THE EVALUATION OF SUPERVISORY PRACTICES IN PUBLIC PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

Background to the Study

Educating the individual for self-reliance and productive citizenship is a major concern of the Nigeria educational system. At every level of the nations education strata, the quest for productive citizenship has become a critical factor such that without it, the nation’s developmental objectives would seem to be ineffective. The National Policy on Education 4th edition (F.R.N 2004) see a situation where every citizen of the nation is offered life-long education; education that will be centered on the learner for maximum self-development and fulfillment; education that will be related to the community’s needs amongst others. It also referred to primary education as the education given to institutions for children aged 6 – 11 years plus and that the rest of the education system is built upon it. Therefore the primary level is the key to successes or failure of the whole system. The goal of the primary education as stated in the National Policy on Education (F.R.N. 2004) is as follows:

a. permanent literacy and numeracy, and ability to communicate effectively;

b. laya sound basis for scientific and reflective thinking;

c. give citizenship education as a basis for effective participation and contribution to the life of the society;

d. mould the character and develop sound attitude and morals in the child,

e. develop in the child the ability to adapt to the child’s changing environment,

f. give the child opportunities for developing manipulative skills that will enable the child function effectively in the society within the limits of the child’s capacity; and

g. provide the child with basic tools for further educational advancement, including preparation for trades and crafts of the locality.

The document went further to say that these goals will form the basis of primary education in all the States of the Federation. In pursuance of the goals, primary education was made tuition free, universal and compulsory.

Supervisors are expected to possess relevant knowledge and skills to carry out or perform these roles (Nwaogu, 1980). Ezeocha (1990) upholds that internal supervisor will consequently be “professionally strangled”, if he fails to avail himself with training skills designed to equip him with the equality of an instructional leader. Writing on training programme Eru, in Ossai (1998), maintains that even the best of teachers, if they do not remain abreast with professional advances, they lose their currency and

consequently their effectiveness. Wood (1981) has observed that training keeps educators aware of new knowledge and technology in their areas of specialization. A supervisor who must be functional should recall that human resources need be preserved, renewed and cultivated, Desina and Rhodes

(1980). In support of the above, Knezevic in Ossai (1998) observed that teachers are not finished products even after completion of preparatory programme which terminates with Bachelors or Masters Degrees. The opinion is supported by Robberts in Ossai (1998) when he asserts that pre-service is inadequate due to the saying that training programme would compensate for the deficiencies in pre-service training if the teachers are to meet any reasonable success in their work. Moreover, in-service training will encourage old teachers in moving ahead, in developing new understanding in trying out ideas and skills Akubue, (1983).

Supervision of school is important. This is because teachers are made more competent and efficient, parents are satisfied with the performances of their children, children are motivated to work harder in order to achieve the required standard, hence in the long run, the goals of education is achieved. Supervision in school therefore is a vital process and combination of activities which is concerned with the teaching and

improvement of the teaching in the school framework. Quest for effective supervision becomes more imperative because of the growing complexity in the school system. Thompson in Ossai (1988) opined that supervision becomes necessary because the pace of curricular and methodological changes and the changing place of the school in the society. Another significant factor is the rise

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in the enrolment trend in primary schools. As a result of this expansion, a lot of strain is brought to beer on the manpower resources of the school system. This view is supported by Ogunsajo (1998), when he asserted that “each year, supervisors are lifted from the classrooms to take up supervisory responsibilities as Heads of schools, without adequate preparations for such positions”. Such inadequate preparations consequently account for the majority of supervisory difficulties which are endemic in school system.

The increase in the number of school has necessitated the appointment of more teachers to the office of Head teachers (Headmaster/mistress). This expanded opportunity for internal supervisors, which has attracted into the profession a new breed of supervisors whose professional competencies are relatively not known. Their effectiveness requires that they be brought to a point of medium professional expertise through in-service training, regular workshop, seminar programmes and adoption of supervisory technique Adiele, (1997). There seems to be various types of supervisory technique that might be adopted by both internal and external supervisor. Ojelabi (1981) identified routine visits, investigation visits and special visit. Of all these technique the aim depends on the reason why supervisor might decide to adopt a particular technique of supervision that may suit the content of the visitation. Supervisor may adopt a punctuality of teachers or how the school is settling down. One of the aims of

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such technique is to enable the supervisor look into what is happening, the work being done, the human relationship or the appropriate use of the building and the school equipment. Supervisory technique adopted by school supervision could lead to supervisory practice.

Supervisory practice consist of activities carried out by supervisor or team of supervisors for days usually a week or longer, enquiring into every aspect of school programme and examining its buildings and surroundings is referred to as supervisory practices. Such supervisory practices are usually followed by comprehensive report, copies of which are made available to the school ministry. The frequency of the supervisor depends on a number of factors, such as the number of schools in the area, the availability of supervisory staff and the needs of the school. Supervisory

activities of schools could be enhancing for effective academic growth and school administrative structure. According to Onassanya (2008) the quality and quantity of the work must be specified in clean clear terms to the classroom teachers. New and inexperience teachers need to be given the necessary orientation about classroom activities. Teachers could be motivated through the assistance of supervisor in improving instruction.

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Implementation of identified ways of improving supervisory practices of school Heads could facilitate the achievement of the educational goals. It however seems that there are factors that militate against successful supervision in Nigeria primary schools. It seems that the government, the teachers, the community, the society, parents, guardians and the students contribute to the problem of effective supervision of schools in Nigeria. It is against this background that this study seeks to appraisal supervisory practices of primary school Head teachers in Awka Education Zone of Anambra State.

Statement of the problem

Supervision in primary schools are carried out by the Head teachers, Assistant Head Teachers, Heads of Departments (junior/Senior), and those delegated by the Head teacher within their schools to ensure effectiveness in teaching and learning activities (classroom instructions) by the teachers.

For anything to be regarded as qualitative supervision in schools, such supervisory activities need to be geared toward achieving the objectives of the school. Supervision and appraisal of supervisory activities of school Head teachers seem to be special practices and techniques that can easily help primary school educational system to achieve its goal if they are properly handled. It

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however seems that there are factors that militate against appraisal of supervisory practices of primary school Heads.

Onasanya (2008) identified these factors to include the government, parents, supervisors, students and the host community. These factors seem to be responsible for poor performance of supervisory role of primary school Heads in most primary schools, thereby hindering the achievement of educational goals and objective. Hence, Okibe (2005) wondered how educational goals and objectives of primary schools could be ascertained without appraisal of supervisory practices of primary school Head teachers. Therefore, the problem of this study is posed as question form: how has a supervisory practice of primary school Head teachers being carried out in Awka Education Zone of Anambra State.

Purpose of the Study

The main purpose of this study is to appraise supervisory practices of primary school Head teachers in Awka Education Zone of Anambra State.

Specifically, the study:

1. Found out techniques of supervision adopted by primary school Heads.

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1. Ascertained supervisory practices of primary school Head teachers during supervision.

1. Examined factors hindering effective supervisory practices of primary school Head teachers.

1. Investigated ways for improving supervisory practices of primary school head teachers.

Significance of the Study

The findings of this study will be useful in a number of ways to policy makers, researchers, the government, school Heads, ministry of Education and the general public. The finding of this study if adopted will create awareness to the Local Government Education Authority in the local government level, the teachers, supervisors and parents. The study will serve as a help to supervisors both internal and external on how to use different types of supervisory techniques to improve teacher’s instruction and for well being of primary school system. Various types of supervisory techniques that were explained in the chapters of this research study will provide an insight to supervisors on how to use them.

Similarly, through seminar and workshop the dissemination of information in this study could help government agencies and school owners to

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be familiar with supervisory practice of head teachers. Various activities carried out by both internal and external supervisors constituted supervisory practices. This study will help both government and school owners to be familiar with supervisory practices.

The findings of this research study if published through journal will be of great benefit to the general public. This is because the finding in this study could be applied in solving practical societal problems.

Scope of the Study

This study focuses on appraisal of internal supervisory practices of primary school Head teachers. The study was carried out among primary school Head teachers and teachers in Awka Education Zone of Anambra State.

Head teachers and teachers were chosen because they are responsible for carrying out supervisory activities at primary school level as part of their demonstrative and teaching functions. The content area covers techniques of supervision, supervision practices of primary school Heads, factors that hinder effective supervision and ways for improving supervisory practices of primary school Head teachers.

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Research Questions

1. What are the techniques of supervision adopted by primary school Heads teachers?

1. What are the supervisory practices of primary school Head teachers during supervision of primary schools?

1. What are the factors hindering effective supervision of primary schools by school Head teachers?

1. In what ways can supervisory practices of primary school Head teachers be improved?

Hypotheses

The following null hypotheses formulated were tested at 0.05 level of significance.

Ho1: There is no significant difference between the mean ratings of Headteachers and teachers with regard to techniques adopted in supervision of primary school.

Ho2: There is no significant difference between the mean ratings of Headteachers and teachers with regard to facts hindering effective supervision of primary schools.