PRINCIPAL’S SUPERVISORY TECHNIQUES AND TEACHERS JOB PERFORMANCE IN OVIA NORTH EAST LGA, EDO STATE
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Abstract
his study examined the relationship between principals' supervisory techniques
and teachers' job performance in public senior secondary schools in Ovia North East Local Government Area, Edo State, four research question were guide the study. The study adopted a descriptive survey design with 55 teachers and 5 principals as participants from the study population. Two research instruments were formulated for data collection; the first was the indices of principal supervisory technique (PST) and the second was the Indices of Teacher’s Job Performance (TJP). The research instrument was validated by the researcher’s supervisor. Data were collected using questionnaires and analyzed using percentages, regression, and Pearson correlation. The findings revealed that principals’ supervisory techniques, including instructional, clinical, developmental, collaborative, and summative supervision, significantly and positively influenced teachers' job performance. Teachers reported improved instructional competence, classroom management, lesson preparation, student assessment, and communication skills due to these supervisory practices. Regression analysis demonstrated a statistically significant relationship between supervisory techniques and teachers’ performance, while Pearson correlation revealed no significant differences based on principals’ years of experience or gender. The study highlights the importance of effective supervisory practices in fostering teacher development and achieving educational goals. Recommendations include continuous training for principals, fostering collaboration, and regular performance evaluations. This research underscores the critical role of supervision in enhancing teaching quality and improving educational outcomes.
and teachers' job performance in public senior secondary schools in Ovia North East Local Government Area, Edo State, four research question were guide the study. The study adopted a descriptive survey design with 55 teachers and 5 principals as participants from the study population. Two research instruments were formulated for data collection; the first was the indices of principal supervisory technique (PST) and the second was the Indices of Teacher’s Job Performance (TJP). The research instrument was validated by the researcher’s supervisor. Data were collected using questionnaires and analyzed using percentages, regression, and Pearson correlation. The findings revealed that principals’ supervisory techniques, including instructional, clinical, developmental, collaborative, and summative supervision, significantly and positively influenced teachers' job performance. Teachers reported improved instructional competence, classroom management, lesson preparation, student assessment, and communication skills due to these supervisory practices. Regression analysis demonstrated a statistically significant relationship between supervisory techniques and teachers’ performance, while Pearson correlation revealed no significant differences based on principals’ years of experience or gender. The study highlights the importance of effective supervisory practices in fostering teacher development and achieving educational goals. Recommendations include continuous training for principals, fostering collaboration, and regular performance evaluations. This research underscores the critical role of supervision in enhancing teaching quality and improving educational outcomes.
Supervisor(s)
co-supervisor