ABSTRACT
This
study was carried out to examine the
influence of principals’ supervision on teachers’ job performance in Edo Central
Senatorial District, Nigeria. Seven (7) research questions were raised while
five (5) hypotheses were formulated and tested at 0.05 level of significance.
The
correlational design was adopted. The population of the study consisted of 69
principals and 269 teachers in public junior secondary schools in Edo Central
Senatorial District of Nigeria. The sample consisted of 69 principals and 108
teachers. The questionnaire titled: Teachers’ Job Performance Questionnaire
(TJPQ) and Principals’ Supervisory Function Questionnaire (PSFQ) were used to
gather relevant data. Reliability was carried out on the instruments and the
reliability coefficient indices were 0.72 and 0.84 respectively. The data
collected were analyzed using frequencies, percentage, mean and standard
deviation and the chi-square.
It was revealed from the analysis
that Principals in secondary schools in Edo Central Senatorial District
performed 12 supervisory functions and that the level of principal supervisory
functions was good. The rating of job performance of teachers was also
discovered to be good. The result also showed a significant relationship
between principals’ supervision and teachers’ job performance. It was
recommended that Principals should improve more in their supervisory functions
in secondary schools to ensure continuous growth and attainment of school
goals.
CHAPTER
ONE
INTRODUCTION
Background to the Study
The importance of instructional supervisory role
in the job performance of secondary school principals in the educational system
cannot be overemphasized. The principal as a leader of a group of teachers has
the function of overseeing the teachers in order to improve the learning and
teaching process in the school system. Instructional supervision is one of the
processes by which school administrators attempt to achieve acceptable standards
of performance and results. It is a tool of quality control in the school
system and a phase of school administration which focuses primarily on the
achievement of appropriate expectation of educational goals (Peretomode, 2004).
The achievement of educational goals becomes the real essence for carrying out
supervision in schools by school heads because of the importance of education
to national development.
The role of principals is to facilitate the
implementation of the various learning programmes aimed at improving the
learning outcomes. Teachers whether new or old on the job need necessary
support in the performance of their instructional duties. Hence, principals as
school heads, need to provide this support to teachers, they need to be
involved in the implementation of instructional programmes by overseeing what
teachers do with the students.
The principal as a supervisor oversees the
activities of teachers and other workers in the school to ensure that they
conform with the generally accepted principles and practice of education. In
the school system, the principal holds a key position in instructional
improvement through supervision of instruction. The principal provides
professional guidance to teachers in order to improve instruction and enhance professional
growth of teachers. The supervisory role of principals cover areas such as
preparation of lesson plans and lesson notes, use of instructional methods and
teaching aids, keeping and maintaining of school records, development of
curriculum materials, class registers, diaries and teaching aids and offer of
professional advice for their improvement.
The Federal Republic of Nigeria (FRN, 2004)
states that to ensure quality control in the schools, it is necessary to have
good teachers and supervisors. The primary responsibility of the supervisors is
to see that high standards are maintained and that schools are operated in
accordance with the laid down regulations. The Ministry of Education and the
State Post Primary Education Board appoint principals to improve and maintain
standard in the schools through the performance of their supervisory functions.
Peretomode (2004) listed the following as the purpose of instructional
supervision in schools: to directly influence the behaviour of teachers and the
teaching processes employed to promote student learning, to ensure that each
teacher within the school system is performing the duties for which he is
scheduled, to cooperatively develop favourable climate for effective teaching
and learning.
Instructional supervision is a tool for helping
teachers’ professional growth. The techniques of instructional supervision have
been described by Onoyase (2007) as modern strategy of supervision which can be
employed by supervisors to help teachers improve on the job and also facilitate
effective instruction in schools. According to Onoyase (2007), the techniques
should include classroom visitation, interschool visitation, micro- teaching
and workshops.
The principal is an instructional supervisor in
his institution. The way people see him in the course of discharging his duties
and functions has given rise to a variety of names and titles with which he is
labeled. He is seen as a director, leader, instructional supervisor, adviser,
public relation officer, curriculum director, chief education officer and
policy maker, among others. These titles reflect the place and role of secondary
school principals in ensuring teachers’ effectiveness in the instructional process.
Dunkin (1997) defined job effectiveness of a
worker as the extent to which a worker possesses the requisite knowledge and
skills, and teachers’ effectiveness as the way a teacher behaves in the process
of carrying out his/her duties. Papanastasiou (1999) stated “that no single
attribute or characteristic is adequate to define an effective worker”. To him,
job effectiveness can only be described as the extent to which a worker fulfils
his/her obligations based on their job description in the realization of the
goals of the organisation. Principals’
performance of their supervisory functions could go a long way in enhancing the
job performance of the teacher, which invariably may help
in the realization of the goals of the educational system. Monitoring the teaching-learning
process in the school by the principal may help to ensure that teachers do the
right thing and improve their job performance.
Teachers’ job performance is the ability of the
teacher to combine relevant inputs for the enhancement of the teaching and
learning processes (Adeyemi, 2010). Principals can therefore encourage
performance of their teachers by identifying their needs and trying to satisfy
or meet them. Performance is the ability to combine skillfully the right
attitude towards the achievement of educational objectives and goals. Owoeye
(1999) asserted that variables of job performance such as effective teaching,
lesson note preparation, use of scheme
of work, effective supervision, monitoring of students’ work and disciplinary
ability are virtues which teachers should uphold in the school system. In this
regard, teachers’ performance could be measured through annual
performance/evaluation report on staff. The report measures teachers’
activities in terms of performance in teaching, lesson preparation, lesson
presentation, mastery of subject matter, competence, teachers’ commitment to
job and extra-curricular activities. Thus, principals’ performance of their
supervisory functions may be an important ingredient in improving the job
performance of teachers.
Statement of the Problem
The job performance of
teachers has been observed to be on the decline over the years by stakeholders
in the education industry. Concerned citizens, government officials,
non-governmental organizations and voluntary agencies have openly lamented the
decline in the standard of education provided in the country. This is
manifested in the poor academic performance of students, especially in external
examinations, examination malpractice, indecent dressing, moral decadence and
general indiscipline among students.
Researchers
and stakeholders in the education industry have in the recent past identified
several factors as the causes of poor performance of students in public
examinations. Among such factors are low
job performance of teachers, teachers’ non- commitment to duty, poor
supervisory role performance of school heads, location of the school, incessant
changes in government policies, irregular school calendar, (which is contingent
upon teachers’ incessant strike action), high student-teacher ratio, poor
inspection by education management agencies, poor content and context of instruction, poor
and non conducive learning environment,
among others (Adeboyeje, Olaniyi & Adepoju, 2003).
Poor
supervision of teachers by school heads has been observed to be one of the
problems responsible for teachers’ poor job performance (Asiyai, 2009). There
are complaints from the public that teachers are not performing their job as
they ought to (Oyewole & Alonge, 2013). The general complaint is that many
teachers seemed to have abandoned their primary responsibility of teaching by
engaging in other businesses in schools such as buying and selling of wares.
The decline
in the job performance of teachers appears to be closely linked to the
non-commitment of principals to the performance of their supervisory functions.
Eze (2006) in his study revealed that principals have little or no time to
practice demonstration teaching and to render other supervisory services for
instructional improvement. Effiong (2006) also reported that principals had a
high and positive perception of instructional supervision but that their
performance of instructional supervision was not above average. It is against
this backdrop that this study investigated the link between principals’
supervisory role performance and the job performance of the teachers in
secondary school in Edo Central Senatorial District, Nigeria.
Research
Questions
The following research questions were raised to guide this study:
1. What is the performance of principals’
supervisory functions in secondary schools in the Edo Central Senatorial
District, Nigeria?
2. What is the rating of job performance of
secondary school teachers in Edo Central Senatorial District, Nigeria?
3. What is the relationship between principals’
performance of their supervisory functions and teachers’ job performance in
secondary schools in Edo Central Senatorial Districts, Nigeria
4. What is the relationship between principals’
supervision and teachers’ preparation of lesson notes/plan in secondary schools
in Edo Central Senatorial District?
5. What is the relationship between principals
supervision and teachers lesson presentation in secondary schools in Edo Central
Senatorial Districts Edo State
6. What is the relationship between principals’
supervision and teachers’ punctuality to classroom in secondary schools in Edo
Central Senatorial District?
7. What is the relationship between principals’
supervision and teachers’ record keeping in secondary schools in Edo Central
Senatorial District? Hypotheses
The hypotheses formulated for the study were:
1)
There is no
significant relationship between principals’ performance of their supervisory
functions and teachers’ job performance in secondary schools in Edo Central
Senatorial District, Nigeria.
2)
There is no
significant relationship between principals’ supervision and teachers’
preparation of lesson plan/notes in secondary schools in Edo Central Senatorial
District, Nigeria.
3)
There is no
significant relationship between principals’ supervision and teachers’ lesson
presentation in secondary schools in Edo Central Senatorial Districts, Nigeria
4)
There is no significant relationship between principals’ supervision and teachers’ punctuality
to classroom in secondary school in Edo Central Senatorial District, Nigeria.
5)
There is no
significant relationship between principals’ supervision and teachers’ record
keeping in secondary school in Edo Central Senatorial District, Nigeria;
Purpose of the Study
The purpose of this study was to examine the influence of principals’
supervision on teachers’ job performance in Edo Central Senatorial
District, Nigeria. Specifically, the study sought to:
1.
determine
the performance of principal’s supervisory functions in secondary schools in
Edo Central Senatorial District, Nigeria;
2.
determine
the rating of job performance of secondary school teachers in Edo Central
Senatorial District, Nigeria;
3.
ascertain whether
there is any relationship between principals’ performance of their supervisory
functions and teachers’ job performance in secondary school in Edo Central
Senatorial Districts, Edo
State
4.
ascertain
if there is any relationship between principals’ supervision and teacher
preparation of lesson/note in secondary school in Edo Central Senatorial
District, Nigeria;
5.
determine
if there is any relationship between principals supervision and teachers lesson
presentation in secondary schools in Edo Central Senatorial District, Nigeria;
6.
determine
whether there is a relationship between principals’ supervision and teachers’
punctuality to classroom in secondary school in Edo Central Senatorial
District, Nigeria; and
7.
determine
if there is a relationship between principals’ supervision and teachers’ record
keeping in secondary schools in Edo Central Senatorial District, Nigeria.
Significance
of the Study
This study would be of benefit to principals,
teachers, external supervisors from governmental agencies like the Federal or
State Ministries of Education, secondary school students and prospective
researchers in Edo
State Edo
state.
The study would also help teachers to know the
areas that principals supervise during or after lesson presentation. This would serve as a check on teachers and
sensitize them towards improving on their lesson presentation in class.
To
external supervisors from governmental agencies like the Federal or State
Ministries of Education, the study would help them to know the level of job
performance of secondary school teachers in Edo Central Senatorial District and
the relationship of principals’
supervision on teachers’ job performance in Edo Central Senatorial
District. This could help them in the area of improving on the supervisory
framework of the ministry in ensuring that quality assurance in the secondary
education of Edo State
Finally,
the findings from this study would also help students to know the supervisory
roles performed by principals that could affect their teachers’ class
instruction and hinder their learning outcome as students. The study would
contribute to knowledge relating to principals’ supervision and teachers’ job
performance in secondary schools and this, could lead to the production of more
empirical data for the benefit of prospective researchers to undertake further
studies in future.
Scope of the Study
The study covered principals’ supervision as
determinant of teachers’ job performance in public junior secondary schools in Edo
Central Senatorial District. The study determined principals’ supervisory functions
of teachers’ lesson plans/notes, instructional aids,
scheme of work, examination
invigilation, lesson presentation, teachers’ registers/diaries, classroom
management, punctuality to classroom and students’ report sheet among others.
It also covered variables such as level of job performance of teachers and the
relationship between principals’ supervision and job performance of teachers in
preparation of lesson plan/note, lesson presentation, punctuality and record
keeping in school.
Operational Definition of Terms
The following terms were operationally defined as
used in this study:
Supervisory Function: The supervisory function covers the job performed
by principals in the supervision of teachers’ lesson plans/notes, instructional
aids, scheme of work, examination invigilation, lesson presentation,
teachers’ registers/diaries, classroom management, punctuality to classroom and
students’ report sheet among others.
Rating of Principals’ Supervisory Performance:
This is the rating of a principals’ supervisory role on the basis of how
frequently they engage themselves on supervisory functions as rated by the
teachers. The level of supervisory functions or performance of principals is
operationally divided into three points as good, fair and poor.
Rating of Teachers’ Job Performance: Teachers’ job performance refers to the measure
of output and quality of service delivery by teachers in the performance of
his/her instructional and administrative duties in a given time period as rated
by the principals. The level of job performance of teachers is rated as very
good, good, fair and poor.
Teacher Job Performance: This is concerned with the performance of
secondary school teachers in their task of teaching which covers lesson note
preparation, lesson presentation, punctuality to school and keeping of
students’ record.
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