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SUPERVISORY
SKILLS REQUIRED OF PRINCIPALS IN ORDER TO ENSURE EFFECTIVE MANAGEMENT OF
INSTRUCTION
CHAPTER ONE
INTRODUCTION
Background
to the Study
Owing to the
challenges that faced directorate of inspection, principals were entrusted with
the task of instructional supervision within the schools. Several Commissions
of education have discussed and made recommendations on improvement and
maintenance of quality education. The commissions recommended that
instructional supervision be undertaken in the schools by trained qualified and
experienced personnel. The principals of schools were mandated amidst many
other responsibilities to carry out instructional supervision in their schools.
Principals have been legitimately entrusted with the task of managing schools
in order to achieve the educational goals. Instructional supervision requires
that principals focus mainly on the teaching staff who implement curriculum
directly through instruction. Principals therefore ought
to give
instructional supervision special place in their discharge of duties.
Supervision
in schools is very important and as a result only those teachers, who are
trained, qualified, experienced and of high professional integrity are promoted
as principals. The instructional supervisory activities of the principal enable
every child to reach their individual academic success. The purpose of
instructional supervision is to improve the quality of teaching through
improved skills of teachers which in turn improves students’ academic
performance. As the agents of the Quality Assurance Standards Officers (QASO)
principals have been assigned
instructional
supervisory activities. The activities involve improving teaching and learning;
developing supervisory strategies; executing strategies for improvement;
maintaining the school system; improving curriculum and library materials;
evaluating students’ progress and timetabling (Okumbe, 2003).
The
principals play the role of supervisor from time to time by checking the
teachers’ classroom work and assessing their overall performance based on
students’ academic achievement. Principals are also charged with the duty of
promoting the academic and professional status of teachers by availing them
with current curriculum materials and in-service courses. The principals are
expected to provide the right motivation and stimulation for staff and students
to enhance academic achievement. They are to use supervisor-teacher friendly
methods
moving away
from the traditional method of control and authoritarianism (Wenzare, 2012).
The traditional methods of inspection instill fear to teachers and lower their
moral (Republic of Kenya,1965). Principals therefore ought to be sources of
inspiration for teachers and their students.
Instructional
supervisory skill of the principal is key to the improvement of quality
education in
any school and leads to enabling students perform well in their academics
.Highlight of the instructional supervision has been made by many stake holders
who are increasingly holding the principals accountable for the results of
their students (Zepda, 2003). Poor performance is being registered in schools
and yet principals are in schools expected to make a difference in student’s
academic performance through instructional supervision. While there have been
many studies carried out on Instructional supervision a little has been done on
the
relationship
between the variable and students academic achievement. The stakeholders are
more and more becoming conscious of the need for the schools to be accountable
of the results of the students they are teaching. This is exerting pressure on
the principals to improve teaching in their schools. This pressure helps the
principals to be keen on carrying out effective instructional supervision to
improve students’ academic performance. Principals have to pay attention to the
instructional leadership activities that bring about effective instructions
which lead to academic success of the students. Principals have to relate
administrative tasks and processes by a well established program of supervision
which helps to knit together the various activities towards achievement of
school goals. Glickman et al (2010) description of supervision as a “glue” of a
successful school holds true. As a result of its binding activity it acts as a
sensory system and lifeblood of the school.
Researchers
have focused on variables relating to the principals and their roles of
instructional
supervision. Some others have researched on instructional supervision
activities and improvement of teachers’ class instruction. However studies on
this field have failed to bring in the variable of the students who are
recipients of principal’s instructional supervisory activities.
Without
bringing in student’s academic achievement the study will not be complete
because teaching is only a means to an end which is student’s academic
achievement. Student’s academic achievement is crucial when discussing the
instructional supervision because it provides a reflection of the quality of
the activities that have been offered. Poor academic achievement of students
raises concern as to whether instructional supervision has positive influence
on the
student’s
academic achievement. This study therefore examines principals’ instructional
supervisory roles and its influence in student’s academic achievement.
Statement of
the Problem
Although the
Ministry of Education is focused on improving the supervision of instruction in
schools much still needs to be done. Informal discussion among people in
Abakaliki Education Zone and related research findings suggest that poor
students’ performance in Secondary schools is as a result of ineffective
supervision of teachers by principals. This assumption from the stakeholders that students in secondary
schools in Abakaliki Education Zone perform poorly as a result of ineffective
supervision of principals is not verified. Yet the fact that many students
perform poorly in their examinations is a reality. The purpose of instructional
supervision is to support teachers develop their professional skills and
techniques in order to help students learn better and perform well.
Instructional supervision in schools as earlier stated is aimed at improving
teacher instruction and hence students academic performance. The goal of this
practice as laid down by the Ministry of education is to enhance quality of
education and thus make students succeed in their studies.
Poor
academic achievement raises concerns as to whether principal’s instructional
supervisory
skills are effective in schools. Principals are expected to provide effective
supervision of instruction services by motivating, stimulating and consulting
with teachers in order to improve student’s academic achievement. The Ministry
of Education through Ebonyi state secondary education board(SEB)in liaison with
Association of principals of Secondary schools do organize workshops and
in-service training for principals in order to equip them as instructional supervisors.
With these interventions in place it would seem reasonable and indeed
necessary, to ask why students should perform poorly in their academic
performance in public secondary schools in Abakaliki Zone.
Some
researchers have found out that principals spent less than a third of their
time in supervision (Cooley & Shen 2011) and (Goodwin, Cunningham &
Childress, 2012). They have been reported to use only 20% of their time for
visiting classes, curriculum related task and staff development. Instructional supervisory
activities that the principals should carry out in schools are clearly
stipulated by the Ministry of Education. The poor rate at which secondary
school students in Abakaliki Zone perform need urgent attention hence
principals are required to put instructional supervisory activities first in
their discharge of duty.
Although
principals have been trained and prepared as instructional supervisors there is
little to show effectiveness of instructional supervision in secondary schools
in Abakaliki Zone. When there are principals who are trained and have the
necessary knowledge and skills in supervision one fails to understand why
majority of students continue to perform poorly. Instructional Supervision
within a school is expected to have effect on the teaching of students by
teachers which bring about students academic achievement. However very little
is known about instructional supervision and how it influences student’s
academic achievement in Abakaliki Education Zone. Research on this field has
been done on the following areas; skills and responsibilities of supervisors in
schools Sturge Krajewski, & love (2010); skills of principals in
instructional supervision in public secondary schools Muoka (2013); and
supervision of instruction in public secondary schools Baffour-Awuah (2011).
While Sturge
et al (2014) reviewed research reports, articles and texts this study collected
data from relevant respondents for its findings. The students’ academic
achievement was not addressed and hence it became the dependent variable of the
current study. The researchers focused on instructional supervisory practices
but failed to bring out the end result or purpose of the practices.
Instructional Supervision is only a means to the students’ academic achievement.
This study
therefore examined the supervisory skills required of Principals for effective
management of secondary schools of Abakaliki Education Zone of Ebonyi State.
Purpose of
the study
Generally,
the purpose of this study is to Examine the supervisory skills required of
principals in order to ensure effective
management of instruction in Abakaliki Education Zone of Ebonyi State from
which the following specific purposes were derived.
1. To ascertain how classroom
observation/clinical Supervision skill will influence principal’s effective
management of Secondary School.
2. To examine how workshop skill will
influence principal’s effective management of Secondary School.
3. To assess whether principal’s
micro-teaching skill will influence management.
4. To examine the challenges principals face
in carrying out their supervisory obligations.
5. To find out the ways principal’s
supervisory skills can be improved.
Significance
of Study
This study
hopes to contribute to improvement of performance of the supervision role of
principals. It is hoped that the study findings will be useful to the
principals, Association of principals of Secondary School(APSS) and Ebonyi State Ministry of Education. The study
will be a tool of learning for the above agents of education because they are
involved in one way or another in instructional supervision in the schools. The
principals were challenged to improve their ways
of
motivating, supporting and directing teachers and allocating more of their time
in instructional supervision. The study is hoped to help principals reinforce
those supervisory activities that positively influence student’s academic
achievement.
The APSS
will use the findings to report to the Ministry of Education (MOE) on areas
that require attention particularly during the formulation of policies relating
to internal supervision in schools. APSS would further use the study to improve
their in-service programs for principals and teachers for better students’
academic performance. The challenges that principals face while carrying out
instructional supervision would also be known and be addressed by APSS.
The research
will also help the MOE plan workshops or in-service courses that will help
principals learn or acquire new ways of helping teachers develop their
instructional skills for improvement of academic achievement in secondary
schools in Abakaliki zone. Teachers would also benefit from the study by
getting insights of the instructional supervisory skills that principals have
been entrusted to perform in their schools to support, motivate and stimulate
them. The study would enable the teachers know what to expect from their
principals and take initiative to seek for those services from their
principals. Students would also benefit from the study as a result of improved
supervisory skills of the principals. The students would be able to cover the
syllabus on time, understand each subject well as a result of quality teaching
through improved teaching methodologies of teachers.
The students
would also be keen to set targets of their performance as a result of
consistent
monitoring of their academic achievement. They would benefit from quality
instructional time which would be realized as a result of observance of
punctuality by teachers which would spill over to the students. In this area of
study there are suggested areas for researchers to study in order to enrich
knowledge in this field. This would further improve the quality of education
through better learning and teaching strategies. Other researchers would be
motivated to study the problem in other learning institutions that would add to
the existing data in order to further improve the quality of education through
better learning and teaching strategies.
Scope of
Study
This study
was delimited to supervisory skills required of principals in order to ensure effective management of instruction in
Abakaliki Education Zone. The study was delimited to Abakaliki Zone owing to
the shortage of sufficient empirical research investigating the above problem.
The parents and the community at large have decried the low grades that
students get at the Senior Secondary Certificate Examinations.
Principals
were used in the Study because they play a key role in the instructional
supervision
of their schools. They interact with teachers almost on a daily basis in and out
of classrooms and indirectly influence students academic performance.
Principals are the internal supervisors who offer professional support,
motivation and encouragement.
The research
was also delimited to the teachers because they work under principals and are
the subjects of principals’ supervisory roles. Teachers influence students’
academic achievement by their good instructional skills developed through
effective instructional supervision. The teachers are also in a position to
share information relating to the principals supervisory skills in their
schools and suggest ways for improvement.
Research
Questions
This study
was guided by the following research questions;
i. How does
classroom observation/clinical Supervision skill influences principal’s
effective management of Secondary School?
ii. How
does workshop skill influences
principal’s effective management of Secondary School?
iii. How
effectively do principal’s micro-teaching skill influences management?
iv. What
challenges do principals face in carrying out their instructional supervision?
v. How would
the principals’ instructional supervision be improved?
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