IMPACT OF INSTRUCTIONAL SUPERVISION ON THE

PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN EDO

CENTRAL SENATORIAL DISTRICT, NIGERIA

COVER PAGE

BY

IYALOMHE SARAH IYOEFO

NOU212066182

PGD, EDUCATION, SCHOOL OF POST GRADUATE DIPLOMA IN

EDUCATION, NATIONAL OPEN UNIVERSITY OF NIGERIA

FUGAR STUDY CENTRE, EDO STATE

AUGUST 2022
 IMPACT OF INSTRUCTIONAL SUPERVISION ON THE
PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN EDO
CENTRAL SENATORIAL DISTRICT NIGERIA

TITLE PAGE

BY

IYALOMHE SARAH IYOEFO

NOU212066182

A PROJECT SUBMITTED TO THE FACULTY OF EDUCATION,

NATIONAL OPEN UNIVERSITY OF NIGERIA, FUGAR STUDY
CENTRE, EDO STATE

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OFPOST GRADUATE DIPLOMA (PGD) IN EDUCATION

AUGUST 2022

ii
 DECLARATION
I, Iyalomhe Sarah Iyoefo, humbly declare that this work titled: The Impact of Instructional

Supervision on the Performance of Secondary School Teachers in Edo Central Senatorial District

Nigeria, is the result of my research effort carried out in the School of Post Graduate Studies,

National Open University of Nigeria, under the supervision of Dr. Gabriel Ehiose. I further wish

to declare that, to the best of my knowledge and belief, it contains no material previously

published or written by another person nor material which to a substantial extent has been

accepted or for the award of any other degree or diploma of any university or other institution of

higher learning, except where due acknowledgment has been made in the work.

__________________
Name/Signature Date

iii
 CERTIFICATION
This is to clarify that this research project titled: The Impact of Instructional Supervision on the

Performance of Secondary School Teachers in Edo Central Senatorial District Nigeria, was

carried out by Iyalomhe Sarah Iyoefo in the faculty of Education, National Open University of

Nigeria, Fugar Study Centre for the award of PGD in Education.

____________

Dr. Gabriel Ehiose Date

(Supervisor)

____________
Dean Faculty of Education Date

_____________________ ___________
External Examiner Date

iv
 DEDICATION
This project work is dedicated to God Almighty for his infinite mercies.

v
 ACKNOWLEDGEMENTS
Firstly, I wish to tender my profound gratitude to God who sustained my life to this very moment

for his mercies ad endowing me with the gift of wisdom, knowledge, and understanding to write

this project.

My gratitude also goes to my diligent supervisor, Dr. Gabriel Ehiose for his prompt attention

given to me and mayGodbless you and the members of your family.

I sincerely appreciate the support of my family. I wish all of them long life, good health, and

perpetual prosperity in life.

vi
 ABSTRACT

The value of supervision on the performance of teachers cannot be over-emphasized. This study,

“The Impact of Instructional Supervision on the Performance of Secondary School Teachers in

Edo Central Senatorial District,” is presented as a result of a study conducted in secondary

schools in Edo State Nigeria. The study’s objectives were to identify the role of supervision in

secondary schools, to examine the difficulties instructional supervisors face in improving

teacher’s performance, and to evaluate various strategies for improving instructional supervision

of teachers’ performance.The researcher employed adescriptive correlational design. A thirty-

five-item questionnaire was designed based on a 4-point Likert scale and was distributed to

principals and teachers to obtain the primary data. Frequencies and percentages were calculated

for descriptive statistics while Pearson’s coefficient correlation was used to measure the

relationship between variables. The researcher concluded that the principals should intensify

more effort in their instructional supervision by inspecting student notebooks to ascertain the

level of topic coverage and supporting teachers in their lessons, in terms of the scheme of work,

lesson plan, and lesson notes; this will help to improve teachers’ performance. The study also

recommends that Government and professional bodies in the education sector should organize

periodic capacity development workshops for teachers of secondary schools on teachers’

performance in terms of how to prepare their scheme of work, preparation of lesson plans and

lesson notes, various methods of lesson delivery which can help them to improve in their

teachers’ performance as well as teaching and learning processes in secondary schools.

vii
COVER PAGE................................................................................................................................i
TITLE PAGE................................................................................................................................iii
DECLARATION..........................................................................................................................iv
CERTIFICATION.........................................................................................................................v
DEDICATION..............................................................................................................................vi
ACKNOWLEDGEMENTS........................................................................................................vii
ABSTRACT................................................................................................................................viii
TABLE OF CONTENTS.............................................................................................................ix
CHAPTER ONE............................................................................................................................1
INTRODUCTION.........................................................................................................................1
1.1 Background of the Study...........................................................................................................1
Nigeria's educational oversight was created by the 1882 Education Ordinance (Fabunmi, 2005). With
this act, the colonial authority made its first effort to impose some control over the establishment and
expansion of schools. A West African school inspector was to be chosen by the General Board of
Education, which was to be established in accordance with the decree. With this appointment, the
educational system started to acknowledge the need for a role in supervision. These oversight
services also include management of the curriculum and instruction, oversight of classroom
instruction, evaluation of student academic progress, enhancement of the learning environment,
establishment and support of staff development, and acquisition of instructional materials for use in
teaching and learning. Secondary school administrators are in charge of all of these significant
supervisory duties, according to the Federal Republic of Nigeria (2013). The provision of quality
control via routine and continuing monitoring of instruction and other educational services is one of
the key goals of education administration.............................................................................................1
The psychological theory of supervision advanced by Planturroot (2006) was used in this study.
According to this theory, an organisation is made up of a head who delegated tasks to various
organisational divisions and a head who served as an overseer, monitoring how well each division of
the organisation was doing. This psychological theory holds that the three driving philosophical
ideas that direct the development and administration of an organisation are existentialism,
experimentalism, and essentialism. In accordance with these guidelines, the supervisor will choose
and manage the various organisational components..............................................................................1
The study's backdrop includes theoretical, philosophical, historical, and contextual elements. The
purpose of education is to disseminate information, develop skills, and instil moral principles that
foster advancement on both a personal and professional level. To achieve the national goal of
inclusive development and social justice for all citizens of society, education is a need. Since high-
quality education is the cornerstone of socioeconomic and personal growth and acts as a gauge of a
country's success, every government should prioritise providing it. Recently, there has been a lot of
pressure on schools to increase the quality of education by being more responsible and accessible.

viii
Due to this exigency, there is now a larger demand for monitoring school-related activities. Shilpa
(2015) emphasised the significance of teacher monitoring and said that as teachers are one of the
most crucial elements in the delivery of education, their preparation and supervision may have an
effect on the calibre of education...........................................................................................................2
Performance of employees is tracked and assessed for a range of reasons, including as retention,
promotion, and responsibility for completing duties associated with the employment. Education is no
exception, since it requires activity monitoring in classrooms to evaluate instructors' effectiveness.
Education also seeks to alter the behaviour of the learner. The amount of instruction students get at
any level of education and the manner in which that instruction is delivered throughout the teaching
and learning process will determine how they behave. However, well-packaged training at any level
of education may fall short of the anticipated results in the absence of skilled supervision during the
delivery time..........................................................................................................................................2
Among other things, secondary education aims to prepare students for active lives in society. To
accomplish the aforementioned goals, adequate secondary school education monitoring is necessary.
For the benefit of the instructor and the pupils, the main goal of instructional supervision is to
enhance the learning environment in the classroom. The enhancement of all facets of teaching and
learning is the primary goal of instructional supervision, which has long been acknowledged as a
crucial and fundamental part of school management (Gregory, 2005; Bilesanmi, 2006).....................2
Marecho claims that the word "supervision" is created by combining the Latin words "super" and
"video" (2012). "Super" and "video" are synonyms for "above" and "supervise," respectively. Super-
video is thus defined as "to view from above" or "to oversee." According to Mohanty (2008), both
administrative and academic tasks may be managed using the same all-encompassing notion of
education supervision. However, the administrative duties of supervision include looking after the
physical facilities of the instructors, monitoring the school's safety and security, upholding
appropriate service standards, and responding immediately to teacher complaints. The academic
duties of supervision include observing lessons, evaluating students' progress, and giving instructors
input on how to improve their lessons...................................................................................................3
Al-Kiyumi and Hammad (2019) claim that educational supervision occurs inside a social system that
has a number of interrelated subsystems. The teaching subsystem, school administration subsystem,
counselling subsystem, and co-curriculum subsystem are a few examples of these subsystems. It is
also possible to define education supervision as a qualified, continuing, and collaborative activity
that covers every facet of school life (Glanz, 2018). It affects and includes each component of the
educational system in equal measure. Raising the standard of teaching and learning at the school is
the main objective of influencing each of its subsystems. Again, according to Al-Kiyumi and
Hammad (2019), instructional supervision is the process of ensuring that instructors carry out their
responsibilities as teachers to a high quality and in accordance with the rules and regulations
regulating the educational system. It emphasises the need of developing instructional delivery
strategies while convincing instructors to avoid using inefficient teaching tactics and approaches in
the classroom.........................................................................................................................................3
Furthermore, instructional monitoring is a tactic for assisting teachers in advancing their professional
careers. By using instructional supervision techniques, supervisors may support instructors'
professional development and promote successful teaching in the classroom, according to Onoyase

ix
(2007). Some of the suggested tactics include going to classes, going between schools,
microteaching, and attending seminars (Onoyase, 2007)......................................................................4
His organization's principal is in charge of regulating teaching. Depending on how they see him as
he does his duties, people have given him a variety of names and titles. Director, leader, instructional
supervisor, advisor, public relations officer, curriculum director, chief education officer, and policy
maker are just a few of the roles he has held in the past. These names indicate the importance and
function of secondary school administrators in guaranteeing teachers' success in the classroom........4
The facilitation, support, advice, and assistance component of supervision comprises improving
instructors' professional performance. To ensure that instructors maintain and enhance their
classroom teaching, monitoring is necessary. By giving advice and advising services in subject-
specific areas, as well as offering policy direction and suggestions, the principle acts as an overseer
and helps to improve teacher performance. The head of the school and principal is responsible for
supervising the operation of the courses, the assessment and grading of student work, the planning of
the instructors' work schedules, and making sure that all necessary materials are available................4
How effectively a teacher can use pertinent information to enhance the teaching and learning process
is one sign of their efficacy (Adeyemi, 2010). The effectiveness of their instructors may be increased
by administrators by assessing their needs and making an effort to fulfil or satisfy them. Performance
is the ability to successfully complete educational objectives and goals while maintaining a positive
mindset. The operational definition of performance used by the researchers identified the importance
of instructors' overall classroom management, effective teaching, commitment to education,
punctuality in the classroom and at school, as well as outstanding collaboration.................................5
In order to accomplish the goals of the school, a teacher must fulfil all qualifications for their
position, according to Katarasibwa (2006). A teacher's performance should attempt to improve the
process of teaching and learning for the benefit of the students via efficient use of the lesson plan
and lesson notes throughout the session. The degree to which a teacher accomplishes school
objectives through lesson preparations, such as creating schemes of work, lesson plans, records of
completed work, preparing and using learners' registers, actual classroom instruction, assessment,
and evaluation of learners, attending staff meetings, managing the discipline of learners, taking part
in extracurricular activities, counselling, and guidance, is defined as teacher performance in this
study.......................................................................................................................................................5
1.2 Statement of the Problem...........................................................................................................5
The development of a person's character and mental ability in order to prepare them for further
education and a fulfilling existence in society is the primary goal of secondary education in Nigeria
(FRN, 2013). The perception that many principals pay little attention to the supervision of
instructional activities in secondary schools has led to growing concerns about the achievement of
secondary education objectives, despite the need for thorough supervision in schools and the societal
demand for teacher performance in education. The educational stakeholders in Edo State are worried
about the pupils' subpar academic performance as a consequence of the teachers' inept classroom
performance and competence.Due to this, the researcher decided to investigate the relationship
between instructional monitoring and secondary school teachers' efficacy in Nigeria's Edo Central
Senatorial District..................................................................................................................................5
1.3 Purpose of the Study..................................................................................................................6

x
 1.4 Research Questions....................................................................................................................6
1.5 Scope of the Study.....................................................................................................................7
The Edo Central Senatorial District's public junior-secondary schools were the focus of a
research on instructional supervision as a factor influencing instructors' job performance.
In addition to lesson plans and notes, instructional aids, schemes of work, exam
invigilation, lesson presentation, teachers' registers and diaries, classroom management,
punctuality in the classroom, and student report cards were some of the areas where the
study examined how administrators supervise teachers............................................................7
1.6 Significance of the Study.........................................................................................................7
Educational administrators will benefit from the study's important results concerning the
effect of instructional monitoring on instructors' performance. This data will be used by
educational administrators as a springboard for formulating a strategy on instructional
monitoring and boosting instructors' output. It will assist school administrators in
prioritising, streamlining, and restructuring the instructional monitoring process as well as
evaluating the performance of the teachers................................................................................7
The findings of this study will help instructors understand the value of creating lesson
plans, schemes of work, and lesson notes as well as the connection between administrators'
oversight of instruction and other performance-related variables...........................................7
The research will serve as a resource for other academics who want to conduct comparable
studies in other regions of the state..............................................................................................8
CHAPTER TWO...........................................................................................................................8
LITERATURE REVIEW.............................................................................................................8
2.1 Introduction................................................................................................................................8
2.2 Conceptual Framework..............................................................................................................8
CHAPTER THREE.....................................................................................................................50
RESEARCH METHODOLOGY...............................................................................................50
3.1 Introduction..............................................................................................................................50
3.5 Sampling Technique................................................................................................................52
3.8 Reliability of the Research Instrument....................................................................................53
CHAPTER FOUR.......................................................................................................................55
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA................................55
4.1 Introduction..............................................................................................................................55
The information gathered from the field is presented, examined, and interpreted in this chapter.
Based on the study's goals, data were analysed and interpreted. The data presentations and analysis
of the study results are provided below...............................................................................................55

xi
 4.2 Respondent Rate......................................................................................................................55
CHAPTER FIVE.........................................................................................................................67
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.............................................67
5.1 Summary..................................................................................................................................67
In Nigeria's Edo Central Senatorial District, the study examined how instructional
supervision affects secondary school teachers' performance. The project work was
specifically used in Nigeria's Edo Central Senatorial District to identify the challenges
faced by head teachers in the classroom, as well as the use of instructional materials and
monitoring of schools...................................................................................................................67
The researcher researched relevant publications on instructional supervision and
generated applicable questions as part of the study's objectives. The effects of principal
supervision on teachers' performance were examined in this regard in relation to the
history of instructional supervision in Nigeria, internal supervision, the goal of internal
supervision, supervision of instruction, classroom management, planning for better
instruction, using contemporary teaching methods, planning and implementation, and
classroom management...............................................................................................................67
The survey included 63 private schools and 180 public ones. A survey on the impacts of
instructional monitoring in secondary schools was created in the Edo Central Senatorial
District. A brief biography of the instructor was presented in part "A," and 30 essential
questions on the course materials and supervision were presented in section "B." To
evaluate the information gathered, simple percentage computations were utilised. The
results were presented in tables of percentages........................................................................67
5.2 Conclusion..............................................................................................................................67
The following conclusions are drawn from the study's findings:............................................67
I Monitoring of teaching has a favourable influence on instructors' efficacy. This
demonstrates how administrators may efficiently oversee instruction by monitoring
teachers' attendance and assuring their professional growth on a regular basis. As a
consequence, a principal's ability to supervise a classroom effectively is crucial for
enhancing the teacher's performance. The principal visits the classrooms to go over the
students' notebooks, ensure that all the subject is covered, and provide suggestions for
improvement. The administrator should go over students' notebooks to evaluate what
topics have been thoroughly covered and support instructors with their classes in order to
better manage education. The curriculum, lesson plans, and lesson notes are under the
control of the secondary school principals in the Edo Central Senatorial District...............67
ii) Regular monitoring of teachers' attendance in class, the creation of lesson plans, and the
taking of lesson notes should all be done in order to enhance teachers' performance..........68

xii
iii) The results show a relationship between teachers' performance in secondary schools in
the Edo Central Senatorial District and principal-provided instructional monitoring........68
iv) The research suggests that teachers' performance should be improved when they are
being monitored carrying out their instructional duties by principals and the Inspectorate
Division of the Ministry of Education........................................................................................68
5.3 Recommendations.............................................................................................................68
Based on the findings and recommendations of the study, the following recommendations
were made to improve instructional supervision for the achievement of educational goals
and objectives in secondary schools in the Edo Central Senatorial District..........................68
i. To provide secondary schools in the Edo Central Senatorial District with the necessary
instructional resources and facilities, school principals should work with neighbourhood
organisations, kind donors, non-governmental organisations (NGOs), parents' and
teachers' associations, old students' associations, and other development partners.............68
ii. Government and professional organisations in the education sector should regularly
hold capacity development workshops, seminars, and conferences to enhance secondary
school teachers' performance in terms of how to prepare their scheme of work, lesson plan,
and lesson notes. It is crucial to consider various teaching strategies that might help
secondary schools improve student learning and teacher effectiveness.................................68
iii. The objectives of principals' instructional supervision and the connection to teachers' performance
should get special attention from both principals and the Zonal Inspectorate Division of Edo Central. The
principals, who act as the administrators of the schools, should continuously be aware of the difficulties
that instructors have and assist in providing solutions in order for both sides to feel as if they are
working toward the same objectives and exchanging ideas. 69

5.4 Recommendations for Further Research............................................................................69

Future scholars and researchers are recommended to pursue the following areas of study:
.......................................................................................................................................................69
1. The efficiency of educators and administrators throughout all senatorial districts in
Nigeria and Edo State..................................................................................................................69
2. The effects of principals' instructional supervision and teachers' effectiveness in
secondary government schools in various parts of Nigeria.REFERENCES..........................69
REFERENCES............................................................................................................................70
APPENDIX...................................................................................................................................74
SECTION A..............................................................................................................................75
SECTION B..............................................................................................................................75

xiii
TABLE OF CONTENTS

xiv
 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study

Nigeria's educational oversight was created by the 1882 Education Ordinance (Fabunmi, 2005).

With this act, the colonial authority made its first effort to impose some control over the

establishment and expansion of schools. A West African school inspector was to be chosen by

the General Board of Education, which was to be established in accordance with the decree.

With this appointment, the educational system started to acknowledge the need for a role in

supervision. These oversight services also include management of the curriculum and

instruction, oversight of classroom instruction, evaluation of student academic progress,

enhancement of the learning environment, establishment and support of staff development, and

acquisition of instructional materials for use in teaching and learning. Secondary school

administrators are in charge of all of these significant supervisory duties, according to the

Federal Republic of Nigeria (2013). The provision of quality control via routine and continuing

monitoring of instruction and other educational services is one of the key goals of education

administration.

The psychological theory of supervision advanced by Planturroot (2006) was used in this study.

According to this theory, an organisation is made up of a head who delegated tasks to various

organisational divisions and a head who served as an overseer, monitoring how well each

division of the organisation was doing. This psychological theory holds that the three driving

philosophical ideas that direct the development and administration of an organisation are

existentialism, experimentalism, and essentialism. In accordance with these guidelines, the

supervisor will choose and manage the various organisational components.

1
The study's backdrop includes theoretical, philosophical, historical, and contextual elements. The

purpose of education is to disseminate information, develop skills, and instil moral principles

that foster advancement on both a personal and professional level. To achieve the national goal

of inclusive development and social justice for all citizens of society, education is a need. Since

high-quality education is the cornerstone of socioeconomic and personal growth and acts as a

gauge of a country's success, every government should prioritise providing it. Recently, there has

been a lot of pressure on schools to increase the quality of education by being more responsible

and accessible. Due to this exigency, there is now a larger demand for monitoring school-related

activities. Shilpa (2015) emphasised the significance of teacher monitoring and said that as

teachers are one of the most crucial elements in the delivery of education, their preparation and

supervision may have an effect on the calibre of education.

Performance of employees is tracked and assessed for a range of reasons, including as retention,

promotion, and responsibility for completing duties associated with the employment. Education

is no exception, since it requires activity monitoring in classrooms to evaluate instructors'

effectiveness. Education also seeks to alter the behaviour of the learner. The amount of

instruction students get at any level of education and the manner in which that instruction is

delivered throughout the teaching and learning process will determine how they behave.

However, well-packaged training at any level of education may fall short of the anticipated

results in the absence of skilled supervision during the delivery time.

Among other things, secondary education aims to prepare students for active lives in society. To

accomplish the aforementioned goals, adequate secondary school education monitoring is

2
necessary. For the benefit of the instructor and the pupils, the main goal of instructional

supervision is to enhance the learning environment in the classroom. The enhancement of all

facets of teaching and learning is the primary goal of instructional supervision, which has long

been acknowledged as a crucial and fundamental part of school management (Gregory, 2005;

Bilesanmi, 2006).

Marecho claims that the word "supervision" is created by combining the Latin words "super" and

"video" (2012). "Super" and "video" are synonyms for "above" and "supervise," respectively.

Super-video is thus defined as "to view from above" or "to oversee." According to Mohanty

(2008), both administrative and academic tasks may be managed using the same all-

encompassing notion of education supervision. However, the administrative duties of supervision

include looking after the physical facilities of the instructors, monitoring the school's safety and

security, upholding appropriate service standards, and responding immediately to teacher

complaints. The academic duties of supervision include observing lessons, evaluating students'

progress, and giving instructors input on how to improve their lessons.

Al-Kiyumi and Hammad (2019) claim that educational supervision occurs inside a social system

that has a number of interrelated subsystems. The teaching subsystem, school administration

subsystem, counselling subsystem, and co-curriculum subsystem are a few examples of these

subsystems. It is also possible to define education supervision as a qualified, continuing, and

collaborative activity that covers every facet of school life (Glanz, 2018). It affects and includes

each component of the educational system in equal measure. Raising the standard of teaching

and learning at the school is the main objective of influencing each of its subsystems. Again,

according to Al-Kiyumi and Hammad (2019), instructional supervision is the process of ensuring

that instructors carry out their responsibilities as teachers to a high quality and in accordance

3
with the rules and regulations regulating the educational system. It emphasises the need of

developing instructional delivery strategies while convincing instructors to avoid using

inefficient teaching tactics and approaches in the classroom.

Furthermore, instructional monitoring is a tactic for assisting teachers in advancing their

professional careers. By using instructional supervision techniques, supervisors may support

instructors' professional development and promote successful teaching in the classroom,

according to Onoyase (2007). Some of the suggested tactics include going to classes, going

between schools, microteaching, and attending seminars (Onoyase, 2007).

His organization's principal is in charge of regulating teaching. Depending on how they see him

as he does his duties, people have given him a variety of names and titles. Director, leader,

instructional supervisor, advisor, public relations officer, curriculum director, chief education

officer, and policy maker are just a few of the roles he has held in the past. These names indicate

the importance and function of secondary school administrators in guaranteeing teachers' success

in the classroom.

The facilitation, support, advice, and assistance component of supervision comprises improving

instructors' professional performance. To ensure that instructors maintain and enhance their

classroom teaching, monitoring is necessary. By giving advice and advising services in subject-

specific areas, as well as offering policy direction and suggestions, the principle acts as an

overseer and helps to improve teacher performance. The head of the school and principal is

responsible for supervising the operation of the courses, the assessment and grading of student

4
work, the planning of the instructors' work schedules, and making sure that all necessary

materials are available.

How effectively a teacher can use pertinent information to enhance the teaching and learning

process is one sign of their efficacy (Adeyemi, 2010). The effectiveness of their instructors may

be increased by administrators by assessing their needs and making an effort to fulfil or satisfy

them. Performance is the ability to successfully complete educational objectives and goals while

maintaining a positive mindset. The operational definition of performance used by the

researchers identified the importance of instructors' overall classroom management, effective

teaching, commitment to education, punctuality in the classroom and at school, as well as

outstanding collaboration.

In order to accomplish the goals of the school, a teacher must fulfil all qualifications for their

position, according to Katarasibwa (2006). A teacher's performance should attempt to improve

the process of teaching and learning for the benefit of the students via efficient use of the lesson

plan and lesson notes throughout the session. The degree to which a teacher accomplishes school

objectives through lesson preparations, such as creating schemes of work, lesson plans, records

of completed work, preparing and using learners' registers, actual classroom instruction,

assessment, and evaluation of learners, attending staff meetings, managing the discipline of

learners, taking part in extracurricular activities, counselling, and guidance, is defined as teacher

performance in this study.

1.2 Statement of the Problem

The development of a person's character and mental ability in order to prepare them for further

education and a fulfilling existence in society is the primary goal of secondary education in

5
Nigeria (FRN, 2013). The perception that many principals pay little attention to the supervision

of instructional activities in secondary schools has led to growing concerns about the

achievement of secondary education objectives, despite the need for thorough supervision in

schools and the societal demand for teacher performance in education. The educational

stakeholders in Edo State are worried about the pupils' subpar academic performance as a

consequence of the teachers' inept classroom performance and competence.Due to this, the

researcher decided to investigate the relationship between instructional monitoring and

secondary school teachers' efficacy in Nigeria's Edo Central Senatorial District.

1.3 Purpose of the Study

The purpose of this study is to examine the impact of instructional supervision on teachers’

performance in secondary schools in Edo Central Senatorial District, Nigeria.

The specific objectives include:

i. To determine the effect of instructional supervision on the performance of secondary

school teachers in Edo Central Senatorial District, Nigeria.

ii. To examine the process of instructional supervision of teachers

iii. To assess strategies for improvement of instructional supervision of teachers.

iv. To determine the relationship between instructional supervision and teacher performance

in Edo Central Senatorial District, Nigeria.

1.4 Research Questions

The study answers the following research questions:

i. What is the effect of instructional supervision on the performance of school teachers in

Edo Central Senatorial Distict, Nigeria?

6
 ii. What is the process of instructional supervision of teachers?

iii. What are the strategies for improvement of instructional supervision of teachers?

iv. What is the relationship between instructional supervision and teachers’ performance in

Edo Central Senatorial District, Nigeria?

1.5 Scope of the Study

The Edo Central Senatorial District's public junior-secondary schools were the focus of a

research on instructional supervision as a factor influencing instructors' job performance. In

addition to lesson plans and notes, instructional aids, schemes of work, exam invigilation, lesson

presentation, teachers' registers and diaries, classroom management, punctuality in the

classroom, and student report cards were some of the areas where the study examined how

administrators supervise teachers.

1.6 Significance of the Study

Educational administrators will benefit from the study's important results concerning the effect

of instructional monitoring on instructors' performance. This data will be used by educational

administrators as a springboard for formulating a strategy on instructional monitoring and

boosting instructors' output. It will assist school administrators in prioritising, streamlining, and

restructuring the instructional monitoring process as well as evaluating the performance of the

teachers.

The findings of this study will help instructors understand the value of creating lesson plans,

schemes of work, and lesson notes as well as the connection between administrators' oversight of

instruction and other performance-related variables.

7
The research will serve as a resource for other academics who want to conduct comparable

studies in other regions of the state.

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction

This chapter presents the conceptual framework, related studies, and a summary of the gap

identified.

2.2 Conceptual Framework

Sometimes the term "supervision" is used to refer to instructional supervision in order to

accurately describe the nature of the monitoring. The phrase "supervision" derives from an

American custom in which male coworkers assist a male colleague who is performing a

professional responsibility, such as teaching a class.

According to the Dictionary of Education, education is "any endeavours by appointed school

administrators to give advice to teachers and other professionals in the process of teaching." It

encourages progress on both a personal and professional level in addition to excitement. Al-

Kiyumi and Hammad define instructional supervision as the process of ensuring that teachers

fulfil their obligation to educate to the anticipated level in accordance with the established

standards that govern the educational system (2019). It is a technique for convincing instructors

to quit using unproductive procedures and pedagogical techniques in their classrooms.

Different forms of supervision exist, including traditional and contemporary. The scientific

management paradigm gave rise to the outdated idea of supervision by arguing that since

workers were inactive, they needed to be "pushed" or "coerced" into activity. The contemporary

idea of supervision was developed as a result of the human relations movement, which promoted

8
the idea that employees might be effectively organised for mass production without fear of

reprisal or compulsion (Giwa, 2005).

According to Anuna (2004), the traditional view of supervision was primarily predicated on the

notion that teachers needed careful guidance and teaching since they lacked the necessary

training and were preoccupied with the teacher and the classroom. It was carried out to evaluate

how successfully the instructors were carrying out their duties. According to Idoko (2005),

historically, the supervisor was seen as an official who visited schools to evaluate how the

leadership and staff maintained discipline, taught, monitored academic progress, and conducted

themselves in front of students and the public. Anuna, on the other hand, bases her understanding

of contemporary supervision on concern for the teacher as a whole as well as the whole of the

teaching and learning process (i.e. people-oriented). The goal of supervision in today's society is

to make learning and teaching environments better. The supervisor is seen as offering

instructional leadership, helping instructors create their teaching methods, and addressing their

social, professional, and academic problems.

Modern supervision, according to Akpa and Abama (2000), is goal-oriented, democratic,

impartial, and creative in its methodology. Traditional oversight was arbitrary, harsh, and

instilled fear in instructors. The idea of monitoring in Nigeria has changed from colonial times,

when duties were assigned to colonial authorities like school directors and volunteers. Internal

monitoring by the principals was disregarded during this period. The democratic conversation

between the instructor and the supervisor, however, is referred to as "supervision" in

contemporary Nigeria in order to enhance the professional development of instructors,

9
curriculum, and classroom teaching techniques (Anuna, 2004). According to a variety of

definitions, supervision is the act of observing, monitoring, and guiding work, persons,

organisations, or institutions. It is a strategy used to inspire others to work harder or achieve

greater achievement (Giwa, 2005).

Igwe (2001) defined supervision as the act of directing, supervising, leading, or ensuring that

certain standards are met. Enaigbe (2010) defined supervision as the process of keeping an eye

on, counselling, directing, and motivating instructors and students to achieve the specified

educational objectives. Afianmagbon (2004) asserts that supervision comprises guiding, aiding,

coordinating, and mentoring educators in order to enhance the curriculum and extracurricular

programmes of the school.

Mbonu in Anuna (2004) claims that supervision is a continuous and continuing process of

personal mentoring based on routine school visits to provide teachers useful and constructive

suggestions as well as encouragement to improve the teaching and learning environments at the

school.

Kochhar thinks that monitoring is a methodical strategy for advancing education (2007). "The

practise of assessing people's competence to meet the objectives of the organisation in which

they work," claims Kathlen (2006). There are numerous definitions of supervision in addition to

the ones mentioned above, but they all agree that supervision is a strategy for assisting, directing,

motivating, and inspiring instructors to enhance the teaching and learning process in the

educational system. This is important to the research because it can encourage supervisors to

regularly evaluate workers' behaviour and effort firsthand. They may do this through

supervising, advising, coaching, and motivating teachers to enhance teaching and learning and

attain the appropriate educational goals.

10
The goal of secondary school supervision, according to Babalola, Ayeni, Adedeji, Suleiman, and

Arikewyo (2006), includes, among other things, helping teachers improve the teaching and

learning process, offering a favourable teaching and learning environment to support effective

teacher performance and learning in schools, and helping teachers identify their strengths and

weaknesses. Bessong and Ojong (2007) list additional objectives of supervision as increasing

teachers' competence, which invariably has a positive impact on students' learning; supporting

novice and unqualified teachers professionally through in-service training; encouraging positive

occupational practises and discouraging negative ones; identifying instructional problems and

developing solutions; and improving incompetent staff.

Numerous writers have emphasised the value of monitoring in schools. For instance, according

to Akpa and Abama (2000), monitoring enhances teachers' capacity to educate, which benefits

students' learning. They said that monitoring is given top attention at all respected organisations.

In other words, monitoring is the foundation of any organisational activity and is crucial to its

sustainability. The operations of an organisation centre on monitoring, which also keeps the

organisation alive (Ogunsaju, 2006).

Regardless of their degree of expertise or commitment, teachers require supervision in order to

work longer hours, according to Onasanya (2006). When they are not being watched,

administrators and teachers both soon lose their effectiveness. According to him, instructional

monitoring is necessary to support teacher calibre and advance teachers' careers because the

quality of teachers determines the efficacy of any educational system and the value of students.

School monitoring, particularly on staff services, has a significant impact on the quality of

education given to children, according to Grauwe and Carron (2004). In order to accomplish the

11
purposes, goals, and objectives of education, classroom supervision is crucial (Afianamagbon,

2000).

The efficacy and success of Nigerian education, according to Anuna (2004), depend on

competent monitoring, without which educational administrators would be unable to maintain

standards and ensure high-quality teaching. The monitoring procedure is thought to provide the

basis for academic advancement. It is imperative to note that a significant portion of instructors

still lack the appropriate training for both beginning and experienced educators. New instructors

have several challenges and need the appropriate assistance. There are several problems with

seasoned instructors who are reluctant to change. They cease developing because they no longer

have the desire to advance professionally. They must be persuaded to embrace change by being

made visible (Kochhar, 2007).

Strict laws are needed for excellent education, and they must be maintained (Nwaogu, 2006). He

continued by making the case that supervision is crucial because it inspires, facilitates, and

provides guidance for instructors to work more effectively; in particular, naturally sluggish

teachers need to be pushed and encouraged to perform better through the supervisory process. In

order to achieve both societal and personal objectives, effective monitoring and supervision of

education are necessary, according to the Federal Republic of Nigeria (FRN, 2004). The teaching

process has to be monitored both internally and externally by teachers, administrators, and

supervisors. Order and discipline are crucial in the classroom because of the demands,

challenges, and uncertainties present, especially when instructors are dispensing formal

instruction. Because such learning environments need some kind of efficient organisation and

planning, monitoring is necessary (Upev, 2007).

12
There are three advantages to monitoring for teachers. First, give them a sense of direction and a

subject-specific emphasis to lessen their bewilderment and worry about education. It also aids

instructors in preparing for courses by helping them organise, revise, and familiarise themselves

with the material and activities. Finally, it includes recommendations for activities and a

framework to use when delivering training, along with tips on how to start teaching (Harrie,

2005). He continued by saying that monitoring helps instructors make adjustments, provide

support when needed, and advise students who could be having issues that might affect their

performance. It is evident from the preceding list of criteria that the requirement for supervision

has an impact on the principal, the teaching staff, non-teaching employees, students, and the

overall school environment. This is so that all tasks relating to education may be successfully

finished. Without sufficient monitoring, even the finest programme carried out in a well-

designed or organised context cannot be successfully completed, as Anuna (2004) accurately

notes. The primary objective of educational institutions is teaching, and monitoring is intended to

promote that purpose. Supervisors are then assigned to the schools to make sure everything is

carried out properly. In this research, there were primarily two categories of supervisors: internal

and external. Principals serve as internal supervisors; those in charge of secondary schools for

the Teaching Service Board, Ministry of Education, and Area Education Offices serve as

external supervisors.

To effectively manage people, a supervisor needs a number of skills. A great boss should possess

a range of personal, professional, and leadership skills. A competent manager should have

respectability, a sense of humour, invention, ingenuity, and imagination, to name just a few

qualities (Nwaogu, 2006). A good supervisor should have a professional teaching certificate, a

broad general education, pedagogy knowledge, in-depth subject knowledge, the ability to assess

and articulate factors that contribute to effective teaching and learning, as well as the willingness
13
and capacity to continue and encourage personal and professional growth (Ani, 2007). Respect

for others, appreciation of instructors' unique contributions, awareness of one's own eccentricities

and potential, and the capacity to transfer authority and responsibilities as necessary are just a

few examples of supervisory attributes (Nakpodia, 2011). Modern school administrators should

serve as change agents, guidance counsellors, friends of the teachers, helpers, and special

consultants when it comes to teaching and learning (Ede, 2000).

According to Giwa (2005), a supervisor's main responsibility should be serving as a teacher's

advisor. He will provide the instructors precise and useful advice to enhance the quality of

instruction in the classrooms. He has to be knowledgeable in his subject, to be in good physical

shape, to be really passionate about what he does, and to possess the fervour and energy needed

to handle problems that arise in schools. To improve the standard of teaching and learning in

educational institutions, he must be sincere, honest, and capable of offering sensible suggestions.

He has to be fair, trustworthy, and tenacious while dealing with others. To further the goals of

the educational system, a good boss must be dependable, firm but accessible, ready to assist

others in solving problems, and able to foster teamwork (Bessong & Ojong, 2009). When dealing

with the teachers he is responsible for, a supervisor should be consistent, humble, friendly,

modest, and fair. He should also be open to teacher suggestions and be approachable and

humorous. When dealing with complaints from the teachers he is responsible for, a supervisor

should be firm, fair, and open. Finally, a supervisor should be passionate about and committed to

the professional development and progress of those he is responsible for (Oluwole, 2007).

A successful supervisor should, according to the traits listed above, be approachable, empathic,

patient, enthusiastic, educated, honest, and frank; set an excellent example; have great

interpersonal relationships; and provide an atmosphere that is conducive to learning. All of this is

14
done to foster a stress-free work environment where employees, both teaching and non-teaching,

may do their tasks as effectively as possible.

The Effectiveness Concept: Although several authors have provided numerous definitions of

efficacy, they all have the same meaning. Olaitan (2003) defined effectiveness as the collection

of abilities, knowledge, attitudes, and judgement required to do a task successfully. When

diverse knowledge, abilities, attitudes, and thought processes are used individually or in varied

combinations, good job performance results.

A supervisor's efficacy, according to Katane (2001), is based on their capacity to synthesise

diverse types of information. Effectiveness, according to Olive (2002), involves the skills,

dispositions, beliefs, motivation, and convictions that people need in order to succeed in their

jobs. Effectiveness is the ability to achieve the desired objectives. The study's findings on

effectiveness suggest that in secondary schools, supervisors must use efficient supervisory

practises in order to achieve the desired intended result. An individual having the required

professional and academic credentials to guide, supervise, and support classroom instructors in

transferring the requisite sort of information to pupils utilising the required technique and

carefully selected instructional materials is defined as an effective supervisor (Afianmagbon,

2004). Effectiveness may also be determined by how well goals are met and problems are

resolved. Effectiveness may be correlated with the degree of results from student, teacher, and

supervisory activities. High-quality results in the classroom are a result of effective managers

and teachers. Regular monitoring and school growth in terms of teaching and learning

effectiveness through supervision are required for supervisory strategies to be successful in

secondary schools.

15
Nakpodia (2011) asserts that if instructors are not consistently observed, their classes will be less

successful and their instructional objectives may not be successfully met, which will ultimately

lead to poor teaching and teachers losing interest in their work. How well instructors and

students perform and learn is significantly impacted by a supervisor's effectiveness. Due in great

part to the concepts of the Christian Missions, secondary education was first brought to Nigeria

in the middle of the nineteenth century. The government did not support Christian missionaries

for a very long period. The King's College, Lagos was established by the Colonial government

only in 1909. In 2005, Nwangwu and others

After finishing elementary school, students complete secondary education before continuing on

to university education. Secondary education may be categorised using the following four main

terms: secondary school, college, grammar school, and higher school. Five years of secondary

study was often followed by the two-year upper school diploma, which was also offered at the

time. Prior to the 1982 establishment of the 6-3-3-4 system, secondary education consisted of 3

years of junior secondary school and 3 years of senior secondary school. The educational system

was changed to a 9-3-4 system with 9 years of basic education and 3 years of senior high school

with the introduction of UBE in 2004. In 2005, Nwangwu and others Secondary school, which

normally starts between the ages of 15 and 18, is the second level of formal education, much like

the rest of the world. Teenage education is a word that is often used. The transition from

elementary to secondary school is made via secondary education. Because secondary education

is so important, the federal government set broad secondary education objectives to aid in

preparing students for postsecondary studies and a satisfying life in society. The underlying tenet

16
is that secondary schools must be capable of offering all eligible pupils a superior secondary

education (Ekundayo, 2010).

High-quality secondary education cannot be provided without effective secondary school

oversight. The purpose of this research is to determine how effectively demographic features of

the sample may predict the effectiveness of secondary school supervision strategies.

The pillars of successful secondary schools are the notions that education counts, that it has a

substantial influence on children's development, and that it matters (Sammons, 2007). The school

is successful if secondary students do better than would be anticipated given the student body. In

comparison to other schools with comparable enrollment, a successful school gives its students'

accomplishments more weight (Sammons &Bakkum, 2011). Conditions in secondary schools are

those that enhance classroom effectiveness. It addresses all aspects of school life, such as

instruction, management, student motivation, and community participation (Teddlier&Raynolds,

2000). If virtually all of its students acquire the requisite abilities and exhibit other desirable

behaviours while they are there, a secondary school will be successful (Al Waner, 2005).

A secondary school is thus considered successful if its students do significantly better than those

at institutions with a comparable enrolment. Effective secondary schools have a variety of

characteristics, including objectives, curriculum, assessment and evaluation, leadership,

community involvement, a safe and orderly environment, professionalism, high standards,

professional development, social skill, quality assurance, and staff coordination (Farhat et al.,

2012). The crucial elements of successful secondary institutions, on the other hand, are missing

from unproductive secondary schools. Underperforming secondary schools are marked by a lack

17
of direction, a disengaged administration, a stressful staff dynamic, and ineffective teaching

methods (Sammons &Bakkum, 2011).

A secondary school is considered underproductive if its pupils' test scores are significantly lower

than those of similar institutions with a comparable enrolment. In contrast to inadequate

leadership, which is thought to characterise failing secondary schools, strong leadership is

intended to characterise successful secondary schools (Kyriacou, 2007). Therefore, it is the

responsibility of secondary school principals to improve institutional effectiveness via effective

leadership. Both classroom procedures and teaching and learning have an impact on a school's

overall academic achievement (Mulford et al., 2004). A school's quality is determined by the

calibre of its teachers.

The characteristics of effective teachers have been identified as:

• They convey knowledge or skills in an engaging, comprehensible manner to the class as a

whole.

• They maintain the lesson's task-oriented focus.

• They keep teaching informal and are non-evaluative.

• They set lofty goals for themselves (give homework, pace lessons fasted, create alertness).

Practices of Supervision in Secondary Schools: The methods for putting supervision into practise

in educational contexts are referred to as supervisory strategies. Both internal and external

supervisors use a variety of supervision techniques to effectively and successfully supervise

students in secondary schools. The teaching service board, the ministry of education, and the

state's area education offices designate external supervisors for secondary schools. Depending on

the kind of supervision they are doing, they proceed to their posting schools and complete their
18
supervisory practise there. On the scene, the supervisors assess attendance, punctuality, the

regularity with which teachers and students return after breaks, and the general quality of the

school. The administrators examine the school's daily activities as part of routine monitoring

(Edho, 2010). They might make frequent excursions to the classroom. They enter to observe the

lecturers' classroom behaviour. The effectiveness of the text and instructional materials used, the

clarity of the teacher's voice, the level of student engagement, and the lesson's overall vigour are

all factors they consider. After class, the management and teacher meet in private to discuss the

pupil's performance in the classroom (Nnabua et al., 2006). The availability of exam materials

(books, question papers), the preparation of students and instructors for such examinations, an

investigation into/prevention of exam fraud, and an attempt to create an exam-friendly

environment are all things that supervisors watch during tests (Edho, 2010). Supervisors carry

out pre-opening school supervision by going to the schools' sites to make sure they follow the

rules set out by the government. If the school does, they produce a report and submit it to the

authorities for approval (Edho, 2010). A team of supervisors from the state and zonal offices

conducts full/general supervision, looking at every element of school life. Subject supervision

involves a variety of tasks, including evaluating the faculty, curriculum, scheme of work, lesson

plan, lab and library resources, and teacher-recommended texts. The school's physical assets,

financial records, and administrative data are also attacked. They conduct general supervision,

which includes looking at the buildings, furniture, equipment, sanitary conditions, water,

lighting, library resources, staff members' and students' records, in addition to an investigation

into the advising and counselling department. Attendance books, logbooks, visitor's books, cash

books, ledgers, schemes of work, lesson plans, and minutes from Board of Governors and PTA

meetings are a few examples of documents that may come under this category.

19
Additionally, they travel to the labs, libraries, and classrooms to assess the ambiance of the

school as a whole and make that the objectives are being accomplished (Onasanya, 2006).

Appendix B, page 100 of the MOE's supervisory manual or guide for the states of Benue,

Nasarawa, and Plateau They meet with the principal and his team for a discussion when the

monitoring is over, during which they provide suggestions for improving the school's

performance and, where appropriate, extend congratulations. A summary of the suggestions

made by the school's careful monitoring is also sent to the principal. Area Education Officers

collect the supervisors' reports after the completion of general supervision and transmit them to

the administrative offices of the Teaching Service Board and Ministry of Education for any

required modifications and approvals (Afianmagbon, 2004). Supervisors also provide

administrators and instructors quick ideas on how to enhance the teaching-learning environment

during advising visits to schools (Edho, 2010).

According to Oyedeji, external supervisors should often visit schools to establish the issues with

each (2011). They could go to new schools for consultation in order to provide the necessary

help. The following are just a few ways that external supervisors' supervisory practises have been

summarised: providing technical and professional advice to the supervisee; gathering necessary

information from the supervisee and the school for overseeing organisations like the Ministry of

Education, Teaching Service Board, and to facilitate the decision-making process; and

developing guidelines to be followed by the supervisee and schools (Giwa, 2005).

Most essential, the principal must be an ardent adherent of the proprietor's or owning agency's

religion (Udoh & Akpa, 2004). The principalship evolved into an official job when the

government purchased schools in the early 1970s as the role and duties of secondary school

administration developed. Secondary school enrollment grew along with the number of teachers

20
and other staff members working there. The government took control of the hiring process, the

financing, the supervision of the instructors, and the admissions process. The vice principal

position was developed in schools with large student populations. It was decided to assign one

vice principal to manage academic concerns and the other to manage administrative difficulties.

After that, the government implemented the Federal Republic of Nigeria's National Policy on

Education, taking control of the creation of objectives and rules (2004). Due to the recent

increase in schools, complexity of their systems, and the high expectations society has for

secondary education, the duties of the principal have changed. The principal's job has changed

from being an enforcer and "principal teacher" to being an educational leader and controller of

the curriculum at his school. According to Adeolu, the school principle serves as both a manager

and an executive (2012). As a result, he must balance the responsibilities of his two jobs. He

"wears two hats," as they say. It is impossible to exaggerate the significance of administrative

and supervisory duties. Some principals provide a low-level perspective of their profession,

while others give a high-level view, as a result of their greater focus on organisational

administration over education and instructional leadership. Vice principals, deans of studies,

department heads, and trained teachers of the value attribute should be given assignments so that

the principle may handle administrative and supervisory activities effectively. The principle must

delegate tasks to the aforementioned staff members since he is unable to handle everything

himself. According to Quinn (2002), instructors who strive to do everything will not only fail,

but will also come out as defeated by it. Actually, the countless supportive hands that are easily

accessible to help him solve his issue have nothing to do with him while he overworks himself.

According to Farrant (2000), a successful leader recognises that, similar to a commander, he

cannot win the war on his own and must instead motivate people who report to him. As a

21
consequence, the principal must delegate authority to trustworthy people while exercising

ongoing oversight over them to make sure everything is going according to plan.

Although he has given his team some of the load, he is still in charge overall. Many

administrators still depend to some degree on department heads when it comes to teacher

leadership inside their schools. He often puts foolish trust on other people. Frequently, the

department head lacks the expertise, time, brainpower, or modern core philosophy required to

oversee training. More emphasis must be placed on the principal's duties as an instructional

leader than on his management duties (Campbell, Bridges, Corbally, Nystrarand & Ramseyer,

2007). Nwaogu (2006) argues that the principal has a special place within the educational system

because he is centrally located in a network of connections between instructors and pupils as

well as between teachers and supervisors. He serves as the primary hub for the design,

implementation, and assessment of the educational initiative. The principal's primary

responsibility is to oversee the educational strategy. Principals must act as instructional

supervisors since they cannot run schools from their offices. To monitor the children, they must

go inside the classroom. They will be able to provide ideas to establish an atmosphere that is

favourable to the achievement of educational objectives since, as a result of their education, they

will have a better knowledge of their instructors, students, and whole staff (Adesina, 2001).

Akpa and Abama (2000) advise principals to routinely engage in instructional activities in

agreement. Compared to managers who manage from the field, managers who manage from the

bench are less likely to be successful leaders. They came to the conclusion that "if you show us

10 non-supervising administrators, there is a strong chance we can show you ten schools where

the majority of teachers are not adequately monitored in the classroom." Lack of principle

oversight encourages teachers to give problem students less attention, which inevitably leads to

22
more disciplinary issues. This yet again emphasises how important primary supervision is. The

long-term viability of our educational system depends on the principal's internal supervision

practises. This is true since there are not many outside supervisors, and they only sometimes visit

schools (Anuna, 2004).

According to Ogba and Igu, monitoring is one tactic for increasing instructors' effectiveness

(2014). Therefore, secondary school teaching methods need oversight. The major objective of

supervision, according to McQuarrie and Wood, is to help teachers improve the educational

practises they are striving to adopt in their classes (1991).

The process of transforming educators into their most competent, useful, and professional selves

is what Ogbo (2015) defines as supervision. Walker (2016) and Clark (2015), on the other hand,

are conscious that a teacher has potential and requires direction. Consider the duty of supervision

to be the continuous improvement of instruction through teacher in-service training and frequent

observation. The justification for supervision is summed up by Sergiovanni (2012) in the

statement "We supervise for great reasons." Schools should expand, instructors should prosper,

and children should have access to stimulating academic and developmental learning

possibilities. We believe that monitoring may help us achieve these goals and more.

According to these criteria, supervision, according to Eya and Leonard, is all about encouraging

teacher growth and leadership in educational activities (2012). A supervisor, according to Tyagi

(2010), is a person in charge of overseeing instructional supervision. This control is the

responsibility of the principal, vice principal, zonal inspectorate division, department heads of

staff, class coordinators, and form coordinators. Instructional supervision is the idea of classroom

observation carried out by both internal and external supervisors with the goal of guiding,

assisting, and routinely evaluating instructors in order to improve their performance. This can be

23
accomplished through the process of teaching and learning as well as through group professional

development.

According to Nwachukwu (2014), monitoring is a challenging process that must be the

foundation of all educational systems. In a perfect world, active participation from both the

supervisee and the supervisor is required for effective supervision. Both are essential for

development and learning, thus supervisors must provide both to their reports. Supervisors need

great self-motivation, growth, openness, and loyalty to the process in their supervisees as a kind

of reciprocity. Lesson planning, involvement in extracurricular activities, behaviour

management, counselling and guidance, attendance at staff meetings, actually teaching, routinely

evaluating students, keeping track of the material covered and students' records, and time

management are some examples of teachers' performance in this study.

Internal Measures

In order to improve the quality of a subordinate's work, Igbo (2002) defined supervision as the

act of directing, mentoring, and promoting a subordinate. According to Nwaogu (2000),

supervision is the process of improving education via cooperation with people who work with

pupils. The researcher went on to clarify that monitoring is used to make sure that students learn

effectively and successfully. Therefore, efficient monitoring and training ensure that all

requirements are met for efficient learning. There are primarily two types of supervision used in

schools: internal monitoring and external monitoring. Firz distinguished two different forms of

supervision: internal and external (2006). Internal oversight is carried out by school

administrators (principal/vice principal or headmaster/assistant headmaster), as opposed to

external monitoring, which is done by the government and authorised authorities.

24
Internal supervision, as the name indicates, is monitoring that takes place inside the institution.

Teachers from secondary schools, department heads, and other staff members participate in this

exercise. Internal monitoring must be approached in secondary schools as a collaborative effort.

Both the institution's management and the instructors should be concerned. Since everyone at the

school has signed it with the goal of raising educational standards, it qualifies as a collective

agreement. The United Nations Educational, Scientific, and Cultural Organization defines

internal supervision as a profession concerned with the creation, upkeep, and enhancement of a

school's educational programme, notably its curriculum and teaching staff (2013). Internal

monitoring, according to Eya and Leonard (2012), is more effective because it motivates

instructors to maintain their feeling of duty and helps inexperienced and ineffective teachers

improve their instruction.

purposes of internal supervision

Different types of monitoring are employed in schools for a number of reasons. In the

educational system, monitoring might attest to a teacher's compliance with the duties delegated

to them. By increasing their effectiveness, teachers may have the most influence on the school's

goal. According to Adam (2004), one of the main goals of school supervision is to assist

instructors in identifying their problems and selecting the best course of action to resolve them,

whether individually or in groups.

Internal instruction monitoring, in Eneasator's opinion, serves as a road map for speedy

communication between those who can help and those who need support (2001). If internal

supervision of teaching is to be successful, the principle, vice principals, and their representatives

must establish a clear statement of aims and objectives, a delegation of authority, a job-sharing
25
plan, and other internal supervision components. The principal or vice principal must inspect and

assess each student's attendance records, books, diaries, and registers, as well as the teachers'

lesson plans and lesson notes.

According to Belts (2000), the principal is also responsible for keeping an eye on the teachers'

attendance logs, class attendance books, enrollment books, student exercise books, assignment

books, and projects. They must also make sure that the teachers accurately evaluate the students'

assignments.

Encouragement of instructors to provide students excellent education is a key component of

internal instructional monitoring. If teachers are successful in the classroom, the educational goal

will definitely be met. Internal and external instructional supervision is the only method to do

this, since most people work harder and more productively under supervision than they do when

they are not. Administrators must provide instructional materials and provide rewards to

encourage teachers to perform better in their capacity as the school's instructional supervisors.

a study aid

According to Aminike et al. (2000), developing lesson plans for students in a classroom is an

effective way to improve a teacher's performance. It aids the teacher in delivering the lesson.

According to Beech (2002), teachers face a number of challenges since there is such a wide

spectrum of pupils with different backgrounds, personalities, and skill sets. The best method to

handle the problems, according to kame'emu and Sumouns (1999 as referenced in Houston &

Beech 2002), is for the instructor to create a proper lesson plan to improve his performance.

26
According to Farrell (2002), a lesson plan is a thorough explanation of how a teacher organises

or deconstructs a subject's subtopic into guidelines on how to cover a certain unit within a

session..

Review Of Related Studies

Related studies examined earlier research on the impact of instructional monitoring on teacher

performance in order to make meaningful parallels to the present circumstance in secondary

schools in Nigeria's Edo Central Senatorial District.

In order to increase the efficacy of education, Glickman (2010) contends that instructional

supervisors must be allowed to comment on instructors' schemes of work, lesson plans, and

lesson notes. Principals need to have three key characteristics—technical, interpersonal, and

intellectual—to be successful in their role as instructional supervisors. Due to their technical

skills, the principal may assist the teacher in their instructional activities by using their

knowledge, techniques, and tactics for instructional monitoring, which enhances teacher

effectiveness. The principle should have a thorough grasp of the supervisory position, including

how to create schemes of work, lesson plans, and induction of new teachers, even if they may not

possess all of the technical abilities. Clinical supervision skills is also required for efficient

supervision.

Understanding interpersonal relationships is also crucial. Teaching supervisors must be aware of

the results of their interactions with certain teacher groups. They will therefore be able to forge a

solid bond that will enable them to fulfil the institution's objectives. The foundations of

supervision are taught to principals via education and experience. The principal may hone their

vital teaching and leadership abilities by using this practise. In Nigeria's UyoAkwa-Ibom State,

Ekaette et al. conducted a similar research on instructional monitoring and teacher performance
27
(2016). Based on observations made in the classroom, the findings showed a wide range in the

efficiency of the instructors. Teachers who worked in schools with sufficient instructional

supervision were more productive than those who did not. The results supported those of

Olawoye (2009), who used a total of 223 samples to investigate the effect of instructional

supervision on instructors' performance in the classroom. He conducted his study using stratified

random sample techniques and an ex-post approach. His research indicates that interactions with

supervisors have a big influence on how well teachers perform in the classroom, and

instructional supervisors' suggestions for good teaching resources help.

When functioning as a change agent, the school administrator's job is to provide a range of

monitoring techniques to aid teachers in understanding the need for change, preparing for

change, and putting new behaviours into practise to enhance teaching and learning. The

supervisor (school principal) is in responsibility of monitoring the teachers' activities and the

instructional materials offered, as well as recognising teachers' areas for improvement, to ensure

that the school meets its stated goals.

On the other side, some administrators are unable to properly oversee education because they do

not include instructors in important decision-making processes. The principal sets the tone by

encouraging personnel to reach their full potential in high-performing schools, where bad

performance and falling attainment have been reversed (Bush &Oduro, 2006).

Kweku and Eric (2014) claim that monitoring is a great tactic for improving teaching and

learning outcomes. This means that in order to make sure the goals are achieved, the teaching

and learning process has to be continuously reviewed and assessed.

In the context of education, the term "supervision" refers to the duty of an education officer (or

supervisor) to ensure that teachers carry out their responsibilities in a proper way. The process or
28
action of ensuring that the rules, policies, and procedures put in place to accomplish educational

goals are effectively followed is known as educational supervision. With this strategy, situations

and practises in schools that are connected to problems with teaching and learning are monitored,

assessed, and collectively improved. Enhancing the quality of instruction in the classroom is the

main objective of supervision. The learner is the main focus of the supervisory process. In order

to enhance the quality of education, Firz (2006) defines supervision as the process of directing,

assisting, encouraging, and leading development in subordinates.

According to Wanzare Da Costa (2010), the main goal of supervision is to support teachers'

professional development by giving them feedback on effective classroom strategies. These

objectives may be furthered by using a variety of supervisory strategies with various teachers,

just as effective educators need to use a rich approach to reach all of their students.

The term "supervision" has been defined in a variety of ways by experts in the area. The intent of

supervision as well as the characteristics of the relationship between instructors and supervisors

have an impact on these criteria. When referring to education, "supervision" refers to the process

through which an education officer (or supervisor) ensures that teachers carry out their

responsibilities appropriately.

Education is the process or art of ensuring that the rules, regulations, and practises set in place to

accomplish educational goals are adhered to properly and effectively. According to the strategy,

administrative practises and educational circumstances relating to issues with teaching and

learning will be monitored, looked into, and collectively improved utilising professional skills

and knowledge. The monitoring's primary objective is to enhance classroom instruction. The

learner is the main focus of the supervisory process.Instructional Supervision

29
The supervisor makes sure that the instructor teaches in a way that the student can understand in

order for the kid to acquire the information, abilities, and attitudes stated in the learning

objectives. According to Beach and Reinhartz (2000), supervisory instruction is "a complex

process that entails working with teachers and other educators in a collegial, collaborative

relationship" in order to raise the bar for teaching and learning in classrooms and support

teachers' long-term professional development. Oliva and Pawlas (1999) defined "supervision of

teaching" as a method for offering teachers specialised support in order to enhance instruction.

These specifications put a lot of emphasis on helping, enabling, and improving instruction for

teachers. This illustrates the relationship between the supervisor and the instructor as they relate

to the process of instructional supervision.

The Reason For Supervision

To ensure that quality is maintained, monitoring is needed. This suggests that each instructor at a

certain institution gives their all to help students succeed at the required level. In order to assist

the new teacher comprehend the duties, responsibilities, and connections of his job as well as the

directions in which his efforts should be focused, supervision is intended to do just that. In order

for school system employees to be self-directed and work well with little monitoring, supervision

is also used to guide them. As was already said, the supervisors' responsibility in our schools is

to manage the quality of education our students get. It puts a lot of emphasis on how successfully

teachers carry out their responsibilities in the classroom. Parents would want to know if the

system in which they have made such a substantial investment is doing well or badly given that

the government spends so much money on education each year. The government's

representatives in the educational system, known as supervisors, provide the government the

appropriate input.

30
Supervisors oversee the institution's curriculum and serve as quality controllers in the

educational system. The following explanations for managing schools were presented by

Olowoye and Alani (2000):

1. To assess the effectiveness of the teachers chosen to serve in the educational system. to make

the decision of whether to transfer, promote, retain, or fire a teacher.

2. To assist ineffective teachers' development.

3. To gain knowledge of the special abilities or characteristics that teachers bring to the

classroom.

4. To serve as a manual for training employees.

5. To assess the teacher's effectiveness in leading the class.

6. To know where the school is located (whether science or art-oriented).

7. Describe the "tone" of the institution and some of its key criteria.

The goal of school supervision is to support instructors in providing the best education they can

for the students under their care. Teacher improvement motives and non-teacher motives are the

two distinct groups of supervisory aims.

Teachers' professional development:

1. Assures educators finish the work at hand swiftly.

2. Assures that instructors are competent to carry out their job duties and provides new teachers

with the training they need to succeed in their new positions.

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3. Ensures that educators get support when they need it and provides them with access to

knowledgeable resources as required.

4. Gives teachers the technical support they need, such as when it comes to developing and using

instructional aids, following classroom regulations, or maintaining teacher morale. 4. Directs

instructors to places where they may get teaching resources.

According to Ukeje (1992), the administration and planning of all school-related activities in a

manner that supports students' learning constitutes instructional supervision in the educational

system. The definition given above makes it obvious that for schools to enhance teaching,

principal instructional monitoring is necessary. Principals assert that it is the supervisor's duty to

help teachers realise their full potential so that pupils would ultimately benefit. Nwokafor (1987)

asserts that the supervisor's primary responsibility is to provide an atmosphere that will allow the

instructors to successfully effect the changes that are required in the students to fulfil the

particular needs of the setting. Supervisory support also assists in recognising and strengthening

teachers' areas of weakness via planned seminars and workshops, which are types of in-service

education within the nation or in other nations where identical challenges have been addressed

and solutions discovered. Additionally, monitoring helps instructors identify problems with their

pupils. This is true since the issue has already gotten some attention after being plainly

identified. Finding answers to these problems may be aided through conversations and

involvement. Additionally, monitoring improves their capacity to instruct.

preparing for better According to, the first stage to effective classroom instruction is instructional

preparation (Ekundayo et al., 2013). In order for instructors to build and enhance their skills in

instructional design, supervisors should also use instructional models to facilitate this

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instructional planning. Teaching planning may be done in a variety of methods, including unit

plans, year plans, and lesson plans.

use of modern teaching techniques: If education is to be effective in the classroom, modern

teaching techniques must be implemented. In order to help instructors understand and use

cutting-edge teaching techniques in the classroom, the supervisor should provide them with the

necessary support. It makes teacher cooperation easier, which is crucial for attaining the school's

goals and objectives. As a consequence, improving teacher collaboration is one of the objectives

of instructional supervision.

coordinating and carrying out: Advice and guidance are needed at every level of the planning

and development process. The ideal kind of supervision, as a consequence, is on aiding teachers

with their planning, technique and tool selection, monitoring, and assessment.

Principals of secondary schools serve as the chief administrators of their particular institutions

within the educational system. They are responsible for implementing the nation's secondary

school educational policy, and they often provide reports to the secondary education delegate in

their region (Blackman and Fenwick, 2000). In addition to acting as a liaison between the school,

the ministry, and the community, a principal's duties also include scheduling, budgeting,

instructional supervision, physical plant maintenance, and providing custodial services to

students and employees (Educational Research Service, 2000).

Bhella (1982) asserts that vice principals are chosen and given more tasks because principals are

unable to handle their current workload. According to Educational Research Service (2000), vice

principals and other administrative staff frequently support the principal in carrying out his

duties, with the majority of these tasks focusing on planning, supervising instruction, attendance,

and discipline, timetabling, record keeping, co-curricular activities, staff, and students' affairs.
33
This is consistent with Fullan's research from 2007, which found that principal instructional

supervision in the classroom is ineffective because principals and vice principals spend more

time managing facilities, keeping an eye on students' disobedience, and buying office supplies in

their offices than on the Importance of School Instructional Supervision.

According to Chukwu's (2012) research, achieving educational objectives and monitoring

student progress were made simpler. Given the rising worldwide outrage about educational

immorality and corruption, this is even more important. The importance of instructional

monitoring is emphasised in the following issue, which is crucial for increasing teachers'

performance.

proper advice from professionals:

The purpose of supervision is to provide younger or junior teachers academic advise in a variety

of school topics from a more seasoned teacher or expert/specialist so they may develop their

skills and ability to perform better in their given tasks.

Classroom management:-

Discipline is one of the most serious problems in today's schools, according to teachers and

administrators. If teachers desire to enhance their classroom management abilities, monitoring

may be beneficial. Monitoring should assist teachers in establishing preventative and remedial

disciplinary techniques in the classroom, among other things (Ekundayo et al., 2013)

Organizing for improved teaching The first step toward improving instruction in the classroom is

considered to be instructional planning. In order to help instructors build and enhance their

instructional design skills, supervisors should also use instructional models to direct this

34
instructional preparation. Planning for teaching may take several forms, including lesson plans,

unit plans, and year plans.

use of modern teaching techniques: The adoption of contemporary teaching techniques is

necessary for effective classroom education. Therefore, the supervisor should help instructors

understand and use cutting-edge teaching techniques in the classroom. Help instructors

cooperate: In order to accomplish the aims and objectives of the school, teachers must learn to

collaborate. As a consequence, increasing teacher collaboration is one of the objectives of

monitoring.

Planning and execution: Advice and guidance are needed at every level of the development and

planning process. As a consequence, the proper form of supervision spends little to no time on

instructional themes and is instead focused on helping instructors plan, choose resources and

procedures, then monitor and analyse those efforts.

The Supervising Role of Principals in Teachers' Performance

The principal is in charge of a number of duties that must be carried out in order for educational

goals to be achieved and outstanding standards to be maintained. Shuaibu (2016) contends that

administrators' oversight of teachers' performance is essential to guaranteeing that teachers are

using the appropriate teaching materials. Instructional and learning will be more effective if

instructors have access to the right teaching materials. This material refers to the resources the

lecturer uses in class to successfully deliver his lesson. Among the items within are books,

globes, charts, maps, audiovisual aids, and chalkboards. The instructional resources may be split

into six categories, according to Gerlack et al (1980). These are what they are:

35
A teacher may utilise still images to enhance their performance in the classroom. Photographs or

printed graphics like cartoons, maps, charts, and graphs may be used as these images.

To help visually impaired students study, audio cassettes, electronic records, and images are

often used in the classroom.

Films called motion pictures are composed of several quickly snapped still images. This business

is shown via a projector, which by illuminating motion, enhances instruction and learning as well

as teacher performance.

teachers in programming and computer science Quick bursts of information are often shown, and

the display is managed by preprogrammed commands. The bulk of the teaching and reaction

monitoring in computer-assisted education is done by computers. Examples of exciting and

contemporary actual things include people, genuine items or occurrences, models, cuts,

processes, and specimens. Through the use of simulation, which is a simplified, functional

replication of a real-world situation, students have the chance to assume a variety of roles and

engage in a broad range of activities.

Television is an electrical medium that can transmit sound, static pictures, and moving images

across great distances.

2.4 Gaps Identified

Similar variables have been utilised in studies, but no one has made an explicit effort to link

administrators' instructional oversight and teachers' performance. Because no research was done

in the Edo Central Senatorial District, a contextual gap was found that needed to be filled. While

36
previous research utilised alternative theories, this study used the psychological theory of

supervision investigated in education by Planturroot.

Theoretical Framework

McGregor's Theory X and Y of 1960 served as the foundation for this study's theoretical

framework. According to McGregor's Theory X, the ordinary person dislikes labour inherently

and will do all in their power to avoid it. Thus, it was suggested that tight guidance and

supervision be prioritised in order to fulfil corporate objectives.

Techniques for Educational Monitoring

There are several supervisory procedures, but the most favoured and popular supervisory

techniques are as follows, according to Egwunyenga (2005):

1. Watching and entering the classroom.

2. Procedures for visits between schools

3. Methods used in the workshop

4. The microteaching strategy

The Fundamentals of Effective Supervision

The guiding principles for authorised authorities' activities to enhance instruction and, as a

consequence, support the teaching-learning process at all levels of the educational business are

the principles for successful supervision. Some of the guiding principles that govern the

execution of efficient supervision include the following:

37
There should not be any tension or emotional stress present in a healthy environment. The

employment of supervisory techniques that might irritate and upset teachers must be avoided by

principals. The environment ought to promote production.

Staff Initiation: It is critical to provide straightforward descriptions of both the quantity and

quality of labour. It is essential to inform educators of the requirements and restrictions. New

hires must get the necessary training. They must have a timetable so they know where to get the

knowledge and resources they need to properly perform their tasks.

a. Staff training and direction: Teachers should get the necessary assistance. Instructions on how

to execute the assignment should be provided to them. To put an end to rumours, the supervisor

has to establish expectations and provide facts. All parties should have access to the information,

but only those with specified responsibilities should be given the details. Instructions must

always be supplied while doing anything. The school is responsible for planning and carrying out

staff training.

Constructive criticism should be used to remedy poor work, and the teacher who was involved

should get support and a personal connection. Such criticism must be delivered in private and

impartially. Monitoring has an influence on the efficiency of public secondary school instructors

in Central America.

Opportunity for Improvement: In order to establish their value and pursue greater success,

teachers should be able to use initiative while doing their tasks and making judgements. As a

consequence, they will be even more inspired to work.

38
f. Areas for Development: Teachers should be given the chance to show off their skills and work

toward greater success. As a result, they need to have the freedom to use initiative in performing

their jobs and making judgements. As a consequence, they will be even more inspired to work.

g. Inspiration and Encouragement: Teachers need to be motivated and inspired to work more in

order to increase productivity. They need to be inspired to improve their capacity for achieving

academic goals effectively. On the other hand, teaching effectiveness has been seen as a difficult

term since it evaluates a wide range of unique teaching traits, such as subject matter competence,

effective communication, lesson preparation, and presentation.

The influence of instructors' instructional efficacy on students' learning outcomes as measured by

their academic achievement has been the subject of several research. According to the studies

mentioned above, effective instruction and students' academic growth are strongly correlated.

Therefore, students that have competent instructors should do well in the classroom. The low

academic performance of students in Nigeria has been linked to teachers' poor performance in

terms of fulfilling their duties as educators, having a poor attitude toward their jobs, and using

poor teaching techniques. It has also been noted that there are issues with the teaching resources

available, the building infrastructure, and the educational resources at Nigeria's public secondary

schools. The repercussions of the existing circumstances on secondary public school teaching

quality are likely to lead to decreased levels of educational achievement. The research also

discovered associations between a variety of distinctive teacher qualities and teacher

effectiveness. Pupils who get mathematics teaching from master's-degree holders do better than

students who receive it from instructors with less education, according to the National

Assessment of Educational Progress (NAEP). Since student academic accomplishment is not the

39
main indicator of a teacher's effectiveness, researchers have examined a variety of more fair

approaches to evaluate a teacher's success.

Numerous techniques have been used to evaluate the efficacy of teachers, including teacher,

peer, and student self-assessments, evaluations of school administrators, and teacher evaluations.

It has also been looked at how accurately school officials evaluate instructors' performance.

There was a correlation between the principal's evaluation of a teacher's ability to raise student

achievement and the teacher's success in doing so as determined by the value-added approach.

The results show that a comprehensive evaluation approach to score secondary school teachers'

effectiveness may take administrators' opinions into account.

Theoretical underpinnings of this research are founded on ideas of behaviourism, interpersonal

relationships, and scientific management. Taylor, a year 1911. (1911). The biggest flaw in the

notion is how adopting a scientific method of labour management may greatly increase

productivity.

Scientific theories favoured streamlining procedures and simplifying tasks so that individuals

might be told to do their specific set of behaviours in the one and only "optimal" manner. The

following were the tenets of scientific management philosophy: Instead of using rule-of-thumb

techniques, work approaches based on scientific studies of the activities should be implemented.

Instead of using the conventional rule-of-thumb approach, a science was built here for every

facet of a man's profession. Instead than letting them passively teach themselves, carefully

choose, develop, and train each employee. Assign tasks equally to managers and employees so

that they may organise them using scientific management principles and the workers can

complete them. Close collaboration with the workforce will also ensure that the processes are

followed.

40
The scientific management philosophy and the present inquiry are related in the following ways.

The most efficient technique to finish each job is selected by the scientific management school of

thought. The supervisors must choose the most effective methods for both teaching and non-

teaching staff to use to carry out each task. Scientific management employs the scientific

approach for choosing, developing, and training employees. In accordance with the institution's

structure, managers and staff must also be recruited, trained, and developed based on their

appropriate credentials. The scientific management paradigm promotes cooperation between

managers and workers. To improve efficiency, administrators at educational institutions must

collaborate with their personnel and students. A key component of scientific management theory

is the division of labour. This is beneficial to the study since administrators are unable to handle

everything on their own. As a consequence, subjects and duties at the school must be divided

into specialisations and assigned to staff members accordingly. The effect may be an

improvement in academic performance. The theory is relevant to the current study because the

relevance already mentioned may be used to effective secondary school supervision techniques.

Theory of Human Relations: Elton Mayo proposed the Human Relation between 1924 and

1927. He conducted a human behaviour study at General Electric's Hawthorne Works in Chicago

to test his theory.

The earlier approach, which prioritised formal structure while downplaying the socio-

psychological component and ignoring the human component of the organisation, gave rise to

the human relation theory. The hypothesis examined how colleague relationships, employee

motivation, and personal satisfaction impact industrial production.

41
The growth of human resource management was influenced by human relations theory, which

saw employees as psychologically and organizationally interconnected individuals rather than as

interchangeable parts.

The informal social structure of the workplace, where norms of collaboration and improved

performance were created as a consequence of a feeling of significance, is said to have a

substantial impact on job pleasure, according to human relations theory. Rewards in the form of

money or material goods have little effect on motivation. Workgroups will grow, and

management may exploit them to the organization's advantage. According to the human relations

theory, managers should treat staff members like people at work since doing so could provide

them a sense of identity, stability, and happiness. As a result, there may be an increase in

employee collaboration and effort toward reaching organisational objectives. Management must

see people as sociocultural and sociopsychological beings. The following areas of current study

are related to the human relations theory: Human relations theory claims that informal work

arrangements boost output. Because of this, administrators in a school setting must be aware that

the informal social groups that staff members develop have a big influence on the performance

environment. As a consequence, in order to foster amicable connections and get the most

cooperation from their personnel, the supervisors must permit informal groupings in the school

while doing so in a regulated way.

Human Relation Theory states that treating people with respect is the only way to motivate them

to actively contribute to the accomplishment of organisational objectives. The supervisors must

pay close attention to the employees and pupils in order for the school, which is a crucial

component, to operate at its best. Human relations concepts require management to see each

person as a socio-cultural and socio-psychological entity. This shows that managers in

42
educational institutions should consider the socio-cultural and socio-psychological factors that

affect employee morale and output. The idea is pertinent to the present research since it might be

used for efficient secondary school monitoring practises.

Theoretical Framework

The behaviourist idea was first put out by Chester Barnard in 1938. It is believed that

behaviourism is integrated with the management and interpersonal communication theories. It

was no longer preferred to only concentrate on the task at hand, as in scientific management

theory, or entirely on the employee, as in human relations theory. It was believed that combining

the two would be more successful in reaching both professional and personal objectives. The

emphasis was on how individuals conducted themselves in a professional work atmosphere. The

fundamental tenet of behaviourist theory is that, in order to address organisational issues, care

must be taken to strike a healthy balance between the work at hand and the human element. The

idea saw cooperative systems inside formal organisations as gathering places where individuals

gather to do tasks they are unable to complete on their own.

The strategy placed a strong focus on the need of effectiveness and efficiency for the survival of

a formal organisation. Efficiency is the accomplishment of cooperative or organisational

objectives, while effectiveness is the delight one derives from participation in the group. The

proposal placed a lot of emphasis on the economic justification, which called for motivating

employees to put up their best effort at work. According to the theory, only exceptional

management can aid in the growth of a strong company. According to the philosophy that places

a strong focus on the transfer of power upward, communication must occur from the bottom up

in organisations. The strategy put a lot of emphasis on compliance, which requires managers to

foster a sense of shared purpose and a strong willingness to collaborate. The theory also

43
emphasised the idea of the "Zone of Indifference," where individuals willfully let those in

positions of power to behave. The workers' "zone of indifference," where orders are blindly

followed, has a tremendous impact on the boss's capacity to exert power. The following methods

the behaviourist theory may be used to analyse the present research include: According to the

theory, a balance between the task at hand and the human factor should be found while dealing

with organisational challenges. Managers at educational institutions must take into account both

the institutional goals and the requirements of the staff members individually in order to

maximise productivity. According to this theory, school is a cooperative environment. As a

consequence, in a school setting, supervisors must enlist the assistance of all parties. The concept

highlights how crucial effectiveness and efficiency are to the ongoing success of any formal

organisation. Managers in a school environment must consider both the institution's successes

and the feelings of fulfilment its participants will have as a result of participating in it. The idea

maintains that organisations are communication networks. Supervisors must promote real

connections and open communication among themselves, staff, and students in order to boost

successful supervision in schools. The behaviourist theory is pertinent to this research because

supervisors might utilise the aforementioned relevance to carry out efficient secondary school

supervisory operations.

Review of Empirical Studies

In this study's examination of empirical research, the following variables were used: studies on

supervision, studies on supervisory practises, and studies on school supervisors. As demographic

traits, age, gender, experience, and professional degrees were all taken into account.

Age, gender, experience, and professional background are a few examples of demographic

characteristics that have been the subject of experimental research: In the Nsukka Education

44
Zone in Enugu State, Oboegbulem (2013) conducted study to evaluate the management skills of

female secondary school principals. A descriptive survey research design was employed for the

examination. The study was guided by three research questions and a null hypothesis. By

stratified random selection, 20% of the 517 female and 818 male instructors in the Nsukka

Education Zone were chosen. All secondary schools with female principals were chosen using a

planned selection procedure. The information required for the investigation was gathered using a

15-item questionnaire.

Three experts in educational administration and planning from the Department of Educational

Foundation at the University of Nigeria, Nsukka, approved the instrument. Cronbach's alpha was

used to determine total dependability, and the result was 0.074. The data were analysed using the

mean and the t-test. The results of the research demonstrate that female principals possess the

managerial expertise and experience required for efficient secondary school administration. Both

studies are interested in looking at the administrative abilities of female secondary school

administrators, despite the fact that their goals and methods of data analysis are different from

those of the current study.

Akpan and Eno (2006) conducted study to compare male and female administrators of secondary

schools. An after-the-fact technique was used in the study. The research was built on two

hypotheses. Participating in the poll were all of the secondary school principals in the state of

Akwa-Ibom. The study's sample consisted of 120 principals, equally divided into 60 males and

60 women. The technique of the investigation included random sampling. Questionnaires were

used in the data gathering process. Experts from the University of Uyo's department of

educational administration and planning provided the instrument's face validity. The test's

reliability score according to Kuder Richardson 21 is 0.85. T-test mean comparison analysis was

45
used to analyse the study's results. Utilizing statistics from the f-test and analysis of variance, the

first hypothesis was assessed (ANOVA). The findings indicated that in terms of supervision,

men principals did not considerably outperform their female counterparts. Both studies examine

the supervisory skills of men and women, despite the current study's differing design, sampling

strategy, and data processing methods. The two inquiries are linked as a consequence.

Enamiroro (2001) performed research to determine the variables that influence both effective and

ineffective supervision in schools from the perspective of the instructors. The study used

descriptive statistics as its approach. The study was guided by two research aims and two null

hypotheses. The sample size for the research was 1150 teachers. The stratified and proportionate

sample approach was used. The "Determinants of Effective and Ineffective Supervisions in

Schools Questionnaire" survey was used to collect data (DEISSQ). Experts in educational

administration and policy studies from Delta State University in Abraka, Nigeria studied the

instrument. The study's questions were answered in percentages, and the hypotheses were

examined using the spearman rho and z-test statistics at a significance level of 0.05. The

dependability was 0.78 when employing the split-half reliability test. The main findings

demonstrated that maintaining an orderly, clean school environment, treating kids with respect,

and assigning work by school leaders are all crucial elements of efficient school supervision. The

gender of instructors in Delta State had no impact on their mean perception evaluations of the

aforementioned qualities of effective supervision.

Despite using distinct methodological methods and data analysis techniques, the current study

and Enamiroro's study are comparable since they both focused on the factors that affect effective

supervision. The findings of this study also demonstrate that there are not many variations in

secondary schools between the supervisory practises of male and female administrators.

46
Okpe (2010) examined the impact of demographic factors on the effectiveness of principals in

public secondary schools in South-East Nigeria. The study was guided by four research topics

and five null hypotheses. Ex-post facto research was used in this study. Participating in the

voting were all of the public secondary school principals in the southeast of Nigeria. 298 public

secondary school principals in southeast Nigeria were chosen at random for the study. Data were

gathered using three devices that the researcher created. The instruments' Cronbach alpha rating

of 0.85 suggested that they may be regarded as reliable after investigation. Means, standard

deviation, ANOVA, and multiple regressions were used to analyse the data. The major

conclusions of the study showed that principals' professional backgrounds significantly affected

how successfully they handled their responsibilities. The research and the present one are

connected since they both look at how demographic factors affect supervisory performance, but

they have different designs and approaches to data analysis. Okpe used a different method of

analysis, therefore it is probable that his conclusions do not match those of our inquiry.

Khurshid looked at the relationship between the qualifications of secondary school instructors

and the academic achievement of their pupils (2008). The analysis was conducted using a

method known as descriptive research. Three research questions and three hypotheses served as

the study's guiding principles. The study comprised four female government and private schools

and two male government and private schools from Burewala (Pakistan). Overall, 87 students

and teachers from five different schools responded to the survey. Random sampling was a part of

the investigation's methodology. A questionnaire was used in the data gathering process. Using

the Cronbach alpha approach, the instrument's overall dependability yield was confirmed to be

0.85. Mathematical mean percentages and matrix correlation were used to analyse the data. The

study discovered that professional teachers with a B.Ed and M.Ed degree beat non-professional

instructors with a B.A./B.Sc degree in terms of student performance. Supervisors are included in
47
this group. The previous study examined the connection between teachers' professional

qualifications and their students' academic performance at the secondary school level, in contrast

to the current study, which examined the extent to which supervisory qualifications can predict

effective secondary school supervisory practises. In terms of study design and data analysis, the

research was different from the present research.

Gede and Lawanson (2011) examined the relationship between employee characteristics and job

performance at the Ministry of Education for the Bayelsa State. Gender, age, educational level,

and work experience were among the study's independent factors. A descriptive survey approach

was used for the inquiry. The investigation was built on the basis of four research assumptions.

The study included 221 members of the Bayelsa State Ministry of Education staff. A total of 50

employees were chosen at random from the workforce to act as representative samples.

Respondents were chosen at random from all departments using stratified random sampling.

Data for the study were gathered using a 14-item questionnaire called Employee Characteristics

and Job Performance (ECJP). The Likert five-point scale was used in the creation of the

instrument.

The instrument's test-retest reliability coefficient after validation was 0.79. Frequencies and chi-

square statistical approaches were used to analyse and evaluate the research hypotheses. The

research found a substantial correlation between work effectiveness and employee characteristics

including gender, age, education, and experience. The results showed that a worker's

performance is affected by their gender, age, educational attainment, and work experience.

The findings of Gede and Lawanson's (2011) study, which examined the relationship between

employee traits and work performance, are relevant to this one since they show how elements

like gender, age, educational attainment, and work experience impact an employee's

48
performance. Managers should possess the same traits. This research investigates whether factors

such as age, gender, experience, and professional background may predict effective secondary

school supervision practises, much like the current study; however, the methodology and

technique of data analysis are different. This implies that the conclusions may not be consistent

with those of the current study. In order to determine effective strategies for principals' teaching

supervision in secondary schools and to examine the impacts of gender, school type, and school

location, Asiyai (2011) conducted research. Using a descriptive survey research approach, the

study was conducted. The major themes of the assessment were one research participant and

three hypotheses. The Edo North Senatorial District also randomly selected 480 instructors from

secondary schools in five of the district's nine local government areas, in addition to 50

principals and 36 subject heads from public secondary schools. A questionnaire was used to

collect the information. The instrument was validated and its dependability was confirmed by

experts in educational management using a trial test with an r-value of 0.76 and face validity.

Descriptive statistics like frequency counts and percentages were utilised to address the study's

problems, and the t-test was used to evaluate the hypotheses.

49
 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction

This chapter includes information on the research design, study target population, sample size,

sampling techniques, research instruments, reliability and validity, data collecting procedure,

data analysis, ethical consideration, and study limits.

3.2 Research Design

The research method is a descriptive survey research. The purpose of the research is to evaluate

the impact of instructional supervision on the performance of secondary school teachers in Edo

Central Senatorial Distict, Nigeria.

3.3 population of the study

The population of the study consisted of 601 teachers from 25 secondary schools, both public

and private, in the Edo Central Senatorial District.

3.4 Sample Size

292 instructors were included in the study's sample, including 217 from public schools and 75

from private ones. This figure was calculated using Taro Yamane's sample size approach and

presented in a table using the sample size calculation table developed by Kreycies and Morgan in

1970.

Table 3.1:Showing Population and Sample Size

S/N Category Population Sample size

1 Private 75 63

50
 2 Public 217 141

TOTAL 292 204

N
n=
1 + N ( e )2

Where

n = sample size required

N = number of people in the population and

e = allowable error (%)

There for, the sample size for private schools is computed as:

75
n=
1 + 75 ( 0 .05 )2

75
n=
1 + 75 ( 0.0025 )

75
n=
1 +0.1875

75
n=
1 .1875 = 63 approx.

Therefore, the sample size for private schools is 63 teachers approximately.

Similarly, the sample size for public schools is also computed as:

277
n=
1 + 217 ( 0.05 )2

277
n=
1 + 217 ( 0 .0025 )

277
n=
1 +0 .5425

51
 277
n=
1 .5425 = 179.578

Therefore, the sample size for the public school investigation is 180 teachers approximately.

3.5 Sampling Technique

The number of instructors needed to assess the Impact of Instructional Supervision on the

Performance of Secondary School Teachers in Nigeria's Edo Central Senatorial District was

determined using a simple random sample approach.

3.6.1 Research Instrument

A self-made closed-ended questionnaire on instructors' performance with five questions in a roll

served as the data collecting tool for this study. Ordho (2004) emphasises that a questionnaire

may gather a significant quantity of information in a fair period of time and that it allows for

measurement in favour of or against a certain opinion. The purpose of the structured questions is

to discover the connection between secondary school performance in Edo State and teachers'

instructional supervision. The respondents are expected to reply to these questions using one of

the four options on a four-point Likert scale: Strongly Agree (SA), Agree (A), Disagree (D), and

Strongly Disagree (SD). This instrument was chosen because it is the finest one for obtaining the

pertinent data needed for this research project.

3.7 Reliability of the Research Instrument

Manga (2012) recommends that the researcher provide the questionnaire to professionals in the

area of education to review each item for relevance with relation to the subject matter in order to

assess the validity of an instrument. The questionnaire was divided into relevant and irrelevant
52
categories, and the ratio between those categories was used to compute the questionnaire's

relevance ratings. Next, the researcher generated the Content Validity Index (CVI) using the

following formula:CVI= item rated as strongly agreed and agreed. (3 and 4)

Total number of items

30
= 0 . 83 .3
36 CVI = 83.3%

Therefore, based on the CVI, the total number of rater in the table as 319.

Table 3.2:

Validity of the Determination of Relevant Items Total

Instrument Relevant Items
Rater 1 55 2 110

Rater 2 89 1 89

Rater 3 60 2 120

Total 204 5 319

The acceptable rate that the researcher preferred was 0.7 which resulted from the division of the

corrected questions out of the total questions.

Since, the CVI was 0.83 so the instrument was considered valid. According to Amin (2005), a

CVI of 0.7 and above is considered valid.

3.8 Reliability of the Research Instrument

Thirty respondents who were not the actual study participants were given questionnaires, and

their replies were recorded, in order to assess the validity of the research instrument. Thirty

respondents were given the identical questions again within two weeks, and the results were

recorded. Comparison of the two groups of replies revealed striking similarities between them.
53
As a result, the instrument was regarded as trustworthy. The study's conclusion was that the

questionnaire it utilised was trustworthy.

3.9 Data Collection Technique

All respondents filled out the questionnaire, which asked them to share their thoughts on the

issues and other questions it covered. 204 questionnaires were supplied to the respondents

individually in this regard, and when they were administered again two (2) weeks later, the

findings were almost similar, demonstrating the validity of the test. The responses tables were

utilised to analyse the collected data.

3.10 Data Analysis

In SPSS Version 16.0, descriptive statistics and Pearson's linear correlation coefficient were

utilised to analyse all of the collected data (PLCC). The former was used to assess and evaluate

teachers' performance and supervision of instruction, while the latter was used to determine the

relationship between instructors' instructional supervision and performance.

Mean Range Response Mode Interpretation

4 3.26-4.00 Strongly Agree Very high

3 2.51-3.25 Agree High

2 1.76-2.50 Disagree Low

1 1.00-1.75 Strongly Disagree Very low

The researcher used Pearsons’ Linear Correlation Coefficient (PLCC) to analyze the relationship

between principal instructional supervision and teachers’ performance.

54
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.1 Introduction

The information gathered from the field is presented, examined, and interpreted in this chapter.

Based on the study's goals, data were analysed and interpreted. The data presentations and

analysis of the study results are provided below.

4.2 Respondent Rate

Table 1:The Role of Instructional Supervision in Secondary Schools in Edo State

S/N The iRole iof iInstructional iSupervision iin SA A AP% D SD DP%

iSecondary iSchools iin iEdo iState
1 Instructional imaterial ihelps ito iimprove 42 80 67.8 26 32 32.2
iteaching iand ilearning
2 Instructional imaterial iboosts ithe imorale iof 70 64 74.4 18 28 25.6
iteachers iand ipupils iin iyour ischool
3 Instructional imaterial ienhances ithe iquality 66 72 76.7 18 24 23.3
iof ieducation iwhen iproperly iused
4 Instructional imaterial iis iused ito idecide ithe 73 67 77.8 21 19 22.2
inature iof ithe i icontent iof ithe icurriculum i
5 Instructional imaterial ihelps ito iimprove ithe 48 73 67.2 20 39 32.8
ieffectiveness iof iclassroom imanagement iby
ithe iteacher
6 Instructional imaterial ihelps ito iimprove ithe 65 57 67.2 23 35 32.2
iincompetent iteacher iin iteaching.
7 Instructional imaterial iprovides ia iguard ifor 88 49 76.1 43 0 23.9
iself-direction iduring iteaching
8 There iare iteaching imaterials isuch ias 40 28 37.8 58 54 62.2
icomputers, iphotocopiers, itelevision,
itypewriters ietc iused ias iinstructional
imaterials iin imy ischool
9 Instructional imaterial idetermine iwhether i ia 0 70 38.9 68 42 61.1
55
 iteacher ineeds ifurther itraining
10 Inadequate iinstructional imaterial iis ia 42 108 83.3 30 0 16.7
icommon icharacteristic iof imost ischools
Total iPercent 29.7 37.1 AP%18.0 15.2 DP %
∑ 10
i ii ∑ 10
i ii

66.8 33.2

( A+ SA)
AP% = x 100
180

( D+ SD)
DP%= x 100
180

From the table above, it can be seen that a total of 67.8 percent of respondents agreed with

statement one, while around 74.4 percent agreed with statement two. The statements with the

greatest acceptance rates were 3, 4, and 10, with a combined 76.7, 77.8, and 83 percent. The

table shows that the statement with the lowest acceptability had a percentage of 37.8. According

to the research, 66.8% of respondents overall agreed with the statement, while just 33.2%

disagreed. This means that enhancing student/teacher performance in our secondary schools

depends greatly on the instructional supervision of the schools.

56
Table 2: The Role of Instructional Supervision in Secondary Schools in Edo State

S/N The iRole iof iInstructional iSupervision SA A AP% D SD DP%

iin iSecondary iSchools iin iEdo iState
1 Instructional imaterial ihelps ito iimprove 80 32 62.2 43 25 37.8
iteaching iand ilearning
2 Instructional imaterial iboosts ithe imorale iof 52 50 56.7 78 0 43.3
iteachers iand ipupils iin iyour ischool
3 Instructional imaterial ienhances ithe iquality 89 46 75.0 33 12 25.0
iof ieducation iwhen iproperly iused
4 Instructional imaterial iis iused ito idecide 51 45 53.3 49 35 46.7
ithe inature iof icontent iof ithe icurriculum i
5 Instructional imaterial ihelps ito iimprove ithe 68 53 67.2 45 14 32.8
ieffectiveness iof iclassroom imanagement
iby ithe iteacher
6 Instructional imaterial ihelps ito iimprove ithe 54 35 49.4 48 43 50.6
iincompetent iteacher iin iteaching.
7 Instructional imaterial iprovides ia iguard ifor 61 42 57.8 42 35 42.8
iself-direction iduring iteaching
8 There iare iteaching imaterials isuch ias 38 12 27.8 84 46 72.2
icomputers, iphotocopiers, itelevision,
itypewriters ietc iused ias iinstructional
imaterials iin imy ischool
9 Instructional imaterial idetermines iwhether i 40 45 47.2 39 56 52.8
ia iteacher ineeds ifurther itraining
10 Inadequate iinstructional imaterial iis ia 60 64 68.9 43 13 31.1
icommon icharacteristic iof imost ischools
Total 32.9 23.6 AP% 27.8 15.7 DP %
∑ 10
∑ 10
i65.5 i43.5
% %

57
As seen in the table above, out of a total of 100, 43.5 percent disagreed and 65.5 percent agreed.

A total of 56.7 percent agreed with statement two, while just 44.3 percent did not. Similar results

were found for statement 3, where 75.5 percent overall agreed and just 25.5 percent disagreed. In

addition, a total of 27.8 percent agreed with statement eight while 72.2 percent disagreed, and a

total of 47.2 percent agreed with statement nine while 52.8 percent disagreed. Overall, 75.5

percent of respondents agreed with the statement, while just 25.5 percent disapproved. Therefore,

the effectiveness of instructors in contemporary secondary schools is influenced by instructional

supervision.

58
Table 3: Improving Supervision (Percentage Acceptance on Question Bases)

S/N Strategies ifor iImproving iSupervision iin SA A AP D SD DP%

iour iSecondary iSchools %
1 Government ishould iprovide iadequate
55 67 67.8 23 35 32.2
ifunding ifor ischools
2 Training iprogramme ishould ibe iintroduced
59 56 63.9 29 36 36.1
i ifor isupervisors iin ischools
3 Supervisors iwith ihigher ieducational
63 41 57.8 33 42 41.7
iqualification ishould ibe iinvolved
4 Provision iof iresources iand imaterials ifor
72 45 65.0 43 20 35.0
ilearning
5 A istandard iguideline/template ishould ibe
81 42 68.3 34 23 31.7
iused.
6 Provide iproper imotivation ifor iteachers 70 45 63.9 25 40 36.1
7 There ishould ibe iconstant ifollow iup iof
79 55 74.4 27 19 25.6
isupervisors iin ischools
8 Investigation iof iobservations imade iduring
82 60 78.9 24 14 21.1
isupervision ishould ibe imade iknown
9 Reduce ifrequent ichange iof isupervisors
92 48 77.8 14 26 22.2
iby iprincipals
10 Implementation iof irecommendations imade
69 85 85.6 12 14 14.4
iby isupervisors
Total iPercent AP% DP %
∑ 10 14.7 14.9
∑ 10
40.1 30.2
i70.3 i29.6

According to the aforementioned table, 63.7 percent and 67.8 percent, respectively, of the

respondents to the items agreed with statement one. The greatest acceptance rates were for

statements 8, 9, and 10, with 78.9, 77.8, and 85.6 respectively. The chart showed that the

statement with the lowest acceptability had a percentage of 57.8. This suggests that there is a

59
connection between better monitoring and the effectiveness of the instructors in our secondary

schools.

Table 4: Improving Supervision (Percentage Acceptance and Disagreement)

S/N Strategies for Improving Supervision in our SA A AP% D SD DP%

Secondary Schools
1 Government should provide adequate funding for
44 58 56.7 38 40 43.3
schools
2 Training programmes should be introduced for
41 61 56.7 46 34 44.4
supervisors in schools
3 Supervisors with higher educational
64 38 56.7 33 45 43.3
qualifications should be involved
4 Provision of resources and materials for learning 59 49 60.0 48 24 40.0
5 A standard guideline/template should be used. 80 43 68.3 34 23 31.7
6 Provide proper motivation for teachers 50 38 48.9 42 46 48.9
7 There should be constant follow-up of
82 54 75.6 25 19 24.4
supervisors in schools
8 Investigation of observations made during
66 60 70.0 34 20 30.0
supervision should be made known
9 Reduce frequent change of supervisors by
82 48 72.2 24 26 27.8
principals
10 Implementation of recommendations made by
64 65 71.7 32 19 28.3
supervisors
Total AP% DP %
35.1 28.6
∑ 10 19.8 16.4
∑ 10
63.7 36.2

According to the aforementioned data, out of a total acceptance of 100 percent, 63.7 percent agreed and 36.2

percent opposed. However, a total of 75.6 percent agreed and a total of 24.4 percent disagreed with

statement seven. Statement nine came next, with a total of 72.2 percent agreement and 27.8 percent

60
disagreement. As a result, in our secondary schools, there is a connection between instructional oversight

and teacher performance.

Table 5: Challenges of Instructional Supervision and Teachers’ Performance (Total

Percentages on Question Bases)

Challenges iof iInstructional iSupervisors ion SA A D SD Total %

iTeachers’ iPerformance
Teachers icomplete ischemes iof iwork ibefore ithe
49 36 47.2 53 42 52.8
ifirst iday iof ithe iterm
Teachers ifollow ithe icurriculum ito iprepare itheir
47 44 50.6 73 16 49.4
iweekly ischeme iof iwork
Teachers iprepare ilesson iplans iand ilesson inotes
72 41 62.8 39 28 37.2
ibefore iconducting ithe ilessons
Teachers ialways icome iwith ilesson iplans ito iclass 69 37 58.9 44 30 41.1
Teacher-student irelations iimprove iteacher’s
80 44 68.9 31 25 31.1
iperformance
Teacher ilesson ipreparations ihelp iin isuccessful
69 42 61.7 34 35 38.3
ilesson i
Teachers iconstantly ifill iin iweekly idairy 78 52 72.2 28 22 27.8
Teachers iare ipunctual iand iwait itill iclosing
93 34 70.6 35 18 29.4
ihours. i
Teachers igo ifor ifurther itraining ito iimprove itheir
50 46 53.3 42 42 46.7
iteaching iand ilearning. i
Teacher iattends iPTA imeetings ito idiscuss imatters
67 43 61.1 47 23 38.9
iaffecting ithe ischool iand iStudents. i
Teachers iregularly iattend itheir ilessons i 59 30 49.4 45 46 50.6
Teachers imaintain ia irecord iof icovered iwork. i 56 42 54.4 45 37 45.6
Teachers icreate ia ifriendly ilearning ienvironment. i 32 21 29.4 73 54 70.6
Teachers iparticipate iin istaff imeetings. i 44 41 47.2 46 49 52.8

61
 There iis iguidance iand icounselling iof istudents
58 53 61.7 47 22 38.3
iby iteachers.
Total iPercent AP% DP %
∑ 10 25.3
∑ 10
34.2 22.4 18.1
i56.6 i43.4

According to the data in the table above, 47.2 percent of respondents overall agreed with

statement 1 and 50.6 percent agreed with statement 2. The percentages of acceptance for

statements 7, 8, and 5 were the highest, coming up at 72.2, 70.6, and 68.9, respectively. The table

showed that the statement with the lowest acceptability had a percentage of 29.4. This suggests a

connection between the difficulties with instructional monitoring and the effectiveness of

instructors in our secondary schools.

62
Table 6: Percentage Acceptance and Disagreement

Challenges of Instructional Supervisors on SA A % D SD %

Teachers’ Performance
Teachers complete schemes of work before the first
71 32 57.2 47 30 42.8
day of the term
Teachers follow the curriculum to prepare their
60 41 56.1 50 29 43.9
weekly scheme of work
Teachers prepare lesson plans and lesson notes
85 39 68.9 38 18 31.1
before conducting the lessons
Teachers always come with lesson plans to class 89 45 74.4 27 19 25.6
Teacher-student relations improve teacher’s
80 44 68.9 31 25 31.1
performance
Teacher lesson preparations help in successful lesson 74 42 64.4 34 30 35.6
Teachers constantly fill in weekly dairy. 82 57 77.2 24 17 22.8
Teachers are punctual and wait till closing hours. 90 43 73.9 29 18 26.1
Teachers go for further training to improve their
78 34 62.2 38 30 37.8
teaching and learning.
Teacher attends PTA meetings to discuss matters
81 38 66.1 40 21 33.9
affecting the school and Students.
Teachers regularly attend their lessons 85 40 69.4 32 23 30.6
Teachers maintain a record of covered work. 98 52 83.3 16 14 16.7
Teachers create a friendly learning environment. 67 43 61.1 38 32 38.9
Teachers participate in staff meetings. 77 46 68.3 33 24 31.7
There is guidance and counselling of students by
75 54 71.7 33 18 28.3
teachers.
Total AP% DP %
44.1 24.1
∑ 10 18.9 12.9
∑ 10
68.2 31.8

In a similar vein, out of a total of 100% approval, as shown in the table above, a total of 68.2%

agreed while 31.8% disagreed. A total of 57.2 percent agreed with statement one, while just 42.8

percent disapproved. The same is true with statement two, where a total of 56.1 percent agree

63
with it, while just 43.9 percent do not. In addition, 68.9% of respondents agreed with statement

three, while 31.1% disagreed. Overall, 83.3 percent of respondents agreed with the statement,

while just 16.7 percent disagreed.

This suggests that the claim about how instructional supervision affects secondary school

teachers' performance in the Edo Central Senatorial District is widely accepted and so

acceptable. Thus, at secondary schools in Nigeria's Edo Central Senatorial District, there is a

significant correlation between instructional supervision and instructors' performance.

64
Table 8: Pearson’s Linear Correlation Coefficient (r) Calculation

x y x−x y− y (x−x )( y− y ) 2 2
(x−x ) ( y− y)
14 42 -2.2 -16.67 36.67 4.84 277.78
17 48 0.8 -10.67 -8.53 0.64 113.78
18 61 1.8 2.33 4.20 3.24 5.44
13 92 -3.2 33.33 -106.67 10.24 1111.11
17 42 0.8 -16.67 -13.33 0.64 277.78
18 48 1.8 -10.67 -19.20 3.24 113.78
16 61 -0.2 2.33 -0.47 0.04 5.44
17 92 0.8 33.33 26.67 0.64 1111.11
13 42 -3.2 -16.67 53.33 10.24 277.78
16 48 -0.2 -10.67 2.13 0.04 113.78
14 61 -2.2 2.33 -5.13 4.84 5.44
21 92 4.8 33.33 160.00 23.04 1111.11
20 42 3.8 -16.67 -63.33 14.44 277.78
9 48 -7.2 -10.67 76.80 51.84 113.78
20 61 3.8 2.33 8.87 14.44 5.44
243 880 152 142.4 4921.333

We calculate the Pearson's Linear Correlation Coefficient (r) value for teachers' performance in

the relevant Local Senatorial District in Edo State Public and Private schools using the

aforementioned information. The following is the statistics formula for the Pearson's Linear

Correlation Coefficient (r):

r = Pearson's Linear Correlation in this case. Coefficient x = Observed Frequency y = Sum of all

scores Symbol x Denotes mean of x data, whereas symbol y Means mean of y data.

r=
∑ (x i−x )( y i− y )
√ ∑ ( xi −x)2 ∑ ( y i− y)2
152
r=
√ 142.4 x 4921.3
r =¿0.1701

65
The researcher calculated Pearson's Linear Link Coefficient (r) at secondary schools in the Edo

Central Senatorial District, and the resulting value revealed a positive link between instructional

supervision and teachers' performance. According to the preceding data, the calculated Pearson's

Linear Correlation Coefficient (r) is thus equal to 0.1701. Thus, we infer that at secondary

schools in the Edo Central Senatorial District, instructional supervision and teacher performance

are highly correlated.

66
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

In Nigeria's Edo Central Senatorial District, the study examined how instructional supervision

affects secondary school teachers' performance. The project work was specifically used in

Nigeria's Edo Central Senatorial District to identify the challenges faced by head teachers in the

classroom, as well as the use of instructional materials and monitoring of schools.

The researcher researched relevant publications on instructional supervision and generated

applicable questions as part of the study's objectives. The effects of principal supervision on

teachers' performance were examined in this regard in relation to the history of instructional

supervision in Nigeria, internal supervision, the goal of internal supervision, supervision of

instruction, classroom management, planning for better instruction, using contemporary teaching

methods, planning and implementation, and classroom management.

The survey included 63 private schools and 180 public ones. A survey on the impacts of

instructional monitoring in secondary schools was created in the Edo Central Senatorial District.

A brief biography of the instructor was presented in part "A," and 30 essential questions on the

course materials and supervision were presented in section "B." To evaluate the information

gathered, simple percentage computations were utilised. The results were presented in tables of

percentages.

5.2 Conclusion

The following conclusions are drawn from the study's findings:

I Monitoring of teaching has a favourable influence on instructors' efficacy. This demonstrates

how administrators may efficiently oversee instruction by monitoring teachers' attendance and

assuring their professional growth on a regular basis. As a consequence, a principal's ability to

67
supervise a classroom effectively is crucial for enhancing the teacher's performance. The

principal visits the classrooms to go over the students' notebooks, ensure that all the subject is

covered, and provide suggestions for improvement. The administrator should go over students'

notebooks to evaluate what topics have been thoroughly covered and support instructors with

their classes in order to better manage education. The curriculum, lesson plans, and lesson notes

are under the control of the secondary school principals in the Edo Central Senatorial District.

ii) Regular monitoring of teachers' attendance in class, the creation of lesson plans, and the

taking of lesson notes should all be done in order to enhance teachers' performance.

iii) The results show a relationship between teachers' performance in secondary schools in the

Edo Central Senatorial District and principal-provided instructional monitoring.

iv) The research suggests that teachers' performance should be improved when they are being

monitored carrying out their instructional duties by principals and the Inspectorate Division of

the Ministry of Education.

5.3 Recommendations

Based on the findings and recommendations of the study, the following recommendations were

made to improve instructional supervision for the achievement of educational goals and

objectives in secondary schools in the Edo Central Senatorial District.

i. To provide secondary schools in the Edo Central Senatorial District with the necessary

instructional resources and facilities, school principals should work with neighbourhood

organisations, kind donors, non-governmental organisations (NGOs), parents' and teachers'

associations, old students' associations, and other development partners.

ii. Government and professional organisations in the education sector should regularly hold

capacity development workshops, seminars, and conferences to enhance secondary school

teachers' performance in terms of how to prepare their scheme of work, lesson plan, and lesson

68
notes. It is crucial to consider various teaching strategies that might help secondary schools

improve student learning and teacher effectiveness.

iii. The objectives of principals' instructional supervision and the connection to teachers'

performance should get special attention from both principals and the Zonal Inspectorate

Division of Edo Central. The principals, who act as the administrators of the schools, should

continuously be aware of the difficulties that instructors have and assist in providing solutions in

order for both sides to feel as if they are working toward the same objectives and exchanging

ideas.

5.4 Recommendations for Further Research

Future scholars and researchers are recommended to pursue the following areas of study:

1. The efficiency of educators and administrators throughout all senatorial districts in Nigeria

and Edo State.

2. The effects of principals' instructional supervision and teachers' effectiveness in secondary

government schools in various parts of Nigeria.

69
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 APPENDIX

Department of Educational Foundations and Management,

Faculty of Education,
National iOpen iUniversity iof iNigeria i(NOUN), i
Fugar iStudy iCentre.
March i19, i2022.

Dear iSir i/Madam, i

TEACHERS’ JOB PERFORMANCE QUESTIONNAIRE

I iam ia iPost iGraduate istudent iof ithe iNational iOpen iUniversity iof iNigeria i(NOUN),
iFugar iStudy iCentre iand icurrently iundertaking ia iresearch ion ithe itopic: iThe iImpact iof
iInstructional iSupervision ion iThe iPerformance iof iSecondary iSchool iTeachers iin iEdo
iCentral iSenatorial iDistrict.

Please, ifind iattached iquestionnaire idesigned ito igather irelevant idata ifor ithis istudy. i
iKindly igive icorrect iresponses ito ithe iitems ioverleaf iso ias ito iget ivalid iand ireliable
iinformation ito imeet ithe itime iaim iof ithis istudy. i iBe ireminded ithat iinformation isought
iis ipurely ifor iresearch ipurpose iand iwill ibe itreated iconfidentially. i iTherefore, iyour
icooperation iis ihighly isolicited.

Thank iyou.

IYALOMHE iSARAH iIYOEFO

Researcher

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 SECTION A

SECTION iA: iDemographic i i

Name iof iSchool: i…………………………………………………………………………

Name iof iTeacher: i……………………………………………………………………….

Subject iTaught: i…………………………………………………………………………

Gender: iMale i[ i] iFemale i[ i] i

SECTION B

Please irank ieach iof ithe iitems ior istatement ias iit iapplies ito iyou iby iticking i(√) iwhere
iappropriate.

Roles iof iInstructional iSupervision iin iSecondary iSchools iin iEdo iCentral iSenatorial
iDistrict
S/N ITEMS SA A D SD

1 Instructional imaterial ihelp ito iimprove iteaching iand ilearning

2 Instructional imaterial iboost ithe imorale iof iteachers iand

ipupils iin iyour ischool
3 Instructional imaterial ienhance ithe iquality iof ieducation iwhen
iproperly iused
4 Instructional imaterial iis iused ito idecide ithe inature iof
icontent iof icurriculum i
5 Instructional imaterial ihelp ito ieffect ithe ieffectiveness iof
iclass iroom imanagement iby ithe iteacher
6 Instructional imaterial ihelps ito iimprove ithe iincompetent
iteacher iin iteaching.
7 Instructional imaterial iprovides ia iguard ifor iself-direction
iduring iteaching
8 There iare iteaching imaterial isuch ias icomputers, iphotocopiers,
itelevision, itypewriters ietc iused ias iinstructional imaterials iin
imy ischool
9 Instructional imaterial idetermine iwhether i ia iteacher ineeds
ifurther itraining
10 Inadequate iinstructional imaterial iare ia icommon
icharacteristics iof imost ischools

75
Challenges iof iInstructional iSupervisors ion iTeachers’ iPerformance
S/N ITEMS SA A D SD

1 Teachers icomplete ischemes iof iwork ibefore ithe ifirst iday iof
ithe iterm
2 Teachers ifollow ithe icurriculum ito iprepare itheir iweekly
ischeme iof iwork
3 Teachers iprepare ilesson iplans iand ilesson inotes ibefore
iconducting ithe ilessons
4 Teachers ialways icome iwith ilesson iplans ito iclass

5 Teacher-student irelations iimprove iteacher’s iperformance

6 Teacher ilesson ipreparations ihelp iin isuccessful ilesson i

7 Teachers iconstantly ifill iin iweekly idairy

8 Teachers iare ipunctual iand iwait itill iclosing ihours. i

9 Teachers igo ifor ifurther itraining ito iimprove itheir iteaching

iand ilearning. i
10 Teacher iattends iPTA imeetings ito idiscuss imatters iaffecting
ithe ischool iand iStudents. i
11 Teachers iregularly iattend itheir ilessons i

12 Teachers imaintain ia irecord iof icovered iwork. i

13 Teachers icreate ia ifriendly ilearning ienvironment. i

14 Teachers iparticipate iin istaff imeetings. i

15 There iis iguidance iand icounselling iof istudents iby iteachers.

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Strategies iof iImproving iSupervision iin iour iSecondary iSchools

S/N ITEMS SA A D SD

1 Government ishould iprovide iadequate ifunding ifor ischools

2 A itraining iprogramme ishould ibe iintroduced i ifor isupervisors
iin ischools
3 Supervisors iwith ihigher ieducational iqualifications ishould ibe
iinvolved
4 Provision iof iresources iand imaterials ifor ilearning
5 A istandard iguideline/template ishould ibe iused.
6 Provide iproper imotivation ifor iteachers
7 There ishould ibe iconstant ifollow-up iof isupervisors iin
ischools
8 Investigation iof iobservations imade iduring isupervision ishould
ibe imade iknown
9 Reduce ifrequent ichange iof isupervisors iby iprincipals
10 Implementation iof irecommendations imade iby isupervisors

77