DEMOGRAPHIC VARIABLES AS PREDICTORS OF EFFECTIVE SECONDARY SCHOOL SUPERVISORY PRACTICES IN NORTH CENTRAL STATES OF NIGERIA
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DEMOGRAPHIC
VARIABLES AS PREDICTORS OF EFFECTIVE SECONDARY SCHOOL SUPERVISORY PRACTICES IN
NORTH CENTRAL STATES OF NIGERIA
Abstract
The study investigated
the demographic variables as predictors of effective secondary school
supervisory
practices in the North-Central states of Nigeria. The purpose of the study was
to
determine
the extent to which gender, experience, professional qualification and age can
predict
effective secondary school supervisory practices. The design of the study was
correlational
survey. Four research questions and four hypotheses guided this study. The
target
population consisted of 2,051 external supervisors from Ministries of
Education,
Teaching
Service Boards, and Area Education Offices as well as internal Supervisors from
Government
Secondary Schools in the North-Central States of Nigeria. The sample of the
study
consisted of 528 respondents. Multi-stage sampling technique was used where
random
sampling
technique was used to select three states out of the six states in the
North-Central
States of
Nigeria while proportionate certified random sampling technique was used to
select
secondary
schools in each of the sampled states. The instrument for data collection was
researcher’s
developed questionnaire titled Demographic Variables Supervisory Practices
Questionnaire
(DVSPQ). The instrument was face validated by two experts in educational
administration
and one in measurement and evaluation from Faculty of Education University
of Nigeria,
Nsukka. The overall reliability yielded 0.93 using Cronbach alpha coefficient
Method. Data
was analyzed using Pearson r and R2for answering research questions. The
hypotheses
were tested at 0.05 level of significance using linear regression analysis. The
major
findings of the study were that gender, experience, professional qualification
and age
to a little
extent predict supervisors’ effective secondary school supervisory practices.
The
educational
implications are that, the study has provided empirical evidence that gender is
not
a hindrance
to supervisors’ effective secondary school supervisory practices; the finding
of
the study
also shows that experience has little impact on supervisors’ effective
performance
among
others. The following recommendations were made based on the findings, that the
government
can employ supervisors on equal basis not minding whether they are males or
females;
both experienced and inexperienced supervisors can be employed by the
government
since on-the-job experience is most important; the government can encourage
supervisors
to attain higher professional qualifications; both young and old supervisors
can be
employed and
on-the-job training given to them during their service years.
CHAPTER ONE
INTRODUCTION
Background
to the Study
School
systems worldwide are faced with the challenge of how to improve teaching
and learning
outcomes which can be possible through effective supervision of schools.
Supervision
is the process of guiding, directing and helping the teachers in the
improvement
of the
instructional process (Afianmagbon, 2004). Supervision is viewed as a process
of
directing,
overseeing, guiding or making sure that expected standards are met (Igwe,
2001).
Supervision
can also be defined as that which helps to improve the teaching and learning
processes in
schools. It involves supervising teaching and classroom activities of the
teachers
(Igbo,
2003). Supervision can thus be regarded as an educational process that focuses
on the
improvement
of teaching and learning processes in schools.
The purpose
of supervision in secondary schools among others include to provide
assistance
to teachers towards the improvement of teaching and learning process; to
provide a
conducive
teaching and learning environment in order to promote effective teacher
performance
and learning in schools; to help teachers in identifying their strengths and
weaknesses
with a view to providing relevant in-service training; to induct beginning
teachers
into the
main stream of the school system (Oluwole, 2007). Supervision is important in
schools
because according to Akpa and Abama (2000), it improves the teaching competence
of teachers
which invariably, positively enhances students learning. In the view of Oyedeji
(2011) it
will be very difficult to attain the standards that are set if supervision is
not adequate
or not
undertaken at all. Therefore, supervision helps to enhance the quality of
education.
According to
Onasanya (2006), teachers need supervision to work harder no matter their level
of
experience and devotion. Without supervision both teachers and school
administrators
backslide
rapidly in their performance.
1
Supervision
can be grouped into two categories: instructional and personnel
supervision.
Instructional supervision is a service that exist to help teachers to do their
job
better
(Anuna, 2004). Personnel supervision on the other hand, deals with the set of
activities
which are
carried out by the supervisor with the aim of sensitizing, mobilizing and
monitoring
staff in the school towards performing their duties ultimately in terms of
achievement
of the stated aims and objectives of the educational system (Nwankwo, 2008).
The study
has concentrated mainly on the instructional supervision. The reason being that
instructional
supervision is an essential activity for the effective operation of a good
school
(Ajani,
2001). To crown it all, the Federal republic of Nigeria (FRN) (2004) stated
that the
success of
any system of education is dependent on adequate supervision of instructions.
Schools are
mainly established for instructions and supervision is designed to improve
instruction.
Supervisors are then put in charge of schools to supervise them to make sure
that
everything
is done correctly. A supervisor is a person or someone who possesses the right
and
appropriate
professional and academic qualifications that will enable him/her to carry out
supervisory
practices in schools effectively (Afianmagbon, 2004). In the same vein, Hazi
(2004) has
defined a supervisor as any certificated individual assigned with the
responsibility
for the
direction and guidance of the work of teaching staff members. The above implies
that
a supervisor
should be an individual with appropriate professional qualification to enable
him/her
carry out supervisory practices in schools effectively.
There are
two categories of supervisors namely the internal and external supervisors.
The internal
supervisors are the principals of secondary schools or staff delegated by the principals.
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