The purpose and qualities of effective supervision| the difference between administration and supervision| Educational Leadership and Management (8605)

 

Q.3 Explain the purpose and qualities of effective supervision and highlight the difference between administration and supervision.

ANS

This study identified determinants of effective and ineffective supervision in schools. A forty-two items questionnaire was administered on 1150 teachers used in this study. Two research questions were raised and answered using percentages. Two null hypotheses were formulated and tested using spearman rho and z-test statistics at 0.05 level of significance. Existence of neat and decent school environment, proper students’ management delegation of duties by schoolheads as determinants of effective supervision in schools. Gender does not significantly influence teachers mean perception score in the identified determinant of effective supervision in schools in Delta State.

One of the objectives of secondary school education in Nigeria is the production of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our broad national aims and live as good citizens. (National Policy on Education, 2004). Before 1843 there has been the indigenous/traditional education in Nigeria, which catered for the teaching of norms, culture and social values of our societies. Parents, families, agegrades, secret societies and so on are the agents of traditional education: pupil’s activities and behaviour’s are productivity directed and guided, to help them improve upon their skills and potentialities. The achievement of the goals of formal and informal education demands the keen supervision by parent schoolheads, education officials and teachers. Supervision involves the process of checking, the positive implementation of curriculum assisting those implementing the curriculum. It is an inspective and supervisive action aimed at achieving organizational goals. The inspection aspect deals with fact finding and the assistance aspect is concerned with the establishment of a positive superior and subordinate relationship, with special emphasis on specialization directed towards utilization of available human and materials resources in achieving organisatonal goals.

Supervision as a phase of school administration is a function, because it values (results) depends upon the values of other quantities. Mathematically, Sp = f (Ski, Pi, Mi, Ev, Pur, Ui) where Sp = Supervision, Ski = Different specialized type of knowledge and skills, Pi = People, Mi = Materials, Ev = Environment, Pur = Purpose of organisation and Ui = Other factors that can contribute positively or negatively towards the achievement of organizational goals. As a model, Sp = a ski + bpi + cmi + dpu + eui where a, b, c, d and e are the co-efficient of the parameters as defined (Oghuvbu, 1998). Supervision is designed to promote teaching and learning in schools. Lack of supervision could result into inadequate preparation by teachers, negative attitude of students toward school unconducive school climate. These are common problems affecting school discipline, pupils’ classroom participation and teachers job performance (Oghuvbu, 1999). These common school disciplinary problems are results of inadequate supervisions resulting from inadequate funds, inadequate skilled manpower in the inspectorate division in the Ministry of Education. Lack of co-operation among teachers and teachers poor condition of service (Oghuvbu, 1999) Supervision promote principals and teachers effectiveness in administrative and instructional performance (Oghuvbu, 1999).

Statement of the Problems Studies by Oghuvbu (1999), Dada (2006) and Adediran (1998) showed that effective supervision promotes or enhance principals and teachers effectiveness and promote students academic performance. The results of these studies bring certain questions to mind. Could the problems of indiscipline among school personnel and students is the result of poor supervision? What are the common determinants of effective and ineffective supervision in schools? Purpose of Study The study specifically sought to identify the common determinants of effective and ineffective supervision in secondary schools in Delta State. Research Questions Two research questions were raised and answered. 1. What are the common determinants of effective supervision in schools? 2. What are the common determinants of ineffective supervision in schools

Hypotheses The following hypotheses were formulated and tested. 1. There is no significant relationship between the identified determinants of effective and ineffective supervision in schools. 2. There is no significant difference in the mean perception scores of male and female teachers on the identified determinants of effective supervision in schools. Method and Procedure The proportional and stratified sampling techniques was used to select 10 (52%) from the 25 local government areas in the three senatorial district. From the 10 local government areas, 50 schools were selected i.e. 13.5% of 371 secondary schools. From the 50 selected schools 1150 teacher were selected i.e. 10.2% of 11256 teachers in the 371 secondary schools in Delta State.