PRINCIPALS AND TEACHERS PERCEPTION OF INSTRUCTIONAL SUPERVISION AS A TOOL FOR IMPROVING TEACHERS PERFORMANCE IN SECONDARY SCHOOLS
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Instructional supervision plays a vital role in enhancing teachers’ performance and improving the quality of education in secondary schools. This study explores the perceptions of principals and teachers regarding the effectiveness of instructional supervision as a tool for enhancing teachers’ performance in secondary schools. The aim of this research is to gain insights into how instructional supervision is perceived, implemented, and its impact on teachers’ professional growth and overall school improvement.
The study utilizes a qualitative research design, employing semi-structured interviews and focus group discussions to gather data from a purposive sample of principals and teachers in secondary schools. The data collected are analyzed thematically to identify emerging patterns and themes related to perceptions of instructional supervision.
Preliminary findings indicate that both principals and teachers recognize the significance of instructional supervision in enhancing teachers’ professional development and improving classroom practices. Principals perceive instructional supervision as a vehicle for providing feedback, support, and guidance to teachers, while teachers perceive it as an opportunity for self-reflection and continuous improvement. However, challenges such as inadequate training and resources, time constraints, and varying perceptions of instructional supervision among stakeholders were identified.
The study highlights the need for effective communication and collaboration between principals and teachers to ensure that instructional supervision is perceived as a supportive process aimed at improving teaching and learning rather than a punitive measure. Furthermore, the findings underscore the importance of providing professional development opportunities for principals to enhance their skills in conducting effective instructional supervision.
Based on the research findings, recommendations are made to educational policymakers and school administrators to establish a conducive environment for instructional supervision, including providing adequate training, resources, and clear guidelines. Additionally, fostering a culture of trust, collaboration, and continuous professional development is essential to maximize the benefits of instructional supervision in secondary schools.
This study contributes to the existing literature by providing insights into the perceptions of principals and teachers regarding instructional supervision and its potential to improve teachers’ performance in secondary schools. By understanding these perceptions, policymakers and school administrators can develop strategies and interventions to strengthen instructional supervision practices, ultimately leading to improved teaching and learning outcomes in secondary education.
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