primary schools in Calabar-South Local

Government Area of Cross River State, Nigeria. Findings showed that a significant positive

relationship exist between instructional supervisory practices of classroom observation and

teachers’ role effectiveness. The result also revealed that a significant positive relationship exist

between instructional supervisory practices of checking of teachers’ notes of lessons and teachers’

role effectiveness.
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Ajibola (2022) studied on the head teachers’ instructional supervisory techniques and

primary school teachers’ job effectiveness in Oyo State, Nigeria. The results showed that teachers’

job effectiveness relates positively to the head-teachers classroom observation and conferencing

strategies. Also, Ajibola (2016) discovered the performance perception and performance of

instructional supervision by head teachers of selected primary schools in Kaduna Staten, Nigeria.

The researcher concluded that there tended to allocate more time to other administrative functions.

The study revealed that head teachers had a good perception of their roles as instructional leaders,

yet they spend more time with other administrative functions.

Ogunsanju (2020) maintained that the task of the head teachers in connection with

instructional programmes concerns staff supervision which include the supervision of lesson notes,

supervision of actual teaching and supervision of teachers’ procedures and evaluation such as

assignment, workbooks, test and examinations. Also, Okafor (2015) concluded that monitoring of

classroom work and the assessment of the entire teaching-learning environment should be a

continuous exercise if the objective of enhancing instructional outcomes in to be achieved.

On the status of instructional supervision within several New York City public schools,

Glanz, Schulman and Sullivan (2017) found through extensive use of surveys (questionnaires and

interviews) that centralized educational reform has serious consequences for instructional

supervision. Results indicated that in many instances, head teachers who gives any non-

instructional duties did not have the time to undertake continuous and meaningful supervision.

2.2 Supervision of notes of lessons and teachers’ job effectiveness.

It is common nowadays to see teachers performance their teaching assignment without

adequate plan or guide whatsoever. Sometimes teachers see it as a mark of intelligence for an

individual to deliver a whole lesson without any piece of paper. This attitude has hampered even

higher institutions of learning. As regards this, Alu (2019) reported that given the importance and
 17

complexities of teaching and learning today, it would appear that some sort of elaborate preparation

is necessary and sho8uld be made by teachers before presenting instructions. He further maintained

that these elaborate preparations should include among other things, the meticulous writing of the

lessons notes a teacher intends to deliver.

Similarly, Usman (2015) evaluated the impact of instructional supervision on the academic

performance of primary school pupils in Nasarawa State with reference to senior primary school

certificate examination (SSCE). The result showed that regular instructional supervision using

robust supervisory strategies like checking of teachers’ lessons notes and plans, checking pupils’

note-books, among others have significant correlation with teachers’ performance and pupils

academic achievement. Also, stressing on the need for head teachers’ supervision of notes of lesson

as a way of strengthening teaching effectiveness, Sule and Egbai (2015) investigated the

relationship between instructional supervisory practices and teachers’ role effectiveness in public

primary schools in Calabar-South Local Government Area of Cross River State, Nigeria. The result

of the analysis revealed that there was a significant positive relationship between instructional

supervisory practice of checking teachers’ lessons notes and teachers’ role effectiveness.

According to Alu (2019), a lesson note is a well thought out plan. It is an orderly and

sequential arrangement of a lesson on paper. It has many features which include the preliminary

information, instructional objectives, instructional materials, instructional procedures and

performance assessment. The researcher concluded that head teachers and head teachers require

their teachers to write and submit lesson notes on weekly bases. Supervisors and inspectors require

teachers to show evidence of lesson notes they used in their instructional delivery.

In the same vein, Peretomode (2015) posited that for the teacher to perform their teaching

duties effectively, the head teacher must always check their lesson notes to ascertain whether the

contents were effectively covered in the lesson notes. He concluded that if head teachers supervised
 18

teachers’ note of lessons regularly, it would help enhance teachers’ performance in the classroom.

supporting this view, Robertson (2020) posited that the development of a lesson note serve as a

road map to effective teaching. He added that lesson notes help the teachers to have focus during

teaching and that anyone who taught without a lesson note would be handicapped in the teaching-

learning environment. Teachers are therefore expected to take adequate care when writing their

lessons notes. While unit heads who are their immediate supervisors need to be consistent in

checking their lessons notes to make them more responsive to their duties.

2.3 Supervision of instructional materials and teachers’ job effectiveness

Teachers have been known to have positive influence on pupils academic achievement and

they also play a crucial role in educational attainment of pupils because the teacher is ultimately

responsible for translating educational policies and programmes into actions based on practice

during interaction with the pupils. In view of the above, Uchefuna (2018) opined that both teaching

and learning depend on teacher, no wonder an effective teacher has been conceptualized as one who

produce good result through the varieties of teaching materials. Oredein (2020) observed that

conditions that would make for effective teaching such as resources available to teachers, general

conditions of infrastructure as well as instructional materials in pubic primary schools in Nigeria

are poor. Akinwumi (2017) asserted that teaching aids are essential in teaching and teachers’ task

will definitely help them to perform well. Nakpodia (2017) reported that audio-visual aids offer

social studies teacher endless opportunities to enrich his teaching, especially if these aids are more

appropriately and economically utilized. According to the researcher, most of these aids can be

used to aid teaching and facilitate learning. The researcher refers to audio-visual aids as still

picture, television, slides film strips, recorders, graphs, charts, motion of picture, maps, tables,

cartoons, models and so on.

 19

Umudhe and Arisi (2016) opined that teaching aids or instructional materials are of

different kinds, which teachers and pupils employed in classroom in order to make teaching and

learning process more effective and productive. They further maintained that there are real things

and representation of real things which stimulate one or more of the senses and which enriched the

teaching-learning process. Njoku (2021) pointed out that teaching aids are classified according to

how they appeal to the senses and according to the mode of usage. He concluded that teaching aids

may be classified into three namely: Audio-visual, visual and auditory materials. Head teachers

should carryout routine supervisions and ensure that teaches employs varieties of these teaching

aids in their instructional delivery. Nakpodia (2018) studied the degree to which the performance

of teachers in primary schools in Delta State depends on the capacity of school head teachers to

maintain and enforce adequate supervision. Three research questions and three hypotheses were

formulated. The statistical analysis was carried out with Pearson Product Moment Correlation Co-

efficient. The population of the study comprised 8, 705 teachers, and 491 head teachers, out of

which 300 teachers and 30 head teachers were sampled using random sampling technique. The

result showed that teachers’ job performance in primary schools is significantly dependent on the

capabilities of the head teacher to effectively conduct adequate and reliable supervision.

Oghuvhu (2020) supported the assertion that when visual materials are used appropriately

and wisely, they may no longer be regarded as supplements but fundamental instruments in

learning. They facilitate through linkage or association of object and work. The researcher further

stressed that they are time savers both for the teacher and the learner. The enrich and extend the

scope of one’s appreciation. They entertain, educate and reform. The visual materials stimulates the

imagination. They also develop the learners’ power of observation. He concluded that visual aid

may need explanations but do not need translations. Furthermore, Nakpodia (2021) opined that

auditory materials, especially the radio and tape recorded lesson and discussions have a place
 20

among teachers’ most valuable tools. The radio materials according to the researcher extend the

scope of listening activity in the teaching and learning of social studies. Audio materials capitalize

on the sense of hearing. The can be used in a variety of situations.

2.4 Head teachers’ demonstration competence and pupils academic achievement.

In a response to critics on the quality of education and as measure of improvement on the

glaring downward trend on educational achievement, school supervision (internal or external) has

become a veritable instrument for checking pupils academic achievement. No doubt, the

missionaries, in their education introduced western education in the administration and

management of their schools, inspectors who inspected schools with a view to ensuring that their

schools produced primarily, morally sound Nigerians, did not ignore standard, efficiency and

professionalism. Nompula (2020) noted in his study that showed that it was possible to integrate

theory with practice within one art subject by teaching theoretical work in the context of practical

work. This could be achieved by the use of supervisory demonstration strategy for teachers by their

head teachers since most likely the head teachers are more experienced on the job.

Maforaha and Schulze (2017) noted that head teachers enjoyed intrinsic aspects of their

work and positive interpersonal relations at their schools, this phenomenon should be taken

advantage of in the supervision of their teachers for better job performance. Head teachers’

demonstration involves teaching and learning activities presented by the head teacher who is skilled

and experienced for the purpose of the illustration of educational materials, procedures or strategies

in order to improve instruction (Eze, 2016). Eze (2016) in his study discovered that the head

teachers as supervisors found little or no time to practice teaching demonstration and providing

other supervisory services for instructional improvement. In a survey study of perception and actual

performance of instructional supervision by the head teachers of selected primary schools in

Kaduna State, Nigeria. Effiong (2018) concluded that the head teachers had a high and positive
 21

perception of instructional supervision but that their performance of instructional supervision was

not above average.

In the ordinary sense, it is not possible for anyone or supervisor to be competent enough in

the various subjects of the school. Schon (2020) advised that it was the duty of the head teacher to

plan and organize for teaching demonstration and not oblige to do all the teachings. Although,

experienced teachers or experts in various fields could take the head teachers’ initiated

demonstration. It was also advised that he/she should have expert knowledge at least in two of the

commonly taught subjects and also have a broad understanding of the current methodologies of

teaching if he/she desired improvement from teachers. About this, Peter (2019) reiterated that

whatever the reason, the head teacher (supervisor) should not detach himself completely from

teaching as it was quite necessary for him to show example and keep abreast with the cognitive

level and demand of his pupils.

In adults, teaching demonstration lessons as part of the supervisory strategy had been

discovered to be one of the most effective tools in stimulating teachers’ growth. Mbipom (2016)

opined that demonstration was useful in improving teachers’ competency when it involved

innovation such as the use of new equipment or a new textbook or module and a new orthography.

Such a demonstration according Mbipom (2015) offers viewers skills required in carrying out their

role’s responsibilities. Sule (2022) investigated the influence of head teachers’ supervisory

demonstration strategy on teachers’ job performance in Cross River State, Nigeria. Respondents

involved six hundred and sixty (660) teachers and three thousand, three hundred senior primary

school pupils which were randomly selected from two hundred and thirty-two (232) primary

schools in Cross River State. Data was collected with a questionnaire titled “Head teachers’

Instructional Supervisory Strategies Questionnaire (PISSQ)” and “Teachers’ Job Performance Scale

Questionnaire (TJPSQ)”. The result of analysis utilizing one-way analysis of variance (ANOVA)
 22

indicated that head teachers’ demonstration strategy did not significantly influence teachers’ job

performance.

2.5 Summary of literature review

Literature was reviewed in theoretical and empirical forms. From the reviews therefore, it

was observed that head-teachers’ supervisory competences has a strong influence on pupils

academic achievement. Also, the different opinions of scholars on head-teachers’ supervisory

competences and pupils academic achievement were reviewed both nationally and internationally.

Moreover, 40% of the reviews were conducted internationally while 60% were done nationally.

Although, lot of studies have been carried out on head-teachers’ supervisory competences

and majority of them are carried out in primary schools within the country Nigeria such as

Nasarawa, Akwa-Ibom, Delta and Calabar. The literature reviews has assisted the researcher to be

expose to research methodology, sample, population, and statistical tools used to analyze the data.

It was also observed that studies on these variables are well exhausted in Cross River State, but not

well conducted in primary schools in Obudu Local Government Area. Even when the variables are

well researched on, in the study area, the problems still persist. The researcher is motivated to carry

out a study using the variables that are not yet studied and to fill in the gap so created in the study

area. Finally, the reviewed literature has exposed the researcher to the inadequacies that needed to

be filled, and the review has taken care of them.

 23

CHAPTER THREE

RESEARCH METHODOLOGY

The research methodology was carried out under the following sub-headings: Research

design, area of the study, population of the study, sampling technique, sample, instrumentation,

validity of the instrument, procedure for data collection, procedure for data preparation/scoring, and

procedure for data analysis.

3.1 Research design

Correlational research design is a type of research method that involves observing two

variables in order to establish a statistically corresponding relationship between them. The aim of

correlation research is to identify variables that have some sort of relationship do the extent that a

change in one create some change in the other. This type of research is descriptive unlike

experimental research that relies entirely on scientific methodology and hypothesis. For example,

correlational research may reveal the statistical relationship between high-income earners and

relocation, that is, the more people earn the likely they are to relocate or not (Miller, 2016)

3.2 Area of the study

The area of the study is Obudu Local Government Area of Cross River State, Nigeria. The

local government is one of the eighteen local government areas of Cross River State. It is located at

the Northern Senatorial District of Cross River State. It is bounded in east by Obanliku Local

Government Area, in the North by Vandikya Local Government Area of Benue State, in the South

by Boki Local Government Area , in the West by Bekwarra Local Government Area. respectively.

It is a tourist attraction, which host the Obudu Cattle Ranch, Mountain Race and Obudu Dam

Resort which make the Local Government popular both internationally and nationally.

The council area has ten (10) political wards such as; Urban1, Urban2, Ipong, Agiaba/

Begiaka, Begiading, Ukpe, Alege/ Ubang, Utugwang North, Utuguang Cntral and Utuguang South
 24

Ward. The people of the area speaks Utuguang, Alege, Ukpe and Bette dialects. The people have a

unique culture which makes them special. New yam festival is celebrated every first Saturday of

September each year. It calls for merriment and here the forefathers are appreciated for blessing the

land.

The inhabitants are predominately farmers, businessmen and civil servants respectively. They

cultivate crops like yams, cassava, sweet potatoes, groundnuts, cocoa, plantain, etc. In addition to

these, they also rear animals like goat, sheep, chickens and pigs.

Educationally, the local government has twenty-eight (28) pubic secondary schools and

about 73 public primary schools. The area is also blessed with the federal college of education and

a satellite campus called all All-over Polytechnic. This area was chosen because of the educational

development which has provided the working environment.

3.3. Population of the study

The population of this study comprised all pupils in public primary schools in Obudu Local

Government Area. At the time of this study, the study population stood at five thousand (5000)

pupils’ (Obudu Local Government Education Authority, 2024). This population was drawn from

ten (10) public primary schools in the study area.

3.4 Sampling technique

This study adopted a stratified and simple random sampling techniques. These techniques

ensured a high probability level of selecting a representative sample for the study. First and

foremost, stratification was based on the ten political wards of the Local government area. One (1)

school each was selected from the ten (10) political wards making a total of ten (10) primary

schools out of the seventy (73) primary schools.

 25

Twenty (20) pupils from each of the ten (10) primary schools were sampled to assess the use

of head-teachers’ supervisory competences and pupils academic achievement, which gave a total of

(200) pupils. However, simple random sampling (a hat and draw) method was used in selecting

schools and students for the study.

In selecting the schools in each ward, the researchers the name of each school with yes’’ or’’

no’’ in a sheet of paper, representing (73) primary schools and rolled each slip into a ball.

mixed it thoroughly in a container. Representative of the schools that picked ‘’yes’’ were selected

for the study, while those that picked ‘’no’’ were discarded. Also, in sampling the students for the

study, the list of the students was compiled using their attendance register. The student’s serial

numbers were used and those that picked ‘’yes’’ were sampled for the study, while those that

picked ‘’no’’ were rejected.

3.5. Sample

The study sample consisted of two hundred (200) pupils randomly selected from a

population of five thousand (5000). Twenty (20) pupils from each of the ten (10) primary schools

were sampled to assess the head-teachers’ supervisory competences and pupils academic

achievement.

3.6. Instrumentation

The instrument use for data collection in this study were two questionnaires was titled

“Head-teachers’ Supervisory Competences Questionnaire (HTSCQ) and Pupils Academic

Achievement Scale (PAAS)’’. The Head-Teachers’ Supervisory Competences and Pupils Academic

Achievement questionnaire was designed to elicit information from the pupils based on the head-

teachers’ supervisory competences, classroom observation, supervision of lesson notes, supervision

 26

of instructional materials and head-teachers demonstration competence while pupils academic

achievement scale was also designed to elicit information from the pupils as well based on pupils

academic achievement in primary schools variables like examination, essay, report and assessment.

The questionnaire took the form of four point likert scale type. Nominal values were given

to each of the four points likert scale use (i.e. Strongly Agree, Agree, Disagree and Strongly

Disagree).

3.6.1. Validity of the instrument

To ascertain the validity of the study instrument, the items were face validated by three

experts in test and measurement from Federal College of Education, Obudu. The language, content

and structure of the items were critique and some items found to be ambiguous were restructured,

which the researcher affected before they were approved by the supervisor. This was to ensure that

the items in the questionnaire measured what it purported to measure.

3.7. Procedure for data collection

With the assistance and the cooperation of the head-teachers’ and teachers, the researcher

personally administer the questionnaire in the ten (10) selected public primary schools in Obudu

Local Government Area. This technique helped the researcher to reduce the chances of the

questionnaire being misplaced or not returned by the respondents. However, out of the two hundred

(200) copies of the questionnaire distributed, all were collected, this amount to 100 percent return

rate.

3.8. Procedure for data preparation/scoring

In scoring the responses, nominal values were given to each of the four- point likert scale

used (i.e. Strongly Agree = 4, Agree=3, Disagree=2, Strongly Disagree=1).

 27

3.9 Procedure for data analysis

The research questions was answered using mean and standard deviation statistics while the

hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation

Coefficient Statistics
 28

CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS

This chapter presents the results of the test of hypotheses and discussion of findings of this

study under the following sub-headings:

4.1 General description of research variables

4.2 Presentation of results
4.3 Discussion of findings
4.1 General description of research variables

The purpose of this section is to present the results of data analysis obtained from the study.

Basically, the Pearson Correlation Statistic was used, since variables measured were continuous and

interest was on the relationship between the set of continuous and dependent variables. The

presentation was independently carried out on the basis of hypothesis-by-hypothesis. The analysis

was carried out using the Statistical Package for Social Science (SPSS 23.)

4.2 Presentation of results

4.2.1 Hypothesis one:

There is no significant relationship between classroom observation and teachers’ job

effectiveness. In order to test this hypothesis, the independent variable (classroom observation) was

measured continuously using five items on section I of the questionnaire (item 1 -5) designed to

elicit information on a four point interval scale. The data on this variable were coded based on the

coding schedule and the sum of the respondent’s score on the five items formed the base score for

the variable. Therefore the independent variable was continuous.

 29

Again, the dependent variable was teachers’ job effectiveness. This was also measured

using five items on section II of the questionnaire. The items were designed on a four point Likert

type scale. All the items were positive items and were coded according to the coding schedule. The

sum of the respondent’s score on these items form the basis for measuring teachers’ job

effectiveness. The dependent variable therefore was also continuous.

Since interest of the hypothesis was on the relationship between two sets of continuous

data, the Pearson Correlation Co-efficient was the statistical analysis computed for testing the

hypothesis. The test was at. O.05 level of significance. The results of the analysis using SPSS

version 23.0 is presented in Table 1.

TABLE 1
Pearson correlation analysis of the relationship between classroom observation and teachers’ job
effectiveness (N = 200)
S/N Variables Mean SD SS ∑XY [Link] r. critical
1. Classroom observation (x) 13.6 2.16 927.28
339 .337* .139
2. Teachers’ job effectiveness(y) 15.50 2.34 1092.0
*Significant, P<.05
From table 1, the calculated r-value was 0.337 (p<.05), while the critical r-value was 0.139

(α = .05, n = 200). Since the calculated r-value of 0.337 was greater than the critical value of 0.139,

the null hypothesis was rejected. To this end, the study concluded that there exists a statistically

significant relationship between classroom observation and teachers’ job effectiveness in Obanliku

Local Government Area.

4.2.2 Hypothesis two:

There is no significant relationship between supervision of note of lessons and teachers’ job

effectiveness. In this hypothesis, supervision of note of lessons is the independent variable. This
 30

was measured using item 6 to 10 on section I of the questionnaire used to elicit data. The items

were also defined on the four point Likert type scale. Therefore, the data obtained on this variable

were continuous

Furthermore, as stated earlier, the dependent variable is teachers’ job effectiveness,

measured with five items on section II of the instrument. The data obtained therein were

continuous, hence the variable. Since the independent and dependent variables were continuous and

interest was on the relationship between two sets of continuous variables, the Pearson correlation

statistic was used. The test was carried out at0 .05 level of significance. The results of the test is

presented in Table 2.

TABLE 2
Results of Pearson correlation analysis of the relationship between supervision of notes of lessons
and teachers’ job effectiveness (n=200)
S/N Variables Mean SD SS ∑XY [Link] r. critical
1 Supervision of notes of lessons(x) 15.38 2.49 1228.88
1048 .905* .139
[Link]’ job effectiveness (y) 15.50 2.34 1092.0
*Significant, P<.05
From table 2, ∑X2 = 1228.88, ∑Y2 = 1092.0, ∑XY = 1048, r =.905 and r (critical) = 0.139.

Since the calculated r-value of 0.905 (p<.05), is greater than the critical r-value of 0.139, the null

hypothesis was rejected. To this end, the study concluded that supervision of note of lessons is

significantly related to teachers’ job effectiveness. The high value of the correlation co-efficient (r

=.0905, p<.05) is indicative of the strength of the relationship between the two variables.
 31

4.2.3 Hypothesis three:

There is no significant relationship between supervision of instructional materials and

teachers’ job effectiveness. In this hypothesis, supervision of instructional materials was the

independent variable while teachers’ job effectiveness was the dependent variable.

The supervision of instructional materials was measured using five items (item 11 to 15) on

the questionnaire. The items were defined on a four point Likert type scale. The sum of the scores

of the respondents on these items formed a measure of the independent variable. Therefore the

independent variable was a continuous variable.

Furthermore, as has been stated earlier that the dependent variable, teachers’ job

effectiveness is a continuous variable. Hence, the interest of this hypothesis was to explore the

significance or otherwise of the relationship between two sets of continuous variables. To this end,

the Pearson correlation co-efficient was computed and tested at .05 level of significance. The

results are as presented in Table 3.

TABLE 3
Results of Pearson correlation analysis of the relationship between supervision of instructional
materials and teachers’ job effectiveness (n=200)
S/N Variables Mean SD SS ∑XY [Link]
1. Supervision of instructional
materials (x) 13.73 2.26 1019 -28.27 -.027
2. Teachers’ job effectiveness (y) 15.50 2.34 1092
*Significant, P<.05
Critical r = 0.139, n =200, α = .05
From table 3, the calculated r-value was 0.027 while the critical r-value was 0.139. Since
the calculated r-value was less than the critical value, the null hypothesis was not rejected. To this
end, there is a significant relationship between supervision of instructional materials and teachers’
job effectiveness in Obanliku Local Government Area. This may be probably because all schools
 32

teachers have good job effectiveness and therefore the issue of supervision of instructional
materials becomes effective in the consideration of teachers’ job effectiveness.
4.2.4 Hypothesis four:
There is no significant relationship between head teachers’ demonstration strategies and

teachers’ job effectiveness.

In this hypothesis, head teachers’ demonstration strategies is the independent variable with

five items measuring it (item 16 to 20). The items were defined on the four-point Likert scale type.

Therefore the data obtained from this variable, which was the sum of the scores obtained from the

five items, were continuous. Thus, the independent variable was a continuous variable. Moreso, the

dependent variable which was teachers’ job effectiveness was a continuous variable as stated

earlier. To this end, both variables in the hypotheses were continuous and since interest was on the

relationship between the two sets of continuous data, the Pearson correlation analysis was used as

the test statistic. The results are in Table 4.

TABLE 4
Results of Pearson correlation analysis of the relationship between head teachers’ demonstration
strategies and teachers’ job effectiveness (n=200)
S/N Variables Mean SD SS ∑XY [Link]
1. Head teachers’ demonstration
strategies(x) 15.02 3.89 3007.92 617 .340*
2. Teachers’ job effectiveness (y) 15.50 2.34 1092.0
Critical r=0.139, n=200, α=.05.
From table 4, the calculated r-value was o.340 (p<.05) while the critical r-value was 0.139

(α =.05, n =200). Hence the null hypothesis was rejected. To this end, there was a significant

positive relationship between head teachers’ demonstration strategies and teachers’ job

effectiveness. The head teachers’ demonstration strategies better the teachers’ job effectiveness
 33

4.3 Discussion of findings

4.3.1 Classroom observation and teachers’ job effectiveness.

This hypothesis in its null form stated that there is no significant relationship between

classroom observation and teachers’ job effectiveness. The independent variable was classroom

observation classified into (Strong Agree, Agree, Disagree and Strong Disagree).

The result shows that there was a significant positive relationship between classroom

observation and teachers’ job effectiveness. The implication of this finding is that head teachers’

plays the role of team leader in relationship to curriculum development or the head teacher

observing a teacher and analyzing his/her classroom practice and the teaching/learning process.

The findings of this hypothesis is in agreement with Egwu (2015), that the head teacher

observing a teacher and analyzing his or her classroom practice and the teaching and learning

process. This is a situation where the teacher is working directly with the learners and the head

teacher is present as a witness to observe systematically classroom events. In supported with

Whitakers (2000) that the head teacher must create a visible presence in the daily school activities.

He further reintegrated that the effective head teacher must make it a priority to visit the classroom

each day. Lending credence to the above view, Weller (2001) supported that if schools are to

progress, the head teacher should not allow daily duties to interfere with their instructional

leadership functions.

This is also in consonance with Bryce (2016) that the head teacher cannot exercise

leadership without classroom experiences and without being thoroughly grounded in the realities of

the classroom or else he will continue to feel uncomfortable and inadequate in educational

leadership. It conformed with Nakpodia (2011) that when teachers are not well supervised,
 34

effectiveness in instructional delivery will be adversely affected and the instructional purpose may

not be well realized. He concluded that negligence in the improvement of instruction through

improper instructional supervisory practices by school heads may go on without being detected.

This may lead to low quality of instruction and invariably teachers’ lack of commitment to their

jobs

4.3.2 Supervision of notes of lessons and teachers’ job effectiveness

This hypothesis in its null form stated that there is no significant relationship between

supervision of notes of lessons and teachers’ job effectiveness. The independent variable was

supervision of notes of lessons classified into (Strong Agree, Agree, Disagree and Strong Disagree).

The result revealed that supervision of notes of lessons have a significant positive

relationship with teachers’ job effectiveness. This is in line with Peretomode (2001) who said that

for the teacher to perform their teaching duties effectively, the head teacher must always check their

lesson notes to ascertain whether the contents were effectively covered in the lesson notes. He

concluded that if head teachers supervised teachers’ note of lessons regularly, it would help

enhance teachers’ performance in the classroom. Supporting this view, Robertson (2000) pointed

outthat the development of a lesson note serve as a road map to effective teaching. He added that

lesson notes help the teachers to have focus during teaching and that anyone who taught without a

lesson note would be handicapped in the teaching-learning environment. Teachers are therefore

expected to take adequate care when writing their lessons notes. While unit heads who are their

immediate supervisors need to be consistent in checking their lessons notes to make them more

responsive to their duties.

 35

This is in line with Alu (2001) who observed that a lesson note is a well thought out plan. It

is an orderly and sequential arrangement of a lesson on paper. It has many features which include

the preliminary information, instructional objectives, instructional materials, instructional

procedures and performance assessment. The finding is in consonance with Alu (2001) that given

the importance and complexities of teaching and learning today, it would appear that some sort of

elaborate preparation is necessary and should be made by teachers before presenting instructions.

He further maintained that these elaborate preparations should include among other things, the

meticulous writing of the lessons notes a teacher intends to deliver.

4.3.3 Supervision of instructional materials and teachers’ job effectiveness

This hypothesis in its null form stated that there is no significant relationship between

supervision of instructional materials and teachers’ job effectiveness. The independent variable was

supervision of instructional materials classified into (Strong Agree, Agree, Disagree and Strong

Disagree). The result of this hypothesis revealed a positive relationship between supervision of

instructional materials and teachers’ job effectiveness. The finding implies that supervision of

instructional materials is also useful and can be apply when teaching to enhance job effectiveness

of the teachers’.

The findings of this study is in agreement with Umudhe and Arisi (2000) that teaching aids

or instructional materials are of different kinds, which teachers and pupils employed in classroom

in order to make teaching and learning process more effective and productive. They further

maintained that there are real things and representation of real things which stimulate one or more

of the senses and which enriched the teaching-learning process. Njoku (2002) that teaching aids are

classified according to how they appeal to the senses and according to the mode of usage. He
 36

concluded that teaching aids may be classified into three, namely: Audio-visual, visual and auditory

materials. Head teachers should carryout routine supervisions and ensure that teaches employs

varieties of these teaching aids in their instructional delivery

This is in line with, Oghuvhu (2000) that when visual materials are used appropriately and

wisely, they may no longer be regarded as supplements but fundamental instruments in learning.

They facilitate through linkage or association of object and work. The researcher further stressed

that they are time savers both for the teacher and the learner. The enrich and extend the scope of

one’s appreciation. They entertain, educate and reform. The visual materials stimulates the

imagination. They also develop the learners’ power of observation. He concluded that visual aid

may need explanations but do not need translations. Furthermore, Nakpodia (2011) opined that

auditory materials, especially the radio and tape recorded lesson and discussions have a place

among teachers’ most valuable tools. The radio materials according to the researcher extend the

scope of listening activity in the teaching and learning of social studies.

4.3.4 Head teachers’ demonstration strategies and teachers’ job effectiveness.

This hypothesis in its null form stated that there is no significant relationship between head

teachers’ demonstration strategies and teachers’ job effectiveness. The independent variable was

head teachers’ demonstration strategies classified into (Strong Agree, Agree, Disagree and Strong

Disagree).

The result of the hypothesis indicated that head teachers’ demonstration strategies have a

significant relationship with teachers’ job effectiveness. The finding of this study is in line with the

result of Maforaha and Schulze (2012) that head teachers enjoyed intrinsic aspects of their work

and positive interpersonal relations at their schools, this phenomenon should be taken advantage of
 37

in the supervision of their teachers for better job performance. It conformed with Eze (2006) that

head teachers’ demonstration involves teaching and learning activities presented by the head

teacher who is skilled and experienced for the purpose of the illustration of educational materials,

procedures or strategies in order to improve instruction. It is also inline with Effiong (2006) that the

head teachers had a high and positive perception of instructional supervision but that their

performance of instructional supervision was not above average.

This is in agreement with Schon (2000) that it was the duty of the head teacher to plan and

organize for teaching demonstration and not oblige to do all the teachings. Although, experienced

teachers or experts in various fields could take the head teachers’ initiated demonstration. It was

also advised that he/she should have expert knowledge at least in two of the commonly taught

subjects and also have a broad understanding of the current methodologies of teaching if he/she

desired improvement from teachers. About this, Peter (2010) supported that whatever the reason,

the head teacher (supervisor) should not detach himself completely from teaching as it was quite

necessary for him to show example and keep abreast with the cognitive level and demand of his

pupils. In consonance with Mbipom (2006) that demonstration was useful in improving teachers’

competency when it involved innovation such as the use of new equipment or a new textbook or

module and a new orthography. Such a demonstration offers viewers skills required in carrying out

their role’s responsibilities.

 38

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion based on research findings,

recommendations and suggestions for further research. For clarity of purpose, the chapter is

however, presented under the following sub-headings:

1.1 Summary of the study

1.2 Conclusion

1.3 Recommendations

1.4 Suggestions for further research

5.1 Summary of the study

The study was designed to determine the relationship between School Supervision and

Teachers’ Job Effectiveness in Primary Schools in Obanliku Local Government Area of Cross

River State, Nigeria. The study specifically sought to establish the relationship between School

Supervision with sub-variables as, classroom observation, supervision of notes of lessons,

supervision of instructional materials, head teachers’ demonstration strategies and teachers’ job

effectiveness.

To this end, four hypotheses stated in the null forms were postulated for testing. They are:

1. There is no significant relationship between classroom observation and teachers’ job

effectiveness
 39

2. There is no significant relationship between supervision of notes of lessons and teachers’ job

effectiveness.

3. There is no significant relationship between supervision of instructional materials and teachers’

job effectiveness

4. There is no significant relationship between head teachers’ demonstration strategies and

teachers’ job effectiveness

In order to achieve the research objectives and to test the hypotheses; a stratified and simple

random sampling technique of two hundred (200) teachers drawn from public primary schools in

Obanliku Local Government Area was used to elicit data. Of this number; five hundred and eight

(210) teachers, 80 representing 40% were male teachers, while 120 representing 60% were female

teachers. Twenty (20) validated items questionnaire tagged: “School Supervision Questionnaire

(SSQ)” was developed in a 4-pointslikert-scale type and five items in Teachers’ Job Effectiveness

Scale (TJES) was the major instrument used to elicit data. Two hundred and five (205) copies of

School Supervision and Teachers’ Job Effectiveness Questionnaire (SSTJEQ) developed in section

(c) were administered to teachers in their respective sampled school and the copies were retrieved

at the spot.

The data collected were analyzed using Pearson product moment correlation coefficients

(R). The results of the analysis showed that:

1. There exists a statistically significant relationship between classroom observation and teachers’

job effectiveness

2. Supervision of notes of lessons is significantly related to teachers’ job effectiveness

3. There is a significant relationship between supervision of instructional materials and teachers’

job effectiveness
 40

4. There was a significant positive relationship between head teachers demonstration strategies

and teachers’ job effectiveness

5.2 Conclusion

Based on the findings of the study; it was concluded that there exist significant relationship

between school supervision and teachers’ job effectiveness. Of all the hypotheses formulated for

the study, all were significantly related, meaning that school supervision is a predictor of teachers’

job effectiveness.

5.3 Recommendations

In line with the findings of the study, the following recommendations were made:

1. Head teachers should intensify instructional supervision via regular classroom

observation/visitation

2. Teachers’ lesson notes should be checked regularly and areas that need to be corrected should be

pointed out. This would help to improve their role effectiveness in primary schools

3. Supervisors should be given adequate incentives to motivate them on their job.

4. Government teachers should maximize the use of demonstration method in some selected

government school to enhance academic performance of pupils in public schools.

5.4 Suggestions for further research

1. This research was carried out in Obanliku Local Government Area of Cross River State,
Nigeria, and restricted to public primary schools. A similar study should be conducted in other
Local Government Areas of the state and even across the nation with the primary purpose of
broadening the scope
 41

2. School supervision and pupils academic performance

3. Comparative of head teachers’ demonstration strategies and teachers’ productivity in public and
private primary schools
4. Supervision of instructional materials and teachers’ job effectiveness

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 45

QUESTIONNAIRE
Department of Educational
Administration and
Planning/Geography
Federal College of Education, Obudu in
Affiliation with the University of
Calabar, Calabar.

Dear Respondent,

I am a final year pupil of the Department of Educational Administration and Planning,

Federal College of Education, Obudu in Affiliation with the University of Calabar, Calabar. I am

conducting a research on Head-teachers’ Supervisory Competences and Pupils Academic

Achievement in Obudu Local Government Area as parts of my programme requirements.

Please, carefully and honestly respond to the items that seek to elicit information on the

subject matter, your responses will be confidential and used solely for this research purpose.

Thanks for your co-operation.

Yours faithfully,

Researcher.
 46

HEAD-TEACHERS’ SUPERVISORY COMPETENCES QUESTIONNAIRE (HTSCQ)

SECTION A: PERSONAL DATA OF TEACHERS.
Name of school:………………………………………………………………………………
Religion: Christianity ( ) Muslim ( ) ATR ( )
Age:…………….
Class: Primary Five
Instruction: Tick (√) against the option that best expresses your opinion.
SA - Strongly Agreed
A - Agreed
SD - Strongly Agreed
D - Disagreed
SECTION B.
S/N ITEMS SA A SD D
Classroom observation
1. Classroom observation encourage pupils to be of good behavior
2. Classroom observation promotes collaboration among teachers and
pupils.
3. Classroom observation promotes good classroom management and
control
4. Regular visits to the classroom encourages conducive environment for
teaching and learning activities.
5. Through classroom observation, teaches create and manage innovation.
Supervision of notes of lessons
6. My head teacher ensures that teachers’ lesson notes are-up to-date
7. He/she ensures that teachers prepare their lesson notes once a week
8. He/she ensures that teachers lesson notes does not conform with the
syllabus.
9. He/she ensures that teachers teach in line with the lesson notes drawn.
10. He/she ensures that teachers’ lesson notes does not include teaching
techniques.
Supervision of instructional materials
11. My head teacher ensure that teachers’ lesson note is up to date.
12. My head teacher does not supervised pupils notebooks.
13. My head teacher is not effective in the supervision of teachers’
instructional materials.
14. My head teacher does not supervise his teachers and it makes teachers’
lazy to teach.
 47

15. My head teacher is partial in the supervision of teachers in their

teaching and learning process.
Head teachers’ demonstration competence
16. Demonstration is used to show procedures and to explain method
17. Head teachers’ does not internalized their various steps required in the
performance of their activity
18. Head teachers’ demonstrates the full process from the beginning to the
end without interruption by learners’ participation
19. Demonstrations attract and hold attention; they are interesting
20. Head teachers’ demonstration does not yield a high rate of “take” to
“exposures”

SECTION C
 48

ACHIEVEMENT TEST ON SOCIAL STUDIES

INSTRUCTION: Choose from the options lettered A – E, the one that most appropriately complete
ease sentences.
1. Environmental problems can be defined as….(a) it is a natural and artificial problems affecting
man and animals in the environment (b) it is a study of man (c) it is a natural gain of life.
2. What is earthquake? (a) it is refers to the washing away of top soil (b) it can be views as a
sudden violent of the earth’s surface (c) it is a natural phenomenon.
3. ………….Is made up of natural and man-made objects around (a) earthquake (b) weather (c)
physical environment
4. ………..can be defined as the atmospheric condition of a place at a particular time (a) weather
(b) environment (c) soil erosion
5. ………..And …………… are ways of learning social studies (a) fighting and quarrying (b)
field trips and excursion (c) jumping and playing
6. Hyman right are right, privileges or advantages which a citizen of a country has to enjoy (a) yes
(b) no (c) none of the above
7. List (3) three categories right of a citizen (a) water, good road, electricity (b) political right (2)
legal right (3) and fundamental rights (c) all of the above.
8. A right that touches on the existence of every citizen of a country, a citizen enjoy this right as
long as it does not affects the right of others. I known as ………(a) legal right (b) fundamental
right (c) constitution
9. Identified three types of fundamental human right of a citizen? (a) right to fight, right to buy
and right hate (b) right to life (2) right to fair hearing (3) right to personal liberty (c) right to
evaluate the law of a country.
10. A good citizen of a country must respect and obey the constitution of our nation (a) no (b) yes
(c) none of the above
11. The law enforcement agents should be trained properly to………..(a) perform their legal duties
without abusing the right of the citizen (b) be able to fight citizen that respect the law of a
country (c) trample on citizen right.
12. The misused of drug without the doctor advice is known as (a) drug abuse (b) proper use of
drug (c) dosage of drug
13. What are the other two ways of drug abuse (a) a person who has a medical doctor’s prescription
to buy a drug but after finishing went ahead to but in the pharmacy because he/she was not cure
of the sickness (2) a person who take more than the doctor’s prescription (b) always go to
doctor when you are sick (c) when you are sick just buy drug anywhere and take
14. A process or a situation where in an individual lacks the income needed to acquired the
minimum necessities of life is……. (a) riches (b) poverty (c) wealthy
15. Mention three causes of poverty that you know? (a) hard work, laziness, riches (b) level of
skills extended family system & underdevelopment of technical skill (c) all of the above
16. The following two are the consequence of poverty (a) poor quality of life and (2) inaccessibility
to education (b) good houses, cars, and education (c) good shelter over our head good water.
 49

17. Mention three types of marriage that you know (marriage by birth, marriage by problem and
marriage by knowledge (b) monogamy, polygamy and polyandry marriage (c) only cross cousin
marriage
18. The process in which man & woman come together to like as husband & wife is known as…….
(a) poverty (b) marriage (c) drug abuse
19. What are the two types of family system (a) parent and children (b) nuclear and extended
family (c) religious and social family
20. The following are the two causes of illiteracy (a) education and riches (b) a wrong attitude to
education and poverty (c) more gain in business and over study.