CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Supervision has long been regarded as an essential part of school administration. It is a concept
that is common to all professions and occupations. It also plays a crucial role in the school
system. The supervisory skills employed by principals have far reaching implications for
teachers’ job performance. Observations have shown that in secondary schools today, most
especially in Jema’a Local Government Area of Kaduna State, many principals are not paying
adequate attention to supervision as they ought to. Some principals are more concerned with
their administrative duties such as attending meetings, attending tomails, receiving visitors
among others while their professional responsibility is being neglected. Many of the school
principals are inexperienced in supervision and this affects teaching. Many teachers from
observation hardly write lesson notes or lesson plan. Many play truancy from schools and all
these problems stemmed out because principals do not adequately supervise their teachers as
expected, hence a dwindling job performance on the part of the teachers. The supervisory skills
of school administrators go a long way in influencing the productivity of his or her subordinate.
The importance of school principal in school management cannot be over emphasized. School
principal is in a sensitive position to promote school improvement and school principal is the
closest supervisor to both the teachers and the students with effective use of administrators’
supervisory skills. Administrators’ supervisory skills to both the teachers and the students and its
relationship to teachers' attitude to work was also exemplified in the work of Adepoju (2018).
Adepoju (2018) had proposed that just as performance should be goal oriented, so should
supervision and evaluation. Adepoju (2018) further argued that the goal of the supervision and
evaluation is to enhance quality control and efficiency of the system. Aderounmu and Aina
(2016) further buttressed the above view by stressing that for any successful supervision, the
chief executive should be able to possess those qualities of leadership that enable him to handle a
group democratically, to get them to cooperate and coordinate their works and to help each
worker to develop the finest type of creative task. Administrators’ supervisory skills refer to the
activities carried out by a principal while performing his/her duty, such as ensuring that lesson
notes are well written, teachers are punctual at work, school facilities are in good condition to
mention just a few.

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The quality of educational administrators, teachers, and learners in any nation determines the
quality of its citizenry. Through education, skills are acquired and this enables a country to
develop. To be able to effectively provide education, there is need to ensure that educational
system is reliable. Among the different personnel working for improved quality of education are
school supervisors. The kind of relationship that can best support the supervisory role in the
school is often difficult to develop and maintain. The reason for this is pinned to the diversity of
human behaviour in the organization setting (Zinth, 2010). Efficient and effective utilization of
the limited resources is therefore a prerequisite to the maintenance of standards and achievement
of goals. Instructional supervision as a functional domain in school administration needs some of
these scarce resources in order for it to discharge its responsibilities toward goal attainment
(Onwuakpa, 2010). Olagboye (2014) defined administrators’ supervisory skills as the art of
being in charge of a group of teachers and as well responsible for ensuring that they do their
teaching job properly. Administrators’ supervisory skills are processes that are common to all
professions and occupations. According to Olagboye (2014), administrators’ supervisory skills
are the practice of monitoring the performance of school staff, using befitting and amicable
techniques to ameliorate identified flaws among staff thereby improving on their performance
and increasing the standard of school. Teachers' job performance is the totality of the input of
teacher which includes his/her administrative skill, leadership role, communication, adequate
instructional competence and how classroom management is being carried out. The principal has
a challenging task of supervising the teachers and the students adequately and his aim is to
improve the performance of his staff and the personal performance of individual members.
According to Okeniyi (2015), teachers’ job performance is a function of ordinate or superior
behavior and this is usually affected by the way and manner subordinate perceive the behaviour
of his superior regardless of the superior actual intended behaviour. The authoritarian
supervisory skills of school administrators which tend to reduce workers satisfaction and
productivity, and the democratic supervisory technique which emphasizes group dynamic and
improves productivity. Therefore, any of these skills employed by a leader will determine his or
her supervisory effectiveness.
Work that human organization requires leadership and effective supervision and it calls for
building morale and co-operation, using sound techniques, basing decisions on a sound
knowledge of human nature and developing the ability and willingness to delegate (Allis, 1990).

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Therefore, the study examined administrators’ supervisory skills and teachers’ job performance
in public senior secondary schools in Jema’a Local Government Area of Kaduna State.
1.2 Statement of the Problem
Many of the principals of senior secondary schools in Ilorin Metropolis are not paying adequate
attention to supervision as they ought to. Many of them are more engrossed in their
administrative duties, rather than professional responsibility. Thus, teachers are not committed to
teaching and in turn possess a negative impact on the teachers’ job performance as well as the
academic performance of the students. One of the problems that hinders supervision is that much
of the administrators’ time is wasted on keeping records, filling in forms, submitting returns and
plans for the benefit of school management. This makes the administrators’ supervision
inefficient of time to do the real supervisory work. The behaviour of teachers and students
towards the teaching and learning process in schools nowadays makes one reconsider what has
been the state of supervision in the schools in the country. The opinion of the public seems to
indicate that the teachers’ job performance in schools leaves much to be desired and these lapses
are often blamed on absence of effective supervision. Even though other factors might contribute
to the poor performance of teachers, ineffective administrators’ supervisory skill plays a key
role. On the other hand, among the factors influencing poor administrators’ supervisory skills is
lack of relevant training programmes for principals, scarcity of experienced supervisors in
school-based supervision activities, lack of supervision manuals in schools and shortage of
allocated budget for supervisory activities.
Many researchers have worked on administrators’ supervisory skills such as Ebirim (2012)
conducted a study on the extent of supervision of instruction in Federal Government College
(FGC) in Imo State and Enugu State. Kolawole (2012) carried out a comparative study of
instructional supervision roles in secondary school principals and inspectors of the Ministry of
Education in Lagos State and Nkwoh (2011) carried out a study on analysis of administrative
supervisory roles of principals in private secondary schools in Aba Education Zone of Abia
State.
These previous studies have further justified the existence of carrying out a study on this present
study. The present study therefore sought to investigate administrators’ supervisory skills and
teachers’ job performance in public senior secondary schools in Jema’a Local Government,
Kaduna State. as the missing gap filled from the previous studies.

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1.3 OBJECTIVES OF THE STUDY
The main purpose of this study was to examine administrators’ supervisory skills and teachers’
job performance in public senior secondary schools in Jema’a Local Government, Kaduna State.
Other purposes were to:
i. Examine administrators’ supervisory skills in public senior secondary schools in Jema’a
Local Government, Kaduna State.;
ii. Determine the factors competing with supervisory skills of administrators in Jema’a
Local Government
iii. Investigate the strategies for improving supervisory skills in public senior secondary
schools in Jema’a Local Government, Kaduna State.
iv. Investigate if Administrators’ supervisory skills influence teachers’ ability to discipline
student
1.4 RESEARCH QUESTIONS
Four research questions were raised to guide the conduct of this study
i. What are the administrators’ supervisory skills in public senior secondary schools in
Jema’a Local Government, Kaduna State?
ii. What are the factors competing with supervisory skills of administrators in public senior
secondary schools in Jema’a Local Government, Kaduna State?
iii. What are strategies for improving supervisory skills in public senior secondary schools in
Jema’a Local Government, Kaduna State?
iv. How does Administrators’ supervisory skill influence teachers’ ability to discipline
students?
1.5 RESEARCH HYPOTHESIS
Ho: There is no significant relationship between administrators’ supervisory skills and teachers’
job performance in public senior secondary schools in Jema’a Local Government, Kaduna State.
Ho1: There is no significant relationship between administrators’ financial supervisory skill and
teachers’ job performance in public senior secondary schools in Jema’a Local Government,
Kaduna State.

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Ho2: There is no significant relationship between administrators’ physical facilities supervisory
skill and teachers’ job performance in public senior secondary schools in Jema’a Local
Government, Kaduna State.
Ho3: There is no significant relationship between administrators’ instructional supervisory skill
and teachers’ job performance in public senior secondary schools in Jema’a Local Government,
Kaduna State.
Ho4: There is no significant relationship between administrators’ interpersonal relationship skill
and teachers’ job performance in public senior secondary schools in Jema’a Local Government,
Kaduna State.

1.6 Significance of the Study

The benefit of this study cannot be underemphasized. Therefore, this study shall be
beneficial to the following educational stakeholders: administrators, teachers, students and future
researchers.

The administrators who are at the center of this research will benefit from it in such a
way that they will come to know other supervisory skills which they are neglecting, they will as
well understand the importance of these supervisory skills on the job performance of teachers.
Therefore, they will employ all the supervisory skills in order to enhance job performance of
teachers in secondary schools.

To the teachers, they will benefit from this study as the supervisory skills used by
principals will bring out the best in them in terms of their job performance. They will further
understand that the adoption of administrative supervisory skills is not to victimize, harass or
make them uncomfortable, but to keep them on their toes.

Students will get the best from their teachers, hence academic performance of students,
especially in public schools will be boosted.

Finally, the study, when completed, will be of benefit to future researchers as it will serve
as reference materials for those who wish to carry out further research in this area.

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1.7. Scope and Delimitation of the Study

The present study covers evaluation of administrator’s supervisory skills on teacher’s job
performance in secondary schools. The study is restricted to selected secondary schools in
Jema’a Local Government Area of Kaduna State. Despite the fact that the study is limited to the
selected schools and local government area, its findings will be applicable to other schools,
towns and the country at large.

1.8. Operational Definition of Terms

The following terms are defined for a better understanding of the topic:

School Administrator: He/She is the head of a secondary school, entrusted with the overall
supervision of the school; he/she is responsible for teachers’ professional development.

Professional development: It is a holistic process of equipping teachers with competence, skills,

knowledge and right attitude that will lead to work efficiency.

Role: This refers to the administrative and managerial responsibilities that the principal has
towards the growth of his/her teachers.

Secondary school: Educational institution that operates to provide formal instruction to young
people within six years’ duration in the context of Nigeria.

Administrative Supervisory Skills: It refers to activities which the school principals carry out
towards their teachers to offer specialized help and support in order to make teachers more
effective in improving teaching and learning situation.

Teacher: A person who educates and manages all associated teaching activities in secondary
schools; and who is under direct supervision of the school principal.

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 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction

2.1 Conceptual Review

2.2.1 Concept of Administrators’ Supervisory Skills
Administrators’ supervisory skills are the ability of the principals to monitor and harmonize
activities in the schools to enhance effective teaching and learning. This involves checking
records to ensure that things are working according to plan, going round the classrooms to know
if teachers are teaching their subjects accordingly, inspecting the school compound to see that
things are in order and ensuring both staff and students are on the right track among others. In
every organization, it is the superior officer who directs and monitors what the subordinate does
to ensure that a set standard is obtained. Educational system has a set of goals that should be
achieved. It becomes necessary for the principals to supervise, observe, and monitor what the
teachers and students are doing to ensure the achievement of set goals and standards (Oleforo,
2014). The place of the supervisory skill of the administrators in the smooth running of the
schools can therefore enhance students’ academic performance.
Supervisory skills are generally acceptable means of enhancing improvement of instruction. It
helps in creating a more conducive relationship between the leader (principal) and his
subordinates (teachers) and also provides evidence upon which good assessment can be
achieved. It also helps the new teacher to understand the purpose of establishing the school.
Supervision is concerned with the total teaching and learning process. Supervision is the practice
of monitoring the performance of school staff for further improvement on their job, thereby
increasing the standard of schools and achieving educational achievement of students (Nkem,
2011). Adepoju (2018) pointed out that supervisory skill is an interaction between at least two
persons for the improvement of an activity. It is the process of bringing about improvement in
instruction by working with people who are with students. It has also been described as a process

7
of stimulating growth and a means of helping teacher to help them. Administrators’ supervisory
skill is therefore a vital process and a combination of activities, which is concerned with the
teaching and improvement of teaching and learning environment in order to promote effective
teacher performance and learning in the school system. Supervision is also a constant and
continuous process of personal guidance based on frequent visits to a school to give concrete and
constructive advice and encouragement to teachers in order to improve the teaching and learning
situation in the school. On such visits, attention is paid to certain aspects of the school (Adeniyi,
2015).
These are: to know the performance of the teacher recruited to teach in the school system; to
determine whether a teacher should be transferred, promoted, retained or dismissed; to improve
the incompetent teachers; to discover special abilities or qualities possessed by teachers in the
schools; to provide a guide or staff development, to know the effectiveness of classroom
management by the teacher; to know the directions of the school; and to assess the ‘tone’ of the
school and identify some of its most urgent needs. A school administrator otherwise known as
the principal is the person saddled with the task of overseeing what goes on in the school. It is
because of the administrative role of the principal that the National Policy on Education (FRN,
2013) specifies that principals will work towards humanizing the excellence of secondary
education by giving support to measures that will ensure effective administration. Principals are
therefore required to put in their best in performing their duties as administrators of schools.
Ezeocha (2010) viewed administrators as involved in the planning and organization of activities
and resources, aimed at the goals of an organization. As pronounced by Ezeocha, these activities
include planning, organization, coordination and control of human and material resources
towards attainment of pre- determined goals. School administrators need to offer highly valued
insights into their daily styles that foster an environment, which is supportive of high teacher’s
performance. These roles are categorized in developing personnel and facilitating responsible
leadership, responsible delegation and empowering team, recognizing ultimate accountability,
communicating, facilitating instruction and managing change. This is because according to Ozigi
in Ezeocha (2015), the school works revolve around the administrative and the school reputation
depends on him. He can make or mar the school; the school projects his own image”. The
administrative role of the principal includes the use of monetary and material possessions
coupled with human resources to accomplish the purpose of establishing school system.

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2.2.2 Concept of Teachers’ Job Performance
Job performance can be seen as execution, conduct, compliance or conformity with stated
decisions or directives issued by a super-ordinate or demanded by a job. This shows that
performance of any job must be according to the pattern set performing such tasks (Casting,
2016). Ajilabi (2000) opined that teacher job performance is a judicious devotion and dedication
to the achievement of standard within and outside the school setting. Chandrasekar (2011)
discovered that workplace environment impacts on teachers’ job performance positively and
negatively and if the environment is tense the teachers get demotivated and their performance is
also affected. Therefore, poorly designed work patterns, unsuitable authorities, lack of
appreciation and lack of personal decision making have a great adverse effect on teacher job
performance. According to Cambell (2015), teacher job performance can be seen as an
individual level variable or something a single person does. Therefore, an employee’s
performance is determined during job performance interviews. Cambell (2015) purposed factor
model of performance based on factor analytic research that attempts to capture dimension of job
performance existent across all jobs.

2.2.3 Administrators' Supervisory Skills in Public Senior Secondary Schools

Administrators' supervisory skills in public senior secondary schools in Jema'a Local
Government, Kaduna State refer to the abilities and competencies that school administrators
(principals, vice-principals, and departmental heads) possess to oversee, guide, and evaluate the
performance of teachers in their schools.
2.2.4 What to Supervise
Effective intra-school supervision is based on identifying certain criteria areas that if well
supervised, would help improve the quality of Secondary school education in Nigeria. Afolabi
and Loto (2008) identified the areas supervisors pay much attention, they include:
i. The Nature of Lesson Plan
The lesson plan is a reflection of the level of preparedness as well as the effort the teacher made
in gathering information for the lesson. So a poorly written lesson plan not only indicates the
quality of the teacher, but also the level of commitment to his primary task of teaching. The
school head (principal) must critically examine the following items of the lesson plan:
a) The clarity and appropriateness of the learner behavioural objectives

9
b) The relevance and adequacy of the lesson notes,
c) Selection of appropriate teaching aids,
d) Selection of appropriate evaluation techniques to determine the extent of realizing the
objective effectively.

ii. Lesson Presentation

Teaching is said to be effective if the desired objectives are achieved. The school principal is
required to carefully pay attention to the following areas:
a) The introduction of the lesson and the teacher’s ability to maintain students’ attention
throughout the duration of the lesson,
b) The teacher’s voice quality, speech, clarity of expression, intelligibility and appropriateness of
language, effective use of learning materials such as audio-visual aids and chalkboard, etc.,
c) Teacher’s knowledge of the subject matter in terms of structure and sequence,
d) Use of classroom management techniques including skills in affecting student’s participation
in class activities.
iii. Reference Materials
The use of appropriate reference materials such as textbooks, scheme of work and syllabus
cannot be overlooked. The principals must look into the following:
a) The duration of an item or topic.
b) The relevance and logicality of the materials used,
c) The sequence of presentation of contents, etc.,
d) Use of current as opposed to obsolete materials.
iv. The Relationship between Teacher and Student
Without doubt, a harmonious interpersonal relationship between teachers and students could
engender learning and attainment of educational goals. In this regard, the principal must seek
genuine love and concern, positive and acceptable disposition between and among the teachers
and students. His ability to accommodate or tolerate and, if possible, lend a helping hand through
guidance and counseling services must be considered.
v. Classroom Management

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Effective classroom management facilitates the teaching and learning process. The principal or
other appointed school personnel must be conversant with the following:
a) Ability to discipline and control students,
b) Reward skills to reinforce good performance or conduct,
c) Ability to identify cases and causes of students misbehaviour,
d) Creation of conducive classroom climate,
e) Sitting arrangement of students,
f) Classroom physical condition
vi. Personality of the Teacher
Teacher’s personality includes among other things his personal traits or characteristics,
emotional status, appearance, intelligence, physique, leadership skills, communication skills, etc.
2.2.5 Factors Competing with Supervisory skills of Administrators
a. Differing Conceptions of Effective Teaching
According to Sullivan and Glanz (2000), some specialists ascribe difficulty in defining
supervision to a lack of understanding of the teaching process, impreciseness of the criteria for
assessing teacher performance, and lack of agreement on what should be taught. Those who
follow an interpretive or hermeneutic approach to supervision look at the unique characteristics
of a particular learning situation and, with the teacher, seek to interpret the events that take place
during a lesson. Some supervisors look at process; that is, the demonstration of teaching skills
and some focus on product such as test scores of students. Others include the teacher’s personal
and professional attributes in their description of effective teaching. Certain supervisors are
partial to particular models and styles of teaching. Some smile, for example, at discovery
learning and frown at lecturing. Some favour direct instruction of the entire group, some
champion cooperative learning, and others advocate individualized instructional techniques.
These differing conceptions of what constitutes effective teaching makes the supervisory process
difficult for both the teacher and the supervisor.
b. Staff Inadequacy: The number of professionally trained supervisors in our schools is grossly
inadequate to meet the needs of an effective and efficient programme of supervision. The
population of students in the school has so exceeded the stipulated teacher/pupils ratio that all
that most principals do in terms of instruction is to ensure that there are enough teachers to man
the classes.

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c. Shortage of External Supervisor or Inspectors: External supervisors and inspectors are
usually Ministry of Education or Education Board officers specially assigned to assess the level
of compliance of school instructional activities with approved government standards.
Unfortunately, this category of staff is usually in short supply due to the large number of
government schools and teachers. According to Ogunu (2005) the consequence of this shortage
of supervisory personnel is that most of the time, a lot of unprofessional practices are carried out
in our schools to the detriment of the children.
d. Lack of Time: According to Ogunu (2005) secondary school principals are so weighed down
by routine administrative burden that they hardly find time to visit the classrooms and observe
how the teachers are teaching. When principals give more time to correspondence with the
Ministry of Education and its parastatals, community affairs, parents and a host of other visitors
and in the process neglect their primary duty of overseeing instruction in the schools, we cannot
expect good performance from students. Some unscrupulous teachers easily exploit the school
head’s neglect of supervision to achieve their selfish ambitions.
e. Lack of Adequate Training and Orientation in Instructional Supervision:
Many newly appointed principals are not given the necessary training and orientation to equip
them with the skills they need to carry out their instructional supervisory functions. They manage
through for years without understanding what instructional supervision entails and how to do it.
f. Administrative issue: According to Onoyase (1991) Administrative inadequacies emerge
when planning fails to specify the scope of responsibilities and results that instructional
supervision is expected to bring about in a school. Thus, detail planned visits should be made
known to the supervisor and the agreement reached between the supervisor and supervisor on the
objectives and the procedures. In other words, both instructional supervisor and school
administrators must come to term if the instructional supervision is to achieve its objectives.
g. Lack of pre-professional training for supervisors: Technical issue: One of the major
challenges facing instructional supervision in Abakaliki Education zone is the issue of
competence and technical knowledge of the instructional supervisors. Most often than not, in
Nigeria, political affiliation at times dictate who get a particular assignment without recourse to
the technical competence of the person.
Evidence from previous studies (Ajayi & Ayodele, 2006 and Eya & Leonard, 2012) revealed that
some instructional supervisors lack knowledge and competence to carry out the exercise. Some

12
instructional supervisors were appointed based on their level of involvement in the government
of the day and not as a result of their skills they possessed.
h. Integration of Information and Communication Technology (ICT) in education: This
involves the use of modern technological equipment and computer devices for the teaching and
learning process. Anderson (2008) stated that technologies and the internet offer students an
alternative to traditional education in a classroom in a physical school building. This innovation
has broken the traditional way of teaching and learning at all levels of education. However, with
the current innovation in teaching, it is difficult for instructional supervisors to have access to
how teaching is being conducted in the school system. The process of instructional supervision
has generally occurred in a face-to-face setting with teachers and administrators physically
present in the same location (Glickmein, et al, 2001). This traditional model of instruction is
being threatened by online learning opportunities that are changing the delivery of instruction to
a virtual environment (Anderson, 2004). Thus, since the use of ICT permits individual student to
learn at their own convenient time (asynchronous learning), therefore the
Current innovation in education poses a challenge to instructional supervision in the school
system.
2.2.5 Strategies for Improving Supervisory Skills
1. Training and retraining of supervisors: The training of new supervisors and the retraining
of old ones should be taken seriously. Special training centers where experienced and practicing
supervisors are available should be established for
this purpose. This is important because the ideas of using old or obsolete techniques or methods
negate the spirit of the inspection of primary education. Supervisors could be sponsored to
seminars and workshops or conferences to update their knowledge and skills on modern and
acceptable techniques of supervision.
2. Morale Boosting: Researches are replete with the relationship between motivation and
performance of skills. If supervisors are properly motivated with available work materials such
as stationery, transportation, and conducive working environment and enhanced salaries and
allowances the morale of the supervisor could be boosted thereby affecting the skills.
3. Employment of supervisors with higher educational qualifications: Supervisors with
higher qualifications are more likely to perform better in the field than those with lower
qualification. According to Okoro (2004), education personnel with higher qualifications display

13
more confidence in their workplace. In addition, they are more accessible to quality information,
and adapt to changing occupational conditions than their counterparts with lower qualification,
who are usually more indisposed and ill-equipped in adapting to modern changes.
4. International and inter-state exchanges: It is suggested that deliberate and government
sponsored international and interstate exchange of supervisory personnel and experiences could
boost the skills of supervisors. Countries with similar educational policies such as Ghana,
Gambia or Sierra Leone could be involved in such exchange programmes. The purpose is to
ensure cross-fertilization of ideas, and explore way of tackling similar problems or challenges.
5. Improved Selection Criteria for Supervisors: Supervision is a technical task that requires
meticulous, firm and objective assessment. Therefore, those saddled with this responsibility
should be carefully selected from among the available Education personnel in the schools or state
ministries of education. A special aptitude test could be administered testing various aspect of
candidates’ personality to determine their suitability. This rigorous exercise, according to
Obanya (2005), stimulates confidence, which is a necessary ingredient for skill acquisition and
performance.
6. Disciplinary Action Against Unprofessional or Unethical Conduct ort Performance: In
order to improve the skills of school supervisors appropriate sanctions should be leveled against
any erring or deviant supervisor who tends to undermine the expected standard. A situation
whereby mediocrity is exalted and standard sacrificed, while supervisors who excel in their
assignment should be rewarded accordingly, either in kind or cash sanctioning unacceptable
performance could serve as a deterrent to others.
7. Reward for Performance: Even though rewards of various kinds have a way of boosting the
morale of workers, it also has the capacity of instigating increased performance and development
of quality skills. Therefore, supervisors with excellent performance should be rewarded
accordingly in order to maintain, and if possible improve their skills.
2.4 Summary of literature reviewed
The primary objective of the supervision skill in secondary schools is to offer teachers direct
assistance to improve their performance toward the goal of increasing student learning. To
achieve the goals of instructional supervision in secondary schools, efforts must be geared
toward overcoming most of the challenges facing instructional supervision. Supervision requires
the leader to oversee, assess, evaluate and direct teachers as well as school administrators to

14
ensure an educational institution is meeting its goals. Also, successful supervision promotes a
vision to implement change in the school system that facilitates improvement. The supervision of
instruction is by design a developmental process with the main purpose of improving the
instructional programme, generally and teaching specifically. Only when this process is carefully
planned and executed can success be assured.
The supervisory skill is best utilised as a continuous process rather than one that responds only to
personnel problems. Thus, administrators with supervisory skill have the opportunity to have
tremendous influence on the school activities and help ensure the benefits of a strong programme
of instruction for students. Successful supervisor should be knowledgeable about educational
leadership, management and administration. They should know the culture of the schools and
communities in order to ensure effective supervision of instruction. Supervisors of instruction
should be knowledgeable of real life issues in order to achieve effective supervision in Jema’a
Local Government Area.

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter deals with the methodology adopted by the researcher in carrying out the study.

They include; the design of the study, area of the study, population of the study, sample and

sampling technique, instrument used for data collection, validity and reliability of instrument. It

also includes methods of data collection and analysis.

3.1 Research Design of the Study

This research study adopted the descriptive survey research design. The essence of adopting this

research was to elicit data from the target population through questionnaire and interview

instruments. The data generated therefore were subjected to statistical analysis for the purpose of

drawing necessary conclusions. 3.2 Area of the Study

This research was carried out in Jema’a Local Government Area in some selected Secondary

schools within the Gidan Waya that made up of Jema’a Local Government Area of Kaduna

State.

Data for the study were collected from 5 Government owned secondary schools in Gidan Waya.

The questionnaire was designed based on the main variables of the hypotheses to get the required

16
information for the study and for quick data analysis. The items of the questionnaire were

carefully structured to avoid diversionary responses from the respondents.

3.3 Population of the Study

The population for the study was made up of 220 principals and teachers in the government

owned secondary schools situated within Gidan Waya.

3.4 Sample and Sampling Technique

The sample for the study was drawn from 5 governments owned secondary schools in the study

area. The proportional stratified sampling technique was used to select the government owned

secondary schools from which 520 respondents were derived. The choice of this sampling

technique was because the various primary schools from different communities have different

characteristics and each of them needed to be adequately represented to increase the

generalizability of the findings of the study, (Obasi, 2000), in addition, purposive sampling is

used for the selection of those who were interviewed. Purposive sampling is used for sourcing

expert opinions on an issue.

3.5 Instrument for Data Collection

The instrument used for data collection in the study was validated by two

experts from the department of Educational foundations and one expert in

measurement and evaluation, Their suggestions and corrections were Properly

utilized.

3.6 Reliability of the Instrument

To ascertain the reliability of the instrument, a test retest method was used.

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The instrument was administered to 80 principals and teachers from government owned

secondary schools in Jema’a Local Government area, after two weeks the same instrument was

re-administered to the same group of principals and teachers. The results of the two tests given to

principals and teachers of both areas (Jema’a Local Government Area and Kafanchan Zone)

were collected and compared. Using pearson product moment correlation the scores yielded

0.70. This was high enough for the instrument to be reliable.

3.7 Validity of the Instrument

The validity of the instrument refers to the ability of an instrument to prove that it

actually claims to measure. Efforts were made to draft the questions in simple and

unambiguous language.

3.9 Method of Data Collection

Data for the study were generated from both primary and primary Sources.

Primary Source of Data

Data were obtained from direct responses from interviews with some of the

respondents in primary school’s understudy. Structured and unstructured

questionnaire items not only served as supplementary sources of data but also as a

means of validating the consistency of the results of the interviews.

Primary Source of Data

Primary sources of data include textbooks, Journals, Articles, monographs, unpublished

materials, official documents from secondary Education board, Kaduna state.

3.10 Method of Data Analysis

The data collected from the respondents with the use of questionnaire were

18
rated using the 5-points Likert Scale. The analytical method used for the analysis was mean.

Thus, the formula below was used

Mean(X) =

where X = Mean

X = score

=summation

N = No of scores

However, a mean of 3.0 was adopted as a decision rule for the analysis of the data

collected. An item with the mean of 3.0 and above will be accepted white items with mean below

3.0 will be rejected.

5+4 +3+2+1 15
Working = = 3.0
5 5

19
Chapter Four:
Results and Discussion
Introduction
This chapter presents the findings of the study on administrators' supervisory
skills in public senior secondary schools in Jema'a Local Government, Kaduna
State. The study aimed to investigate the supervisory skills of school
administrators, factors competing with supervisory skills, strategies for
improving supervisory skills, and the influence of supervisory skills on teachers'
ability to discipline students. This chapter provides a detailed analysis of the
data collected from 220 principals through a structured questionnaire. The
results are presented in tables, including frequencies, percentages, means, and
decision rules, to facilitate understanding and interpretation. The chapter
concludes with a discussion of the findings, highlighting the implications for
policy and practice in educational administration

Section B: Administrators' Supervisory Skills

S Decision
Item Statement SA A D Mean
D Rule

Proficient in planning and organizing 8

1 60 40 40 2.95 Agree
supervision activities 0

Frequently conduct classroom 7

2 50 50 50 2.80 Agree
observations 0

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 S Decision
Item Statement SA A D Mean
D Rule

Provide constructive feedback to 9

3 80 20 30 3.18 Agree
teachers 0

Confident in evaluating teachers' 7

4 55 40 50 2.89 Agree
performance 5

Regularly communicate clear 8

5 70 30 40 3.05 Agree
expectations 0

Utilize available resources and tools 6

6 45 50 60 2.73 Agree
effectively 5
Decision Rule: 3.25-4.00 = Strongly Agree, 2.50-3.24 = Agree, 1.75-2.49 =
Disagree, 1.00-1.74 = Strongly Disagree
The results indicate that principals agree that they possess supervisory skills,
with mean scores ranging from 2.73 to 3.18.
Section C: Factors Competing with Supervisory Skills
S Decision
Item Statement A D SD Mean
A Rule

Limited time due to administrative 2

1 90 80 30 3.23 Agree
duties 0

Lack of adequate training in 4

2 70 60 50 2.95 Agree
supervisory skills 0

3
3 Insufficient resources 80 70 40 3.09 Agree
0

5
4 Large school size 50 60 60 2.73 Agree
0

Lack of support from senior 6

5 40 50 70 2.55 Agree
management 0

7
6 Teachers' resistance to supervision 30 40 80 2.36 Disagree
0
The results indicate that principals agree that limited time, lack of training, and
insufficient resources are significant challenges to effective supervision.
Section D: Strategies for Improving Supervisory Skills

21
 S Decision
Item Statement SA A D Mean
D Rule

Strongly
1 Regular training workshops 100 80 20 20 3.36
Agree

Mentoring and peer support

2 80 70 30 40 3.14 Agree
programs

Implementing clear supervision Strongly

3 90 80 20 30 3.27
policies Agree

Access to modern supervision tools

4 70 60 40 50 2.95 Agree
and technology

Administrative support and Strongly

5 90 80 20 30 3.32
encouragement Agree

6 Feedback from teachers 60 70 40 50 2.91 Agree

The results indicate that principals strongly agree that regular training
workshops, implementing clear supervision policies, and administrative support
are effective strategies for improving supervisory skills.
Section E: Influence of Supervisory Skills on Teachers' Discipline
S Decision
Item Statement SA A D Mean
D Rule

Effective supervision helps teachers 8 Strongly

1 110 15 15 3.45
maintain discipline 0 Agree

Regular supervision improves 8 Strongly

2 90 20 30 3.32
teachers' discipline management 0 Agree

Supervisory feedback encourages 7

3 80 30 40 3.14 Agree
consistent rule enforcement 0

Lack of effective supervision 6

4 70 40 50 2.95 Agree
contributes to poor student discipline 0

Good supervisory skills foster a

8 Strongly
5 positive school discipline 100 20 20 3.41
0 Agree
environment

Teachers feel more confident with 7

6 80 30 40 3.18 Ag
effective supervision 0

22
Summary and Discussion of Findings
Perceptions of Administrators’ Supervisory Skills
The findings show that principals generally perceive school administrators as actively involved
in supervising teachers through classroom monitoring, setting expectations, and providing
feedback. They also believe that administrators possess adequate knowledge of teaching and
learning.
Discussion
These perceptions suggest that supervision is regarded as an important aspect of school
management. However, the moderate levels of agreement indicate that supervision practices may

23
not be uniformly applied or as effective as they could be. Improving training and establishing
more consistent supervisory routines could enhance the overall effectiveness of supervision in
schools.
Factors Hindering Effective Supervision
Respondents identified several barriers, including large school sizes, heavy workloads, lack of
specific training, limited resources, and resistance from teachers. These factors are perceived as
significant obstacles to effective supervision.
Discussion:
The presence of these barriers highlights the need for targeted strategies to mitigate them.
Managing workloads better, providing specialized supervision training, and ensuring resource
availability could help remove these obstacles and improve the quality and frequency of
supervision activities.
Strategies for Improving Supervisory Skills
There is strong support among principals for strategies such as organizing regular training
workshops, providing sufficient resources, reducing administrative burdens, and establishing
clear supervision policies. These are viewed as effective approaches to enhance supervisory
skills. Discussion
Implementing these strategies could lead to a more competent and confident supervisory
workforce. Focused capacity-building initiatives and resource allocation are crucial steps toward
strengthening supervision, which in turn can improve teaching quality and school performance.
Impact of Supervisory Skills on Teachers’ Discipline
The data indicate that effective supervisory skills positively influence teachers’ discipline,
increasing their confidence and motivation to enforce classroom rules consistently. Conversely,
weak supervision is seen as detrimental to maintaining order.
Discussion
This underscores the importance of supervision in fostering disciplined and orderly classrooms.
Investing in developing supervisors’ skills can lead to better classroom management, ultimately
creating a more conducive learning environment and improving overall school effectiveness.

24
 CHAPTER FIVE
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND SUGGESTIONS FOR
FURTHER RESEARCH

5.1 Summary of Findings

This study investigated the perceptions of principals regarding the supervisory skills of school
administrators and the factors influencing effective supervision. The findings indicate that
principals generally recognize and appreciate the active involvement of administrators in
supervisory activities such as classroom monitoring, providing feedback, and setting
expectations. Despite this, the perceived level of supervision effectiveness is moderate,
suggesting that supervision practices may not be consistently optimal across schools. The study

25
highlights that while supervisors are involved, numerous challenges hinder their ability to carry
out effective supervision.
Among the barriers identified, large school sizes, heavy administrative workloads, limited
specialized training, resource shortages, and resistance from teachers emerged as significant
obstacles. These factors collectively reduce the frequency and quality of supervision activities,
negatively affecting teacher performance and classroom management. Principals emphasized the
need for structured training programs, resource provision, and policy clarity to improve the
supervisory process. They also advocated for workload management strategies to enhance
supervision effectiveness.
Furthermore, the research established a positive relationship between effective supervision and
teachers’ discipline. Principals observed that good supervisory skills foster teachers’ confidence,
motivation, and adherence to classroom rules. Conversely, weak supervision was linked to
inconsistent discipline and classroom disorder. Overall, the findings underscore the critical role
of supervision in promoting disciplined classrooms and improving educational outcomes.
5.2 Conclusions
The study concludes that principals generally perceive supervision as an essential component of
school management, but various challenges limit its potential. Effective supervision is vital for
maintaining classroom discipline, enhancing teaching quality, and fostering a productive learning
environment. However, to realize these benefits, supervisors need adequate training, resources,
and institutional support. Without addressing the identified barriers, supervision practices will
continue to fall short of their full potential.
It is also evident that supervision significantly influences teachers’ discipline and motivation.
When supervisory practices are strong, teachers feel supported and confident, leading to more
consistent classroom management. Conversely, ineffective supervision can result in frustration,
low morale, and inconsistent discipline among teachers. Therefore, strengthening supervisory
skills and addressing systemic barriers are crucial for improving overall school performance.
The findings suggest that a strategic approach involving policy development, capacity building,
and resource allocation is necessary to enhance supervision. Such efforts will contribute to better
teacher performance, more disciplined classrooms, and ultimately, improved student learning
outcomes. The study emphasizes that ongoing professional development and supportive
supervision frameworks are essential for sustained educational success.

26
5.3 Recommendations
i. To improve supervisory practices, schools should implement regular professional
development programs focused on supervisory skills. These trainings should be tailored
to address the specific challenges faced by administrators and supervisors. Additionally,
school authorities must allocate sufficient resources and materials to support supervision
activities effectively.

ii. Workload management is also critical; administrative tasks should be delegated or

streamlined to free up supervisors’ time for classroom visits and teacher support.
Developing and enforcing clear supervision policies will standardize practices and set
expectations for all staff members. Furthermore, fostering a school culture that
encourages open communication and collaboration can reduce resistance and promote
shared responsibility for supervision.

iii. Finally, policymakers should prioritize supervision in school management plans and
allocate budgetary resources accordingly. Creating an environment where supervision is
valued and systematically implemented will lead to improved teacher performance and
better classroom discipline. Ongoing monitoring and evaluation of supervision practices
should be institutionalized to ensure continuous improvement and accountability.
5.4 Suggestions for Further Research
Future research could explore the impact of targeted training programs on the supervisory skills
of school administrators, assessing their effectiveness over time. Comparative studies between
urban and rural schools would provide insights into contextual differences affecting supervision
practices and challenges.
Additionally, studies incorporating teachers’ perspectives on supervision could offer a more
comprehensive understanding of its effectiveness and areas for improvement. Investigating the
role of technology, such as digital monitoring tools and online training modules, could also
reveal innovative ways to enhance supervision in diverse school settings.
Longitudinal research examining the long-term effects of improved supervision on student
academic achievement and school climate would be valuable. Such studies could inform policy

27
decisions and help in designing sustainable interventions aimed at strengthening supervision
systems at the school level.

APENDIX A
Faculty of Education,
Ahmadu Bello University,
Zaria
In Affiliation with Kaduna
State College of Education
(KSCOE), Gidan Waya

28
 Department of Educational
Administration and Planning
21ST MAY,2025

Dear Respondent,
Questionnaire on Administrators’ Supervisory Skills in Public Senior Secondary Schools
We are conducting a research study titled “Administrators’ Supervisory Skills in Public Senior
Secondary Schools in Jema’a Local Government, Kaduna State.” Your participation in this study
would be greatly appreciated. The purpose of this questionnaire is to gather information on the
supervisory skills of school administrators and their impact on teachers’ ability to discipline
students.
All responses will be treated with strict confidentiality and used solely for academic purposes.
Your honest input will significantly contribute to the success of this research.
Please answer all questions to the best of your ability. If you have any questions or concerns, feel
free to ask.
Thank you for your time and cooperation.
Sincerely,
AGATHA
FIDELIX
Researcher

APENDIX B
Section A: Demographic Information
Ite Question Response Options
m
1 Age _____
2 Gender Male / Female

29
3 Years of experience as an _____
Administrator
4 Type of school Public Senior Secondary School
Section B: Administrators’ Supervisory Skills in Public Senior
Secondary Schools
Item Statement SA A D SD
1 I am proficient in planning and organizing supervision
activities.
2 I frequently conduct classroom observations to assess
teaching and learning.
3 I provide constructive feedback to teachers to improve their
instructional practices.
4 I am confident in my ability to evaluate teachers’
performance effectively.
5 I regularly communicate clear expectations to teachers.
6 I utilize available resources and tools effectively during
supervision.
Section C: Factors Competing with Supervisory Skills
Item Statement SA A D SD
1 Limited time due to administrative duties reduces my
ability to supervise effectively.
2 Lack of adequate training in supervisory skills affects my
performance.
3 Insufficient resources hinder supervision activities.
4 Large school size makes it difficult to supervise all teachers
thoroughly.
5 Lack of support from senior management impacts my
supervisory effectiveness.
6 Teachers’ resistance to supervision challenges my
supervisory efforts.
Section D: Strategies for Improving Supervisory Skills
Item Statement SA A D SD
1 Regular training workshops can improve my supervisory
skills.
2 Mentoring and peer support programs are effective in
enhancing supervision.
3 Implementing clear supervision policies will improve
supervisory effectiveness.
4 Access to modern supervision tools and technology can

30
 enhance my skills.
5 Administrative support and encouragement are crucial for
improving supervision.
6 Feedback from teachers can help me identify areas for
improvement in supervision.
Section E: Influence of Supervisory Skills on Teachers’ Discipline
Item Statement SA A D SD
1 Effective supervision by administrators helps teachers
maintain discipline.
2 Teachers who receive regular supervision are better at
managing student discipline.
3 Supervisory feedback encourages teachers to enforce rules
consistently.
4 Lack of effective supervision contributes to poor student
discipline.
5 Good supervisory skills foster a positive school discipline
environment.
6 Teachers feel more confident in disciplining students when
supported by effective supervision.

31