TEACHERS

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.

This study investigates the Influence of Continuous Professional Development (CPD) on students' academic performance in Biology in Ovia North-East Local Government Area of Edo State, Nigeria. The purpose of this Study was to determine the extent to which Continuous Professional development programs attended by Biology teachers influence their instructional delivery and subsequently enhance their students’ academic achievement. The design adopted in this study was a quantitative descriptive survey research design was adopted for the study. The population comprised 50 Biology teachers in the 26 public secondary schools within Oviah North-East LGA, while a purposive sample of 50 teachers was randomly selected for data collection. The standard Instrument used to gather data was a structured questionnaire which assessed teachers’ participation in CPD, the effects on their students, the challenges that limit them and recommendations and suggestions to improve CPD for Teachers. The Questionnaires was validated by two lecturers in the faculty of Education. The reliability was establish using the Cronbach alpha’s method. Descriptive statistics such as frequency counts and percentages were employed to analyze the data. The Findings revealed that most Biology teachers regularly engaged in CPD activities, including workshops, online courses, and peer collaboration, and that these programs significantly improved their teaching competence. However, limited institutional support, inadequate funding, and lack of incentives were identified as challenges hindering CPD accessibility and effectiveness. Based on these findings, it is recommended that school administrators and Education policymakers invest more in CPD programmes by providing regular training opportunities, resources, and incentives to motivate teachers. Such efforts are essential in improving Biology teaching and learning experience, and fostering academic success among secondary school students.

Education has been seen as the primary tenet of both social and economic advancement. Globally, the educational landscape is continuously evolving, reforming, and changing. The education of the future generation takes place in vital institutions, and school administrators have a great deal of responsibility for these establishments. Parental excellence in their children's education is one of their main priorities. Indeed, parents are prepared to shell out cash for their kids' optimal education—paying for tuition, purchasing reference materials, and using computers and the internet for educational purposes (Ibrahim et al., 2017). The standard of leadership required to oversee and run the schools in order to produce a quality generation is extremely high (Diaz, 2018). A school's ability to advance is frequently correlated with its administrators, and the leadership of the teaching and learning environment is crucial to student learning.

This study was carried out to determine the influence of technical teacher training on the competencies teachers posses in teaching basic technology in Edo state. Five research questions were raised to guide the study and four null hypotheses were tested at 0.05 significant level for the study. Descriptive survey research design was used for the study. The population of the study was 400 basic technology teachers of Oredo local government area of Edo State. Simple random sampling technique was used to select 100 respondents for the sample. The instrument used was a structured questionnaire. The instrument was validated by three experts. Pearson’s Product-Moment Correlation Coefficient (PPMCC) was used to compute reliability of the instrument which gave a correlation coefficient of 0.72. The data collected was analyzed using descriptive statistics of mean and standard deviation and t-test was used to test the hypotheses. The result of the analysis shows that for a basic technology teacher to be considered competent such teacher must have, gone through teacher training, good knowledge of subject matter, proper usage of instructional aid and methods, good classroom and laboratory management skills and proper evaluation techniques. The t-test analysis showed that the four groups of teachers (male & female, rural & urban, experienced & inexperienced and public and private secondary school) did not differ significantly in their rating on the variables that is important for effective teaching of basic technology by teachers. It was recommended among others that Edo state Ministry of education should employ only qualified and trained technical teachers for basic technology, and the state government must also enforce the same strategies in the private sector. The performance of basic technology students is directly influenced by the qualification and quality of the teacher taking the subject.