SUPERVISORY ROLE OF PRINCIPAL ON TEACHERS DUTIES IN SECONDARY SCHOOLS
TABLE OF CONTENTS
Definition of Terms- - - - - - - - -
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study - - - - - -
1.2 Statement of the Problem- - - - - - -
1.3 Objectives of the Study - - - - - -
1.4 Research Questions - - - - - - -
1.5 Hypotheses - - - - - - - -
1.6 Basic Assumptions - - - - - - -
1.7 Significance of the Study - - - - - -
1.8 Scope of the Study - - - - - - -
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction - - - - - - - -
2.2 The Conceptual Framework of the Study - - - -
2.2.1 Meaning of Supervision - - - - - -
2.2.2 Meaning of Supervisory Role Performance- - - - -
2.2.3 Concept of Duty - - - - - - -
2.3 Supervisory Role Performance of Principals on the
Punctuality of Teachers and Students - - - - -
2.4 Supervisory Role of Principals on Teachers
Design of Lesson Plan and Lesson Note - - - -
2.4.1 Purpose of Lesson Plan and Note - - - - -
2.4.2 Designing a Lesson Plan - - - - - -
2.4.3 Preparation of Lesson Plan and Lesson Note - - - -
2.4.4 Marking Of Lesson Plans/Notes By The Principal - - -
2.5 Supervisory Role performance of Principals on Teachers’
Evaluation of Students - - - - - -
2.6 Supervisory role performance of Principals on Conduct of
Extra-Curricular Activities - - - - - -
2.7 Supervisory role performance of Principals on Teachers
Adherence to Curriculum Content - - - - -
2.8 Empirical Studies - - - - - - -
2.9 Summary - - - - - - - -
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction - - - - - - - -
3.2 Research Design - - - - - - -
3.3 Population of the Study - - - - - -
3.4 Sample and Sampling Technique - - - - -
3.5 Instrumentation - - - - - - -
3.6 Validity of the Instrument - - - - - -
3.7 Pilot Study - - - - - - - -
3.8 Reliability of the Instrument - - - - - -
3.9 Administration of the Research Instrument - - - -
3.10 Procedure for Data Analysis - - - - - -
CHAPTER FOUR: PRESENTATION OF DATA ANALYSIS
4.1 Introduction - - - - - - - -
4.2 Presentation and Analysis of Data - - - - -
4.3 Principals’ Responses on the Assessment of Supervisory Role
Performance ofPrincipals on Teachers’ Duties in Secondary
Schools in Kogi State - - - - - - -
4.4 Testing of Hypotheses- - - - - - -
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction - - - - - - - -
5.2 Summary - - - - - - - -
5.3 Conclusions - - - - - - - -
5.4 Recommendations - - - - - - -
5.5 Suggestions for Further Studies - - - - -
References - - - - - - - -
Appendix - - - - - - - -
1.1 Background to the Study
Supervision is as old as the school system. Supervision has undergone series of evolution since the colonial era. It is directed towards sustaining teaching and learning process in the educational system. This is because education plays an essential role in the growth and development of any nation socially, politically and economically (Akinwumi, 2002). Ojogwo (2001) opines that supervision is the art of overseeing the teaching-learning process making sure that the school is administered and managed that will lead to an effective achievement of educational objectives He stressed that supervision as a field of educational practice with clearly delineated roles and responsibilities did not fall from the sky fully formed, rather supervision emerged slowly as a distinct practice, always in relation to the institutional academic, cultural and professional dynamics that have historically generated to the complex agenda of schooling.
Kochhar (2007) opines that the principal holds the major position on the supervision of teachers through effective and efficient supervision of teachers’ lesson plan and lesson note, punctuality, adherence to curriculum content, evaluation of students and conduct of extra curricular activities he stressed that principal as the head of a school is the architect of the quality of activities in the schools and the quality of academic achievement of students and teachers dedication to duties depend on the supervisory role of the principal.
It becomes obvious that principal supervisory role should be done diligently in order to influence teachers’ duties. The desired expectation in education could only be achieved through effective and efficiency supervision since it creates the awareness of sound education.
Some of the supervisory role of principal as stated by Dianne (2004) includes:
i. Supervision and monitoring the work and behaviour of teacher in order to improve individual teachers competence no matter how proficient they are deemed to be and provide students with quality learning.
ii. Instructional leadership and curriculum development
i. Staff personnel administration
ii. Students personnel administration
iii. School community relationship
iv. Organization and structure.
According to Fullan (2000) supervisory role of the principal includes:
i. Supervising teachers lesson notes and making sure teachers use appropriate teaching methods and instructional aids.
ii. Organizing mini-teaching within the teachers and allowing teachers to go for conferences, seminars and workshops.
iii. Monitoring of teacher’s punctuality to school and to teach in the class.
iv. Supervising teachers’ evaluation of students and conduct of extra curricular activities.
v. Establishment of cordial school and community relationship.
The principal oversees the activities of both teaching and non-teaching staff in the school system using various supervisory techniques that conform to the generally accepted principles of education. He also sees that high standards are maintained in school.
Raines (2004) opines that overwhelming responsibilities and demands of the principal professional positions are constant challenging. In this age of increased accountability he added that principals are expected to manifest exemplary performance in an ever increasingly number of fronts. One of such fronts is the area of professional development of teachers under his command.
A principal who performs his supervisory role is responsible for monitoring and coordinating the activities of teachers and students in a friendly atmosphere.
The International Institution for Educational Planning (IIEP) believes that the broadest approach to understand “supervision services”, as covering all those services whose main functions is to supervise, control, evaluate, advise, and to support teachers and students. Nakpodia (2006) defined supervision as that part of school administration which has particular pertinence for the appropriateness of instructional expectation of educational programs.
Akinwumi (2002) sees supervision as all efforts of designated school officials towards providing leadership to teachers and non-teaching staff aiming at the improvement of instruction. It involves the stimulation of instruction. It involves the stimulation of professional growth and development of teachers, a selection and revision of educational objectives, materials of instruction, methods of teaching and the evaluation of instruction.
A teacher is a person charged with the responsibility of helping others to learn and behave in new and different ways. Teachers who are committed to work are enthusiastic about their topic and delight in sharing what they have learnt. No system of education can rise higher than its teachers. The way to child centered education can only be through teacher. He stands at the most important point in the educational process. Therefore the principal as a supervisor has to constantly monitor or supervise the teachers in order for them to be committed to their duties.
Fisher (2012) asserted that effective supervision of teachers can reinforce and enhance teachers’ commitment to duty, teaching practices that will contribute to improve students’ academic performance and have a profound effect on the learning that occurs in the classroom. He stressed that supervision is one of the most critical functions of the principal.
David (2009) stressed that a teacher who is committed to their duties demonstrate zeal to work, punctuality to school, have full knowledge of the subject to teach and getting lesson plan ready before teaching. He further stressed that a committed teacher is always full of confident, stimulating and responsible and willing to perform their duties diligently.
In the same vein, Olowo (2000) and Kochhar (2007) elucidated the technical and professional qualities of teachers in the following manners:
i. Mastery of the subject matter
ii. Enthusiastic about the subject of specialization through research and further studies.
iii. Adequate planning before teaching and during implementation.
iv. Effective management and control of the class.
v. Prompt use of reinforcement.
vi. Use of problem solving and inquiry methods.
vii. Love for and commitment to teaching profession.
viii. A sound knowledge of methods.
ix. Effective use of instructional materials.
x. Use of questionnaire techniques.
xi. Command of language of instruction.
It is obvious that the position and importance of supervision in schools can not be overemphasized considering the history of school supervision in Kogi State. It is against this background that the researcher has interest to study the assessment of supervisory role performance of principal on teachers’ duties in secondary schools in Kogi State.
1.2 Statement of the Problem
In the light of this research the following problems necessitated the research in carrying out the research.
In Kogi State Secondary Schools, there have been series of non-challant attitude of principals toward their supervisory roles which has led to many teachers and students not being punctual to school. According to Jimoh (2007) opines that Failure on the part of the principals supervision of teachers preparation of lesson plan/note before teaching has made them not to organize their lesson properly which