TITLE PAGE
PRINCIPALS’ UTILIZATION OF SUPERVISORY SKILLS FOR QUALITY ASSURANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
BY
CHIGBU, BAPTISTA CHINYERE PG/Ph.D/12/62350
THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA, IN FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D.) IN EDUCATIONAL ADMINISTRATION AND PLANNING
NOVEMBER, 2016
i
APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA
BY
------Ass. Prof. A. I. Oboegbulem (Internal Examiner) (Supervisor)
------(External Examiner) Prof. C. J. A. Onwuka (Head of Department)
------Prof. S. C. Nwuzi Dean, Faculty of Education
ii
CERTIFICATION
Chigbu, Baptista Chinyere, a postgraduate student in the Department of Educational
Foundations, University of Nigeria, Nsukka with registration number PG/Ph.D/12/62350 has satisfactorily completed the requirements for the Award of Degree of Doctor of Philosophy
(Ph.D) in Educational Administration and Planning. The work embodied in this thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other university.
…………..…………… ……..………....……………… Chigbu, B. C. Ass. Prof. A. I. Oboegbulem (Student) (Supervisor)
iii
DEDICATION
This work is dedicated to my darling husband, Prof. P. E. Chigbu, and my lovely children for
their moral and financial support throughout the period of this programme.
iv
ACKNOWLEDGEMENTS
The researcher wishes to express her gratitude to Almighty God for His Divine mercy, protection and guidance which enabled her to complete the programme in spite of numerous challenges. The researcher’s gratitude and appreciation go to her project supervisor, Ass. Prof.
A. I Obogbulem, who inspite of her personal commitments, took time to supervise the work and gave necessary guidance to improve its quality. The researcher is also grateful to
Professors C. J. A. Onwuka; F. A. Okwo; C. A. Igbo; Uche Eze; Z. Njoku; N. O Ogbonnaya and Drs. Ify Ezenwaji; J. N. Igbo; F. M. Onu; E. A. Onu; Chinwe Enyi; Ify Onah; U. Ogwo; L.
N. Onuigbo; E. K. Oyeoku, H. N. Ibe and other lecturers in the Department of Educational
Foundations for their encouragement and direction throughout the course of study. The researcher also sincerely appreciates the proposal panelists made up of Ass. Prof J. C. Omeje,
Dr. E. N. Aye; Rev. Fr. Dr. L. K. Ejionueme; for their constructive criticisms which have greatly helped to sharpen the focus of the study.
The researcher is sincerely indebted to members of her family especially her husband
Prof. P. E. Chigbu and her children Ify, Chiny, Ozy, Okwy and Choky for their moral support and prayers in the course of the study. The researcher will not fail to thank the authors whose materials were consulted in the process of this study. The researcher indeed appreciates all of you. God bless you all.
v
TABLE OF CONTENTS TITLE PAGE i APPROVAL PAGE ii CERTIFICATION iii DEDICATION iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES ix ABSTRACT xii
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 15
Purpose of the Study 16
Significance of the Study 17
Scope of the Study 18
Research Questions 19
Hypotheses 20
CHAPTER TWO: REVIEW OF LITERATURE 21
Conceptual Framework 23
Concept of Supervision 23
Concept of Skill 34
Concept of Utilization 36
Concept of Supervisory Skills 37
Concept of Quality Assurance 46
Concept of Principal 58
Concept of Public Secondary Schools 60
Theoretical Framework 64
vi
Systems Theory 64
Behavioural Science Theory 65
Contingency Theory 66
Review of Related Empirical Studies 67
Studies Related to Principal’s Supervisory in Secondary Schools 67
Studies Related to Quality Assurance in Secondary Schools 74
Summary of the Literature Review 78
CHAPTER THREE: RESEARCH METHOD 80
Design of the Study 80
Area of the Study 80
Population of the Study 81
Sample and Sampling Technique 81
Instrument for Data Collection 82
Validation of the Instrument 83
Reliability of the Instrument 83
Method of Data Collection 83
Method of Data Analysis 84
CHAPTER FOUR: RESULTS 85
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS, & SUMMARY 105
Discussion of Findings 105
Conclusions 118
Educational Implications of the Findings 118
Recommendations 119
Limitations of the Study 120
vii
Suggestions for Further Studies 121
Summary of the Study 121
REFERENCES 124
APPENDICES
A: Request for Validation of Research Instrument 136
B: Instrument for Data Collection 137
C: Computation of Sample Size for the States 142
D: Result of Reliability Test 143
E: Distribution of Sampled Teachers and Principals 146
F: Result of Data Analysis 147
G: List of Public Secondary Schools in Enugu and Imo States 165
viii
LIST OF TABLES
Table
1. Mean Ratings of Respondents on the Extent to as Principals Use Communication Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 85
2. Mean Ratings of Respondents on the Extent to which Principals Use Problem Solving Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 87
3. Mean Ratings of Respondents on the Extent to which Principals Use Leadership Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 88
4. Mean Ratings of Respondents on the Extent to which Principals Use Development Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 89
5. Mean Ratings of Respondents on the Extent to which Principals Use Resourcefulness Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 90
6. Mean Ratings of Respondents on the Extent to which Principals Use Empathy Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 92
7. Mean Ratings of Respondents on the Factors Impeding Principals’ Use of Supervisory Skills for Quality Assurance in Public Secondary Schools in South East, Nigeria 93
8. Mean Ratings of Respondents on the Ways of Improving Principals’ Supervisory Skills for Quality Assurance in Public Secondary Schools in South East, Nigeria 94
9. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Communication Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 95
10. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Problem Solving Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 96
ix
11. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Leadership Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 97
12. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Development Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 99
13. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Resourcefulness Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 100
14. The t-test Analysis of Mean Ratings of Teachers and Principals on the Extent to which Principals Use Empathy Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 101
15. The t-test Analysis of Mean Ratings of Teachers and Principals on the Factors that Impede the Use of Supervisory Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 102
16. The t-test Analysis of Mean Ratings of Teachers and Principals on the ways of Improving Principals Supervisory Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria 103
x
ABSTRACT
This study was conducted to investigate principals’ utilization of supervisory skills for quality assurance in public secondary schools in South East, Nigeria. Eight research questions were posed and answered while eight hypotheses were formulated and tested at 0.05 level of significance. The study adopted a descriptive survey design. Eight research questions and eight null hypotheses guided the study. The population of the study was 63,527 which comprised 1,244 principals and 58,343 teachers in public secondary schools in South-Eastern State. The sample for the study was 1,980 made of teachers and 565 principals. A multi stage sampling technique was adopted to draw the sample for this study. The instrument for data collection was a researcher developed questionnaire titled “Principals’ Utilization of Supervisory Skills for Teachers Questionnaire (PUSSTQ). The questionnaire focused on specific areas of principals’ supervisory skills namely communication, problem solving, leadership, development, resourcefulness and empathy skills. The study also investigated the factors impeding principals’ use of supervisory skills and ways of improving principals’ supervisory skills for quality assurance in public secondary schools in South East, Nigeria. The instrument was subjected to face validation by three experts. The experts were requested to check the relevance, adequacy, language, comprehensiveness and appropriateness of the items bearing in mind the purpose of the study. To determine the reliability of the instrument, a trial-test was conducted with 15 teachers and 5 principals in public secondary schools in Kogi State which is outside the area of the study. Cronbach Alpha Method was used to determine the internal consistency of the clusters of the instrument and they yielded 0.89, 0.74, 0.70, 0.83, 0.90, 0.96, 0.91 and 0.82 for the eight clusters respectively. The data for the study were collected with the help of four research assistants. On-the spot method was used to administer the questionnaire to the respondents. Out of the 1,980 copies of the questionnaire administered, 1,923 copies were retrieved representing 97% return rate. The data collected were analysed using mean and standard deviation in answering the research questions while t-test statistics was used for testing the null hypotheses at 0.05 level of significance. From the data collected and analysed, the study found that principals in public secondary schools in south east, Nigeria to a little extent utilize communication, problem solving, leadership, development, resourcefulness and empathy skills in supervising teachers for quality assurance in the schools. The study also identified factors impeding principals’ use of supervisory skills and ways of improving principals’ supervisory skills for quality assurance in public schools in south east, Nigeria. Based on the findings, the researcher recommended among others that: the principals be given opportunities for self development through study leave with pay in order to acquire higher degree for better performance and that workshops, seminars, and conferences be organized by relevant agencies of education through the states ministries of education in which the principals as supervisors constitute the participants and major target of such programmes.
xi
CHAPTER ONE
INTRODUCTION
Background of the Study
The quality of education provided in many schools depends on many factors which include supervision. Supervision is an essential activity of any organization, be it an industrial or educational establishment. In the education sector, it is a device for assisting and encouraging teachers to improve their knowledge for ensuring the achievement of educational goals and objectives, as teachers need to be supervised to enable them do their work effectively. In the school system, supervision is very important in enhancing the effectiveness of teachers in performing their teaching functions. According to Ugwu (2001), supervision is the effort made to help the teachers in identifying and solving their professional problems for the purpose of improving the total teaching and learning situation. Naturally, some people, including teachers, do not take their work seriously unless they are monitored and assisted. To help teachers perform their teaching functions effectively and efficiently, there is need for effective supervision in schools.
Supervision establishes relationship that exists between the supervisor and the supervisee in which the responsibility and accountability for the development of competence, demeanor, and ethical practice take place. The supervisor is responsible for providing direction to the supervisee, who applies teaching techniques, standardized knowledge, skills, competency and applicable ethical content in the school setting (National Association of Social Workers,
2013). Egwunyenga (2005) defined supervision as that phase of school administration which focuses principally on the achievement of the appropriate instructional expectations of the educational system. Igbo (2002) opined that supervision is that which helps to improve the
xii 1
teaching function. Supervision emphasizes guiding teachers for better performance and good leadership. From the foregoing, one can deduce that supervision is the effort, support, assistance, guidance, which a superior offers to the subordinates to enhance effective service delivery in schools and other establishments. Supervision is one of the major functions of the school principal, who is in-charge of the school activities.
Supervision aims at helping teachers to work harder for proper implementation of the curriculum to influence students’ behaviour. Onasanya (2006) emphasized the need to supervise teachers closely to enable them work harder no matter their level of devotion and experience. Onasanya further observed that without supervision, both teachers and school administrators will decline rapidly in their performance of duties. Thus, the more teachers are supervised, guided and corrected, the more there will be better understanding of the knowledge content of the subjects. Supervision focuses on the needs and desires of the students and helps teachers to embrace new teaching aids and methods for effective teaching and learning.
Supervision is designed to support, correct and motivate teachers to enhance the process of instructional delivery to accomplish educational goals and objectives.
Supervision involves assessing performance of teachers’ activities. According to
Kochler (2005), supervision includes those activities which are primarily and directly concerned with studying and improving the conditions which surround the learning and growth of students. Schools cannot do without supervision in facilitating achievement of school goals.
Supervision helps incompetent teachers to improve, and guides their teaching methods. It provides a guide for staff development, discovers special methods and qualities possessed by teachers. It assesses the tone of the school and identifies the need to advise the government
xiii
about instructional materials that can be used to improve quality of instruction (Kochhlar,
2005). Supervision is therefore one of the major roles of the principal.
Principals are the heads of secondary schools charged with the responsibilities of overseeing the day-to-day activities of schools. Principals are the pillars of the school administration. According to Alpla (2005), the principal is the chief executive officer and the instructional leader of the school. As the chief executive, he oversees the management, administration, and supervision of instruction of the school. The achievement of the school goals depends on how effective the principal is in carrying out his/her supervisory role. Ayeni
(2012) defined principal as the chief executive who provides instructional leadership by coordinating both curricular, co-curricular programmes and is responsible for the general administration of the secondary school. According to Abiodun (2003), a principal is one official charged with the responsibilities of insuring that the machinery set in motion for the implementation of education, functions. The principal assists and guides the teachers to deliver their lessons effectively and efficiently. Fasasi (2006) stated that a principal is the chief executive that assigns duties to those who perform them, though all responsibilities still reside on him as the accounting officer. In the context of this work, the principal is therefore defined as a school leader who oversees the day to day running of a school such as offering guidance to teachers, students and other staff of the school and represents the school before the government and parents.
Principals have important roles to play for the achievement of school goals. According to Oboegbulem and Onwurah (2011), the principal is expected to interpret and implement government’s educational policies, provide opportunities through which the school relates with the community, establish and develop the community in which the institution is situated.
xiv
According to Mgbodile (2004), principals are responsible for implementing educational programmes in schools, ensuring that conducive atmosphere is created for learning. Mgbodile further observed that principals are the hub on which the success of secondary education revolves because they help to translate policies, and guide action on curriculum implementation. Emphasizing on the role of principals, Edem (2006) stated that a principal has the challenging task of providing in-service training and programmes aimed at improving performance of staff. Such programmes, according to the author, are modern methods of teaching and evaluation, operation, and use of modern visual aids, training for improving teaching aids, training on the use of information and communication technology (ICT). To carry out supervisory roles effectively, therefore, principals need instructional supervisory skills.
Skills enhance mental abilities to perform work. Skills are the ability to perform a work with ease, precision and adaptability to changing conditions. Osinem and Nwoji (2005) defined skills as the abilities to perform an activity expertly. The authors further added that skill is a well established habit of doing things and involves the acquisition of professional capability through repetitive performance of an operation. According to Obi (2005), skill is a manual dexterity acquired through repetitive performance of operation. The author further stated that a person is said to possess a skill when such individual can finish a given work at a given time with minimum errors. Possession of skills facilitates action for efficient performance. In the context of this study, skills are defined as intellectual abilities and capabilities possessed by individuals to carry out work efficiently at a given time. Principals, in particular, and all the people in leadership positions need to apply skills as they work with their subordinates, to
xv
achieve organizational goals. Principals therefore utilize some notable skills in effective management and supervision of schools.
Utilization is a generic term which means to employ or exploit something by a person for certain gain. It is the effort to put to use, especially to make profitable or effective use of time, tools, facilities and any other forms of materials. According to Leo Sun (2016), utilization is when one uses something, whether it is a tool, like when one uses a pen to write something down, or a skill or talent, like the speed used when running a race. Contextually, utilization is the act of employing or exploiting potentials or ability to carry out a task. In the school system, the supervision of the teachers by principals is ensured through the utilization of some skills.
For instance, the principals utilize supervisory skills to cope with challenges and the demands of supervision.
Supervisory skills facilitate supervision of teachers. Supervisory skills, according to
Lydiah and Nasongo (2009) are the strategies, actions, behaviours and functions found to have positive impact on teachers’ performance. Supervisory skills refer to those personal and professional abilities, knowledge and competencies principals use in the supervision of teachers for the purpose of achieving educational goals. According to Moore (2014) Supervisory skills are those skills that help a person to manage employees properly. Skills help to establish goals, creative ideas and lead a team of people to achieve increase in productivity. Supervisory skills are the practical knowledge and experience acquired to ensure that principals carry out their duties effectively. It is a strategy and expertise to manage, monitor and regulate teachers in their performance of their teaching duties. It also entails the ability to build and maintain a good working relationship with the employees. Principals’ major duty is to supervise teachers, assist and lead teachers to accomplish the school goals through effective supervision using
xvi
supervisory skills. Supervisory skills are therefore strategies, techniques, ideas and methods which principals use to facilitate the process of supervision and make it interesting through constant interaction with teachers in the classroom. Use of these supervisory skills increases work performance.
There are numerous supervisory skills principals should utilize to enhance supervisory activities. Among these skills are communication, problem-solving, leadership, development, resourcefulness, empathy, time management, delegation, budgeting, technical and human
(Moore, 2014). Although there are many supervisory skills for supervision, the effectiveness of principals depends on how properly the skills are used to facilitate supervision. However, for the purpose of this study, the researcher will focus on six supervisory skills. These supervisory skills are communication, problem solving, leadership, development, resourcefulness and empathy skills. These six skills are the major skills in supervision and every other skill is subsumed in them. These skills are the skills employers seek in employees.
Communication skill is the process of using all the components involved in communication in giving and receiving information to facilitate supervision. Communication is the live wire of any organization. It is the means of interaction and exchange of ideas between one person and another. According to Omenyi (2007) communication is the means of imparting and exchanging attitude, ideas and information through human and technological media.
Ojebode (2006) defined communication as the process of transmitting information to others.
Furthermore, Ojebode stated that it is the process of sharing and exchanging meanings, ideas, feelings, information and thoughts. Communication skill is therefore the means of exchanging information by speaking, writing, or using some other medium to make the information clearer to the receiver.
xvii
Communication serves a lot of purposes in every organization. According to
Oboegbulem and Onwurah (2011), communication is used for sharing and exchanging information, expressing feelings and controlling members of an organisation. For effective communication to take place, Mgbodile (2004) noted that the principle of effective communication demands that communication system be maintained in classroom as it enhances awareness, enlightenment, involvement and performance effectiveness. This is because it helps the principal to relate his ideas to teachers. It is therefore pertinent for the principal to utilize communication skills to enhance supervisory exercise.
Communication skill is the use of words, demonstration, gesticulation and facial expression in different forms to pass information to people appropriately. It makes the use of words, languages and expressions meaningful to receivers. Murray (2010) noted that communication skill is composed of four elements which are grammatical competence
(concerned with the well-formedness of language), sociolinguistic competence (the ability to be appropriate with language), discourse competence (knowledge of the connections between utterances in a text to form a meaningful whole), and strategic competence (the ability to compensate for imperfect language knowledge). Dykstra (2008) gave the idea that communication skills, both written and oral are the most important quality employers seek in the ideal candidate. Communication skill is, therefore, very important for the success of school supervision, as it involves listening, understanding and passing information from one person to another. In the school system, supervision cannot be achieved without effective communication skills. Effective use of communication skill improves teaching and learning but when ineffectively used, students perform below expectation. Principals as guarantors of supervision
xviii
need communication skills to transfer messages from one teacher to another and to receive feedback. There is also the need for problem solving skills to harness supervision in schools.
Problem solving skill is one of the skills which is expected to be utilized by principals for effective supervision. According to Fredrick (2005), problem solving skill is an on-going activity that helps one to discover what one does not know. In the school system, principals encounter a lot of problems while carrying out supervisory activities in the school. With the knowledge of problem-solving skill, the principal is in a position to resolve these problems.
With effective use of problem-solving skill, supervision becomes an interesting exercise. In this context, problem solving skill is the use of diplomacy in rectifying problems that inhibit supervision. Used of problems skill is a quality that shows good leadership.
Leadership skill is one of the skills of supervision. Leadership is the process of co- coordinating the activities of people and directing them towards achieving the organizational goals and objectives. According to Flat (2002), leadership is the action taken by the principal to delegate work to teachers, promote and hasten growth in students’ learning. Robins in Eboka
(2009) defined leadership as the ability to influence a group towards achievement of goals.
Okorie (2012) defined leadership as the maintenance of the organization in terms of keeping the organization together, satisfying individual needs, encouraging self direction, promoting interdependence and preserving harmony. The process of influencing others in taking decision and achieving goals together is leadership. From the foregoing, leadership skill is the application of styles, techniques, and methods in organizing, directing and motivating a group of people in an organization to attain organizational goals. Thus, there is need for principals to use leadership skills in order to carry teachers along, give them proper direction and necessary assistance.
xix
Leadership skill involves the use of leadership styles, such as democratic, autocratic and laissez-faire. The democratic leadership style is referred to as the participatory leadership style.
The democratic leader recognizes the right of the worker to participate in decision-making
(Mgbodile, 2004). Autocratic leadership is task-oriented. With an autocratic leader, group members are denied their due respect while their welfare is accorded little or no consideration
(Olagboye, 2004). The laissez-faire leader is hpothesized to occur when there is an absence or avoidance of leadership (Bass & Avolio, 1997). Here, decisions are delayed and rewards for involvement are absent. The application of each of these styles depends on the leadership skills of the principal. Operationally, principals’ leadership skills deal with the ability to direct, control and carry teachers along for the purpose of achieving educational goals. Principals therefore need leadership skills for the development of teachers, and to achieve effective supervision.
Development skill is the process of increasing knowledge, ideas, methods and techniques. According to Moore (2014), it is a process of enhancing the capability of employees to improve the organizations’ efficiencies in the employees’ specific areas and ultimately achieve the organizational goals. Moore further stated that the essence of development skill is to improve productivity in the work place, improve competitiveness and also improve the quality of life of workers and their prospects in work activities. Contextually, development skill is the process of increasing teachers’ knowledge in different areas through different training programmes such as in-service training, conferences, workshops, on-the-job training among others. Development skill is therefore important in supervision to enable principals help teachers increase their knowledge for effectiveness. To enable principals carry out supervisory activities, there is also need for resourcefulness.
xx
Resourcefulness skill is one of the skills principals use in supervision. According to
Cindy and Quarters (2011), resourcefulness means having the ability to approach a problem in different ways. It implies the ability to be creative and to find solution from different directions.
Resourcefulness is not a built-in ability; rather it is learned over a time through a variety of experiences. Resourcefulness is the ability to cope with difficult situation to achieve result. In this context, it is the ability to make appropriate use of human and material resources available for effective management. Principals, therefore, need resourcefulness skills to cope with limited available resources as schools are not always provided with enough funds as demanded. For principals to forge ahead, there is need for resourcefulness skills. Apart from resourceful skills; there is also need for empathy skills in supervision.
Empathy skill is being able to understand peoples’ feelings, emotion, and situation.
According to Goleman (2011), empathy is the awareness of others’ feelings, needs and concerns. According to Minchin (2013) empathy is intuitive and something one can work on intellectually. It means being sensitive to what is happening to another person. To be empathic is to enter another’s world without being influenced. Principals are involved in intellectual and emotional development of teachers and therefore need empathy skills. According to Mclennan
(2008), empathy means expressing care which is not an innate ability but rather a skill that can be nurtured through supportive educational environment. In this regard, empathy is the intellectual identification of thoughts, feelings or state of another person. This skill will enable the principal to listen to teachers, appreciate their problems and find solutions. The use of this skill will enhance supervision process and motivate teachers to improve their teaching performance. For effective and efficient performance of principals in supervision, there is a dire
xxi
need of empathy skills to understand and influence teachers’ performance to ensure quality assurance.
Quality assurance is one of the desirable issues in the educational system which has attracted public attention. Quality as a concept means fitness for purpose, transformation from one state to another (Association of African Universities, 2007). According to Alaba (2010), quality assurance is a mechanism used to evaluate the efficiency and appropriateness of teaching and learning experience, so as to ensure delivery of high quality education. In a similar view, Nwite (2012) stated that quality assurance is systematic management, monitoring and evaluation of procedures adopted to measure the performance of students to ensure that the best practices in instructional input and output are maintained in schools. According to
Ayodele (2007), quality assurance means ascertaining that the available instructional materials, equipment, facility, school environment and pupils meet the required standard. It embraces all functions and activities that will ensure that quality education is achieved. The desire for quality education has created the need for review and reform in education to achieve educational goals and objectives. Quality assurance covers the curriculum implementation, teachers’ qualifications, teacher-student ratio, quality of equipment, facilities, human resource, among other things. Implementation of all these measures appropriately ensures quality education. In the context of this study, quality assurance is the process of ascertaining that school activities are effectively and efficiently performed for achieving educational goals and objectives. Teachers are at the centre of curriculum implementation and as such principals need supervisory skills in order to ensure quality assurance in schools.
A teacher is described as the one that is mandated to implement the curriculum in the classroom. According to Federal Republic of Nigeria (2004), in the National Policy on
xxii
Education, a teacher is a person who had undergone approved professional training in education at appropriate levels capable of inculcating knowledge, attitude and skills to the learners. Oboegbulem (2011) described a teacher as one who imparts knowledge to students in the classroom where the interaction of the students and the teachers begins. In line with the above views, Lewin (2004) stated that teachers are the hub of the educational system. The author further stated that teachers are considered as the single and most important factor in the educational enterprise. From the above definitions, teachers are knowledgeable men and women trained to impart knowledge to learners in and outside the classroom in order to modify their behaviour to be responsible citizens.
Teachers are therefore trained personnel who have the skills, tools, and information necessary to educate young people. They have the ability to impart knowledge to students through lectures, small group activities and hands-on learning activities. Teachers play many roles in the course of teaching and these facilitate learning. The ability to carry these out effectively will depend to a large extent on the level of their knowledge and principals’ utilization of supervisory skills in supervising them. In a school environment, teachers are best known for the role of educating the students that are placed in their care. Beyond this, teachers serve many other roles in the classroom such as building a warm environment, mentoring and nurturing students to become role models. Regardless of these roles they play, teacher’s shape the culture of their classrooms, improve student learning, and influence practice and production. As an educator, a teacher is responsible for implementing the school's curriculum by engaging students in lessons and activities to develop life-long learning skills. The success of the educational system depends on the knowledge and ability of teachers. Where teachers are
xxiii
not well trained, the educational system will fail as a result of the inability of teachers to interpret the curriculum and impart knowledge at all levels of educational system.
Secondary education occupies an important position in the educational system.
According to Lucas and Olaniyan (2008), it is that level of education where children receive basic education that enhances their advancement to higher professional and academic pursuit.
According to Federal Republic of Nigeria (FRN) (2012), in her National Policy on Education, it is the education children receive after primary education and before tertiary stage. In this context, secondary education is therefore the education that children attend after their primary education which prepares them for college or university.
Secondary education has broad and specific goals as stated in the National Policy on
Education. These broad goals are preparation of learners for useful living within the society and for higher education. The question, therefore, is whether the goals and objectives are being achieved as stated. According to Ajayi (2002), secondary education in Nigeria is riddled with crises of various dimensions and magnitude, such as overcrowding and indiscipline among students in classroom all of which combine to suggest that the system is at crossroads. Eya and
Chukwu (2012) observed a downtrend in the quality of supervision in public secondary schools, evidenced by poor students work and poor performance in external examinations. One of the reasons may be the poor performance of the principals in the supervision of teachers. The essence of supervision is to help teachers improve in instructional effectiveness that will, of course, lead to students’ good performance in both internal and external examinations. If principals possess and utilize appropriate skills in supervision, teachers’ performance will be influenced positively.
xxiv
Several situations have created doubts as to whether secondary school principals in
South East, Nigeria utilize appropriate skills in supervision, and the extent to which they use them for achievement of school goals. There is public outcry in newspapers, radio and magazines on poor standard of education which may result from the fact that teachers are not properly supervised. Personal observation in newspapers and magazine have shown that the effect of inadequate supervision of principals manifest in poor teachers instructional delivery and students poor performance in external examinations such as in West African School
Certificate Examinations (WASCE), National Examination Council (NECO) and even Joint
Admission and Matriculation Board (JAMB). For example the 2011 Unified Tertiary
Matriculation Examination (UTE) in Nigeria recorded the poorest result in recent times. Out of the 1,493,604 candidates that sat for the examination, 842, 651 or 56.4% percent scored 200 and above (JAMB, 2011). The 2012, 2013 and 2014 May/June WASCE results did not record better performance as only 35% of the candidates got credit level passes in core subjects. The above picture of general poor performance of secondary school students in their external examinations in Nigeria may be a pointer to the fact that teaching and learning in school is defective.
From the above picture, it appears that something is lacking in the quality and quantity of supervision by principals in schools. One of the reasons may be principals’ inability to utilize appropriate supervisory skills in the supervision of teachers. For instance, if the school principal as a supervisor fails to care about teachers’ welfare and engage in activities that are teacher oriented, it may result to teachers not carrying out their teaching task effectively.
Moreover, some experts and stakeholders are of the view that achievement of school goals depends on effective supervision by principals. The researcher therefore intends to investigate
xxv
the extent principals utilize supervisory skills for effective supervision of teachers for quality assurance in South East, Nigeria.
Statement of the Problem
The aim of secondary education in Nigeria is to train people who can think for themselves, respect the views and feelings of others and in all be useful in the development of the society. In order achieve this aim, it is pertinent that students and teacher activities and productivity be adequately guided, directed and supervised so as to help them improve on their performance and productivity. However, it appears that in most secondary schools in South-
East Nigeria, the principals and teachers are not living up to expectation in discharging their duties in achieving the goals and objectives of secondary education. On the side of principals, it seems that they hardly maintain friendly tone while speaking with teachers, listen to understand teacher’s point of view, consider teachers opinion in decision making and consider teachers input when it is appropriate in achieving the goals and objectives of secondary education. On the side of teachers, they lack confidence in ability of principals to effectively supervise their work. Consequently, teachers come to school late, hawk and loiter during school hours as well as give students out-dated and wrong information. All these portray non-commitment to duty which might be due to poor utilization of supervisory skills in the part of principals which affect quality assurance in the school. This situation seems not to encourage students to engage in various kinds of in-discipline such as examination malpractice, truancy, stealing, bulling and above all, poor performance in both internal and external examinations.
This unethical situation affects students’ performance in South-East, Nigeria, where only 31% and 29% of the candidates who sat for (WASSE) recorded credits in five core subjects in 2012 and 2013 respectively. This situation is worsened by the fact that principals who are expected
xxvi
to supervise the work of teachers lack the skills to carry out supervision. The problem of this study therefore centered on the extent principals utilizes supervisory skill in supervision of teachers for quality assurance in public secondary schools in South-East, Nigeria.
Purpose of the Study
The main purpose of the study is to investigate principals’ utilization of supervisory skills for quality assurance in public secondary schools in South East Nigeria. Specifically, the study sought to:
1. Find out the extent principals use communication skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria.
2. Ascertain the extent principals use problem solving skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria
3. Find out the extent principals use leadership skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria.
4. Determine the extent principals use development skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria
5. Ascertain the extent principals use resourcefulness skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria.
6. Find out the extent principals use empathy skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria
7. Find out factors impeding principals’ use of supervisory skills for quality assurance in
public secondary schools in South East, Nigeria
8. Evolve ways of improving principals’ supervisory skills for quality assurance in public
secondary schools in South East, Nigeria
xxvii
Significance of the Study
The findings of this study have both theoretical and practical significance. The theoretical significance is anchored on systems theory pioneered by Ludwig Von Bretalanffy.
The systems theory sees an organization as a system made up of sub-systems which are interrelated and interdependent for efficient functioning of the entire system. The system theory stresses that if any part of a system is not functioning well, it will affect other parts of the system. For instance, within the educational system, there are other sub-systems like the primary, secondary and tertiary and where any level of the school system is not functioning well, it will affect the others. A school principal that accepts the assumption of this theory will of course utilize its idea in carrying out supervision, to make sure that the school achieves its goals and objectives. Principals should understand that teachers, learners, school facilities and equipment are all important in achieving quality assurance in schools. The findings of the study will contribute to the advancement of knowledge and new ideas in utilization of supervisory skills in supervision of teachers.
In practical terms, the findings of the study will be of immense benefit to State School
Management Boards, principals, teachers, researchers, Association of Nigerian Conference of
Principals of Secondary Schools (ANCOPSS), students and the society at large. The state school management board could use information provided to organize capacity building intervention programme (supervisory skills development programmes) for retraining of the principals for supervision effectiveness in public secondary schools.
Principals of secondary schools will benefit from the findings of this study through in- service training programmes so that they will be equipped with the supervisory skills that will be useful in enhancing supervision exercises in schools. The study will be beneficial to
xxviii
principals because it will reveal the supervisory skills needed by principals and other aspects of school administration. It will help principals discover areas of weakness in supervision and further instill the desire for improvement in applying skills during supervision.
The information provided in this study will help teachers of secondary schools to improve through effective supervision of principals that will motivate and stimulate them to teach better. The study will be beneficial to researchers because it will serve as a guide to future researchers and students in educational administration and planning who have interest in researching principals’ supervisory skills for quality assurance. It will serve as a reference material for researchers which will help to expand their horizon on the issues of principals’ utilization of supervisory skills for quality assurance in public secondary schools.
The findings of this study will serve as an eye opener to the Association of Nigerian
Conference of Principals of Secondary School (ANCOPSS) as it will reveal to them the skills required for effective supervision for quality assurance. Students will benefit as any improvement in supervision will help them acquire more knowledge and skills in the content of the curriculum instruction through efficient teaching by the teachers.
On the whole, the study will be beneficial to the society because the application of supervisory skills during supervision/classroom teaching and learning process will increase students’ academic performance which will transform their overall behaviour and make them responsible citizens in the society.
Scope of the Study
The study was carried out in public secondary schools in South-East Nigeria. South-
East Nigeria is made up of five states namely Abai, Anambra, Ebonyi, Enugu and Imo States.
The choice of this area was based on the fact that they have interest in education but it was
xxix
observed that teachers have lukewarm attitude towards their teaching work which affected academic performance of students. It is expected that the result of this work would enhance principals and teachers interest in teaching. In terms of content, the study was delimited to the extent principals use supervisory skills such as communication skills, problems solving skills, leadership skills, development skills, resourcefulness skills and empathy skills for quality assurance in secondary schools. The study also covered factors impeding principals utilization of supervisory skills and ways of improving principals supervisory skills for quality assurance.
Research Questions
The following research questions were raised to guide the study.
1. To what extent do principals use communication skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria?
2. What is the extent to which principals use problem solving skills in supervision of
teachers for quality assurance in public secondary schools in South East, Nigeria?
3. To what extent do principals use leadership skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria?
4. To what extent do principals use development skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria?
5. To what extent do principals use resourcefulness skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria?
6. To what extent do principals use empathy skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria?
7. What are the factors impeding principals’ use of supervisory skills for quality assurance
in public secondary schools in South East, Nigeria?
xxx
8. What are the ways of improving principals’ supervisory skills for quality assurance in
public secondary schools in South East, Nigeria
Hypotheses
The following null hypotheses were formulated to guide the study and were tested at
0.05 level of significance.
Ho1: There is no significant difference between the mean ratings of teachers and principals on
the extent principals use communication skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria.
Ho2: There is no significant difference between the mean ratings of teachers and principals on
the extent principals use problem solving skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria
Ho3: There is no significant difference between the mean ratings of teachers and principals on
the extent principals use leadership skills in supervision of teachers for quality assurance
in public secondary schools in South East, Nigeria.
Ho4: There is no significant difference between the mean ratings of teachers and principals on
the extent principals use development skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria.
Ho5: There is no significant difference between the mean ratings of teachers and principals on
the extent principals use resourcefulness skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria.
Ho6: There is no significant difference in the mean ratings of teachers and principals on the
extent principals use empathy skills in supervision of teachers for quality assurance in
public secondary schools in South East, Nigeria
xxxi
Ho7: There is no significant difference between the mean ratings of teachers and principals on
the factors that impede the use of supervisory skills in supervision of teachers for quality
assurance in South, East, Nigeria.
Ho8: There is no significant difference between the mean ratings of teachers and principals
with regard to ways of improving principals’ supervisory skills in supervision of teachers
for quality assurance in public secondary schools in South East, Nigeria.
xxxii
CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviewed literature related to this study. The review is done under the following sub-headings: Conceptual framework, theoretical framework, review of related empirical studies and summary of literature review.
Conceptual Framework
Concept of Supervision
Concept of Skill
Concept of Utilization
Concept of Supervisory Skills
Concept of Quality Assurance
Concept of Principal
Concept of Public Secondary Schools
Theoretical Framework
Systems Theory
Behavioural Science Theory
Contingency theory
Review of Related Empirical Studies
Studies Related to Principal’s Supervision
Studies Related to Quality Assurance in Secondary Schools
Summary of the Literature Review
22xxxiii
Conceptual Framework
Concept of Supervision
The term supervision focuses on the process of ensuring proper functioning of an organization or system through realistic observation, correction and follow-up of activities and practices for good performance. Akubue (2007) defined supervision as the process of exercising authority, share responsibility for planning, controlling work, overseeing subordinates by close contacts, providing guidance and leadership to workers. Supervision is bound with efficiency and improvement of activities. Pajak (2009) added that supervision is viewed as the primary process by which implementation of excellence is achieved and maintained. Supervision as a flexible process is a formal activity exercised by administrators or supervisors. Andrew (2010) stated that supervision is a process of making workers imbibe important positive attitude, skills and information that make workers voluntarily contribute to the success of an organization. To Onyadiji (2000), supervision is a process of watching, observing, directing work, workers and organization and institutions. Onyadeje further stated that it is a process of stimulating others towards productivity. According to Ogunu (2002), supervision is the act of overseeing the activities of teachers and other staff in the school system to ensure that they conform with the general accepted principles of education in order to achieve educational goals. Peretmode (2004) defines supervision as the systematization of the interactions of those responsible for operating within the structure of administration.
Furthermore, the Universal Basic Education (UBE) program manual (2002) defined supervision as the role played by an education officer (supervisor) in being responsible and making sure that teachers do their work effectively. In education system, one of the major tasks of administrators or supervisors is the supervision of teachers. Supervision is therefore defined
xxxiv
as the process of assisting and guiding teachers to improve in their instructional delivery. It involves assessing teachers’ performance in the classroom with regards to innovativeness and efficiency in teaching.
The aim of supervision is enhancement of the quality of instruction in schools.
According to Gathorn (2000), the primary purpose of supervision is to improve achievement of stated objectives and goals by facilitating the professional growth of personnel as well as the organizational effectiveness as a whole. According to Adesina (1991), supervision provides effective leadership in a democratic way. Supervision deals with the improvement in educational system for the achievement of educational goals and objectives. According to
Nwagwu (2004), supervision is an important requirement in educational management that concerns itself with the tactics of efficiency and effective management of human and material resources. Nwagwu further stated that it is a way to guide, encourage, advise, improve and oversee what the teachers do in class and seek their co-operation in order that they succeed in the task of service deliver.
Supervision is a shared process that focuses both on accomplishment of organization goals and professional development of teachers. Chike-Okoli (2006) classified the purpose of supervision into teacher-improvement purpose and non-teacher improvement purpose. Teacher improvement is geared towards ensuring that teachers do their assignment effectively, providing technical assistance, maintaining high morale among teachers and providing opportunity to discover teachers with special abilities. Non-teacher improvement is geared towards making sure that all the equipment and facilities the school needs to function are available and working. The Federal Republic of Nigeria (2004) stated that the objective of planning administrative inspectorate, supervision and financial services in education is to
xxxv
ensure control through regular inspection and continuous supervision of instructional and educational services. Supervision is the process of improving all segments and conditions that surround teaching and learning process. Supervision is seen as an established interaction and relationship between the superior and sub-ordinate. The interaction that exists is greatly influenced by stipulated programme of interaction.
From the foregoing, supervision occurs at all levels of education and it is designed to improve instructional delivery of teachers, instructional materials, equipment and learners’ activities. It is also concerned with the factors that improve the quality of instructional programmes which is where the class teacher is directly involved. These include motivation of teachers, working relationship, conducive environment, training, methods of instruction, classroom management, learners’ activities and instructional materials. Supervision in education means the process of ensuring that principles, rules, regulations and methods stipulated for implementing curriculum and achieving the objectives of education are effectively and efficiently carried out for the purpose of quality education. Educational supervision involves the use of expert knowledge and experience to oversee, assess and coordinate the process of improving teaching and learning activities.
Educational supervision is the process of making sure that teachers carry out instructional delivery. According to Archibong (2008), educational supervision is a process of ascertaining that teachers carry out the task of teaching according to the stipulated guidelines which control the educational systems. It is a way of persuading workers to desist from applying wrong methods and procedures in carrying out certain functions of their jobs.
Educational supervision is primarily concerned with achievement of the goals and objectives of education. It is a critical examination of school activities that will harness improvement in
xxxvi
instructional delivery. Educational supervision is vital for quality assurance in school administration. Obianuju (2001) stated that educational supervision is concerned with those particular activities and aspects which maintain and promote the effectiveness of teaching and learning in schools. Operationally, educational supervision is the process concerned with the improvement of school activities for achievement of educational goals and objectives.
Instructional Supervision
Instructional supervision is part and parcel of school administration. It is important in any school organization. According to Peretomode (2004), instructional supervision involves oversee and activities designed to improve instruction at every level of the enterprise and as behavior designed by the institutions that directly affects teachers in a way that facilitate pupil’s learning and achieve the goals of education. Basically, it is concerned with assisting and supporting teachers to improve instructional delivery through positive and effective change in behaviours and attitudes. Instructional supervision is a tool for internal assessment of schools.
According to Akinwumiju (2008), instructional supervision is a collaborative effort involving a set of activities designed to improve the teaching and learning process. It is the process of overseeing the performance of work assigned to teachers with the aim of controlling and directing its execution for successful outcome. It is concerned with efforts to guide the day-to- day activities of the teachers by directing, assisting, coordinating and motivating teachers to cultivate the habit of teaching well. Based on the above definitions, the researcher defined instructional supervision as positive efforts made by the school authority and subordinates towards improving teaching function in the school. It ensures that teachers adhere to criteria for carrying out teaching duties.
xxxvii
Instructional supervision is an exercise adopted in schools for evaluation of school activities. It provides a means through which departments and staff respond effectively to curriculum and instruction in order to achieve stated educational objectives. Ofoegbu (2013) noted that well planned instructional supervision through the application of proper technique enhances teaching and learning effectiveness in secondary schools. Ofoegbu further stated that one of the ways of achieving quality assurance in schools is through internal supervision which most often is under the directive of the school principal. Instructional supervision facilitates and strengthens principals’ capacities in managing both material and human resource of the school.
Instructional supervision is a school activity that helps teachers perform their teaching job effectively. Instructional supervisor may not be an official sent from the Ministry or Education
Board (External Supervisor), rather could be the principal as the chief executive of the school with support of the vice principal(s) and heads of departments. The team that carry out instructional supervision in the school is made up of the school principal, vice-principal academic, dean of studies and heads of departments.
According to Jaiyeoba (2006), there are two types of supervision in the school namely, internal and external supervision. Internal supervision is carried out by internal supervisors in the school. The work of internal supervision in secondary school is carried by the principal or other staff delegated by his/her. Internal supervision is important because the principal and other personnel involved are usually part of the school system and know the problems inhibiting effective teaching and learning. The principal has so many duties to carryout for the success of the school. Another importance of internal supervision is that it aids cordial interpersonal relationship among the staff of the school. Schools also need external supervision for the purpose of keeping link with the school board.
xxxviii
External supervision is carried out by personnel from outside the school. It is not carried out often and on regular basis. This type of supervision is undertaken by the officials from the
Ministry of Education, supervisory personnel from the Post Primary Schools Management
Board and the community where school is sited. According to Arua (2004), each school system plans and organizes how her external supervisory personnel function. The personnel carry out on- the-spot checks and routine visits from school to school. The areas they supervise include teacher’s lesson notes, class teaching and control, neatness of the teachers, written work done by students, school attendance, cleanliness of the class and the implementation of the curriculum.
According to Kochlar (2005), types of supervision are: authoritarian, creative, humanistic, inspirational, preventive and democratic. Authoritarian supervision is based on instructions given by a defined authority. This reduces the creative initiative of the teacher and is a hindrance improving instruction. This supervision forces and prescribes methods for the teacher. Authoritarian supervision does not take into account the fact that what produces good result for one teacher may not give good result for the other. This type of supervision puts the supervisor in a superior position as he/she can enter and take over the class while the teacher is teaching. This leaves the teacher with limited control over the class as he is compelled to abide by the rules of the supervisor which may not be favorable to him/her.
Creative supervision encourages all kinds of better ways of learning, teaching and community improvement. It provides opportunity for original ideas and the development of unique contributions. It involves different types of techniques to enrich theoretical knowledge of supervision. The techniques used in this type of supervision are storytelling, role-playing,
xxxix
guided fantasy, dialogue. On the whole, it gives a fresh perspective that inspires supervisors to be proactive in supervision exercise.
Humanistic supervision is a type of supervision that aims at developing a healthy relationship among all the people in a school from the teachers, pupils, staff personnel, managers and the supervisor. It is designed to meet the needs of the teachers to serve as a good foundation for the educational system. Inspirational supervision gives inspiration to teachers and reinvigorates their spirit and morale. It broadens the base of leadership by utilizing the full potential of teachers and nurtures their originality, creativity, sincerity and honesty. It discourages rigidity and uniformity in teaching. Preventive supervision helps the teacher anticipate problems and initiate ways and means of removing them. It also helps the teacher anticipate new situations.
Democratic supervision is the type of supervision where the supervisor acts according to mutual consent and discussion. The supervisor consults teachers in the process of decision making. Democratic supervision does not allow the supervisor to impose his will on the teacher. Thus, the teacher develops the power of self direction through participation in the formulation of procedures and methods. Thus, it recognizes the dignity and worth of the individual. This type of supervision recognizes group planning and provides for a better organization among teachers and students. It coordinates the work groups in different schools and at various levels.
In other to facilitate effective supervision in schools, there are some techniques used in supervision. Techniques of supervision are different ways of carrying out supervision. These techniques are used for greater output and fulfillment of educational goals. According to
xl
Peretomode (2004), there are five techniques of supervision which include classroom visitation, observation, demonstration, conference with teachers, and evaluation.
Classroom visitation is the process by which a supervisor visits classes to watch and assess teachers and students’ activities. The purpose of classroom visitation falls into two categories namely: observation made to obtain an overall picture of instructional programme and observation made to get information to solve instructional problems. Observing what the teacher is doing in class facilitates supervision.
Observation is another technique of supervision. In this case, the principal and other personnel involved in the supervision watch the teacher as he is carrying out class activities.
The principal and other supervisory personnel cannot carry out supervision efficiently without watching teachers and students in action. The motive behind this technique is to improve teaching and learning. Bearing this in mind, the supervisor spends time observing how teaching and learning take place. The supervisor makes sure that the specified curriculum from the
Ministry of Education is properly implemented using the appropriate teaching methods to meet learners’ needs and aspirations. During the process of this technique, the supervisor guides, advises, motivates teachers and students in their activities so as to achieve quality teaching
(Unachukwu & Okorji, 2014).
Demonstration technique is one of the ways of stimulating teachers’ growth and development. Demonstration technique is used by the supervisor in introducing and explaining innovation and solving educational problems. The demonstrating supervisor is knowledgeable to illustrate what the teacher should understand. In order to make success in this technique, adequate preparations are made by all the personnel concerned to relate to methods and skills teachers need to improve on.
xli
Conference with the teacher is used to assist individual teachers after observing teacher’s activities in the classroom. Conference follows all classroom observations like teaching practice supervision or observation carried out to improve a particular methodology in teaching. The reason behind this technique is to let the teachers know the impression of the supervisor about their negative and positive performances through conference session. The teacher might be aware that he performed well but wants to be informed by the supervisor. In doing this, the supervisor uses praise incentive in informing him/her about the performance
(Unachukwu & Okorji 2014). There is therefore, the need for conference. The meeting of the supervisor and the teacher helps to establish good relationship and eliminate superior-inferior relationship that exists during supervision. Teachers need evaluation of their class activities to enhance their performance.
Evaluation is an exercise carried out in the school. It involves assessing the performance of activities performed by teachers in carrying out their teaching duties. According to Otu
(2006), evaluation is the process of determining the quality, worth, significance of anything be it an activity, event, person, object or programme. Furthermore, Otu stated that evaluation is seen as frequent decision-making and judgment which individuals, groups, institutions and governments pass on about what affect their lives and those of others. Thus, evaluation seeks the most effective use of available resources to ensure that all programmes, events or activities of administration fulfill their goals successfully.
There are some factors that are necessary for effective supervision of instruction. The presence of these factors determines the effectiveness of supervision. According to Jaiyeoba
(2006), the following factors are necessary for effective supervision;
xlii
i. Employment of qualified and adequate number of supervisors ensures very important
human resources in the school. To achieve quality assurance in the school is determined
by the quality of staff in the inspectorate division which determines the overall
performance of supervisory personnel. There is therefore the need to employ qualified
hands which will go a long way in curbing the problem of irregularity in the supervisory
exercise.
ii. Adequate funding of inspectorate division is the livewire of every organization. The
programmes meant to achieve the stated objectives of supervision are transformed into
reality through finance. If the fund allocated is not available on time, this could mar
successful implementation of supervisory functions. iii. Supply of adequate facilities is very important for the smooth running of schools.
Facilities such as laboratories, school library, staff rooms, and good classrooms are
needed for the success of supervision. These will help in successful supervision in
schools. iv. Cooperation from the school staff enhances the progress of any institution which is
depends on the co-operation of its workers. This is also the same with the school system.
The school staff starting from the principals should see supervisors as partners in
progress. Necessary support should be given to the visiting supervisors; this is the only
way of ensuring a successful exercise.
v. Adoption of democratic style of supervision enhances supervision in schools. Successful
leaders must refrain from being domineering to achieve success in the organization. They
must embrace the spirit of democratic leadership in order to move forward. This is same
with educational institutions. Where the supervisors want maximum cooperation from the
xliii
school staff, they have to be democratic. They should not dominate the entire exercise and
see staff as novices because supervisors can as well learn from teachers. vi. Staff development is a continuous process for effective supervision. The staff in the
inspectorate unit need regular training such as workshops, in-service training, seminars
among others. They should also be encouraged to further their studies and be better
qualified in their respective areas of specialization. This will be to the advantage of
individual staff member as well as to the educational system as a whole.
Kochlar (2013) identified the following ways of improving supervisory practices:
Ø Changes in the techniques of supervision make supervision interesting. Learning is not
static and one particular technique can be boring and uninteresting. Supervisors should
vary their supervision techniques to make supervision interesting and motivating
Ø Adequate number of personnel is necessary so as to cope with the routine type nature of
supervision. In many cases, supervisory reports remain untouched for months due to
inadequate staff and this makes schools fail to derive immediate benefits from
supervisory exercise.
Ø Supervisors should treat the teachers in a friendly and courteous manner. They should not
interrupt the work of the class and should record observations as objectively as possible.
Ø Inter-school visitation offers valuable assistance one to one another through mutually
visits. It is essential that cooperation exists among teachers and thus exchange of visits
among them must be encouraged.
Ø Encouraging professional growth of teachers should be emphasized. Teachers may be
asked to demonstrate the techniques which are successful in the class. Discussion should
xliv
always follow immediately after the demonstration. The demonstrator should explain
application of adequate principles in the procedure after the demonstration.
Ø In-service training for teachers should involve training and retraining from time to time.
Seminars and workshops should be organized for the benefit of principals and teachers.
This will enable them get in touch with day to day changes in the field of education.
Ø Dissemination of educational literature and bulletin at regular intervals for encouraging
professional growth among teachers should be encouraged. The types of material that
may be included in a bulletin are abstracts from books and articles, references to articles
appearing in current educational periodicals, new information of what different schools
and teachers are doing, result of research and reports that should come to the attention of
the teacher, brief review of latest educational literature, articles from teachers and other
educationists on different aspects of education and bibliographies of good references on
selected topics considered to be of interest to teachers.
Ø Supervisor’s meeting with teachers should be held from time to time. The three types of
meeting with teachers which should be held are: routine administrative, special purposes
and meetings that deal with the improvement of instruction. These meetings help in
stimulating the desire to learn among school personnel.
Concept of Skill
The word skill means ability to do something well. It is a particular ability that helps an individual perform an activity. According to Osinem & Nwoji (2005), skill is the individual’s capacity to control elements of behaviour, thinking and feeling within specific contexts and within particular task domains. In support of this view, Okorie (2000) referred to skill as expertise practical ability, dexterity and tact. It is an organized sequence of action, proficiently
xlv
executed and usually displaying a flexible habit of acting, thinking and behaving in such a way that the process becomes natural to the individual through repetition and practice which implies mastery. In the opinion of Osuala (2004), skill is an activity that requires controlled physical movements to be made under the guidance of minds, which receive stimulus through sensory input. Therefore skill is acquired ability, attitudes, expertise and behaviours after an exposure to theories and practices in a field of study. In this context, skill is the ability to perform work with a degree of proficiency resulting from certain behaviour pattern in respect to smoothness, speed and accuracy. Skills could also be seen as abilities, talents, dexterities and expertise that are required by principals for effective supervision of teachers for quality assurance.
Skills are acquired in different ways. According to Okorie & Ezeji (1988), the possession of skill involves the habit of acting, thinking or behaving in a specific activity which has become so natural to the individual through repetition or practice such that it becomes automatic. Acquisition of skills exposes an individual to the specific skills or relevant activities embodying the skills. Okorie (2000) stated that skills are acquired when procedure is matched with performance activities. For skills to be acquired and developed, there must be opportunity for participation and practice of such skills under real life condition. To acquire and develop skills, Ochieagha (1995) stated that three factors are involved, namely imitation, repetition, and participation. Mgbeahurike (2000) listed other processes of skill acquisition to include: (a)
Observation through watching of the skill operations performed by the instructor in real life to enable students/learners form concept, (b) Imitation in which the learner follows the example of what the teacher has done through demonstration and learning by doing, (c) Manipulations which involves operation, and handling a task perfectly, (d) Performing, which deals with carrying out the activities taught and would be guided on what to do (e) Perfecting which deals
xlvi
with highest form of skill acquisition process. After much practice, the individual becomes conversant with the demands and expertise required of the task. Skill is therefore, a learnt response in action, words or deeds to objects, situations, and issues. Once learned, the skills are relatively permanent and people become effective in performing these skills in everyday living.
When an individual possess a skill and uses it in the process of doing work repeatedly, such individual is said to be utilizing the skill.
Concept of Utilization
To utilize means to put something into use by a person for a certain gain. Utilization is the effort to put to use, especially to make profitable or effective use of time, tools, facilities and any other form of material. Utilization is the primary method by which asset performance is measured and business success determined. In basic terms, it is a measure of the actual usage value earned by assets against the potential revenue they could have earned. The proportion of the available time (expressed usually as a percentage) that a piece of equipment or a system is operating determine the utilization of time (Mpofu, 2007). In general terms, there are two key types of utilization: (i) physical utilization, which is measured based on the number of available days for using skills or talents or materials for organizational growth and (ii) financial utilization which is measured as the rental revenue achieved over a period of time against the potential revenue that could have been achieved based on a target or standard, non-discounted rate. This study focus on utilization of skills of principals in supervision of teachers in schools.
Utilization is therefore, the process of employing all the available techniques and methods in performing a job for efficiency. For instance, in a school system, the supervision of the teachers by principals is ensured through the utilization of supervisory skills. The principals utilize supervisory skills to cope with challenges and the demands of supervision.
xlvii
Principals utilize skills to make supervision interesting, motivating and efficient. They also utilize skills to win the cooperation of their staff. According to Ogbuegbuna-Okwunu
(1998) the non-use or underutilization of available facilities in our schools is attributable to the
Principals, explaining that the resource materials in education do not on their own achieve meaningful values proper use. Their importance depends on effective utilization. Ogbuegbuna-
Okwunu (1998) stressed that one of the reasons why available materials are not utilized by many principals in schools and colleges is that they lack the necessary skills to operate them.
Effective utilization of supervisory skills requires proper utilization of different skills in supervision of teachers. It entails developing attitude towards the use of skills in classroom for illustration, demonstration of concepts and techniques.
Concept of Supervisory Skill
Supervisory skills are intellectual abilities and competencies possessed by principals and other supervisory personnel that facilitate supervision of teachers. According to Ibegbunam
(2013), supervisory skills are those skills that principals use in supervising teachers for greater performance. It is the ability to establish goals and creative ideas to lead teachers to achieve increase in productivity. Supervisory skills are also the practical knowledge and experience acquired to ensure that teachers carry out their duties effectively. It is the creative ability and expertise to manage, monitor and regulate teachers activities in performance of assigned teaching tasks. It also entails the ability to build and maintain good working relationship with the employees to achieve a positive result. People in different areas of endeavor need skills to perform their work. Different professions need different skills, to perform. For example, electricians, carpenters, doctors, cobblers, builders, artists and teachers need skills for better work performance, (Ndamadu, 2006). In educational institutions like the secondary schools,
xlviii
principals need supervisory skills to carry out supervisory duties. Supervisory skills are therefore referred to as attributes and qualities principal use in supervision to sensitize teachers.
Such skills include communication, problem solving, leadership, development, resourcefulness and empathy.
Communication skill is the ability of utilizing different methods and strategies in giving and receiving information from people. It is one of the most viable tools in supervision. This is because supervision is about interacting with teachers, watching and assisting them in teaching activities. According to Ogunsaju (2006), communication is the transmission of information, direction, ideas, feelings, attitude and understanding; it is the means of interaction among the personnel of an organization. Certo (2000) defined communication as any thought which a manager wants to share with other individuals. It is a commonly used skill and it is said to be responsible for the success of managers. Prospective school administrators must learn how to communicate effectively. Principals that have the skill of communication know the appropriate words to use and when to use them to enable teachers understand what they want done.
According to Kindiki (2009), communication means the process of creating, transmitting and interpreting ideas, facts, opinions and feelings. It is a process that is essentially a mutual interchange of ideas between two or more persons.
Communication takes place in the school at different places and at various levels. The school principal communicates to teachers ideas, plans, policies, new teaching methods and information that help the school to succeed. Principals need communication skill to pass on these ideas amicably to teachers. Ogunsaju (2006), stated that good communication is the epitome of good supervision. It is an indispensable element in all the dimensions of educational process. According to Moore (2004), successful supervisors develop effective communication
xlix
skills; a supervisor who is a good listener is a proactive supervisor. Nworgu (2006) stated that without communication, educational supervision of any kind will be at a standstill. From the above discourse, communication skill is an integral part of the process of supervision.
Communication occupies an important position in all organizations and the school is one of them. It is the hub of all activities in the school. Supervisors cannot succeed without effective communication. Use of communication skill is essential and an important tool for supervisors. Communication skills facilitate interaction between the principal and teachers within the school and especially during the process of supervision. According to Berger (1991), educators who are good communicators are those who give attention to the speaker, listen to people to gather both feeling and meaning behind statements, do not criticize, moralize or judge others, match their style of giving information and the amount of information they share, emphasize that the problems are not one’s fault and focuses on issues. These qualities will only be utilized by principals that use communication skills. Communications skill help principal to coordinate effectively and assign responsibilities to teachers. In the school, principals need to present ideas in a clear language with the aid of communication skills. It is the basis of effective supervision and the life wire of quality assurance. Communication skill is a two-way process in which principals not only exchange information, ideas and feelings but also share ideas and thought with teachers. According to Lunenberg and Ornestine (2008), the key components of communication process are encoding, translating, receiving, decoding and acting. These elements make communication meaningful to teachers.
Evidence has shown that effective use of communication skills by principals brings co- operation in schools. An effective communication system aids smooth administration of a school. The roles of principal as a supervisor can only be realized by an established
l
understanding of messages. Communication involves downward and upward communication.
Downward communication is one of the processes of transmitting information in the school. In this case, the principal of the school informs teachers of his plans with regard to school administration. In the case of upward communication, information is passed to the principal from the subordinates. This brings about free-flow of information because every staff is involved in communication for the smooth running of the school. Effective communication brings discipline in the school and some factors help to facilitate it. According to Oboegbulem
(2011), the factors are: well stipulated and continuous explanation of school rules and regulations, use of suggestion boxes, use of morning assemblies, openness in school administration, provision of proper and adequate hierarchy of authority, delegation of responsibilities, developing good listening ears to teachers, regular meetings, use of notice board and organizing meetings. All these will be possible if the principal applies communication skills. The principal therefore, needs communication skills to carry out supervision to achieve quality assurance in school. Mgbodile (2004) stated that effective communication system should be maintained in the school and classrooms as it enhances awareness, enlightenment, and involvement, feeling of belonging and performance effectiveness. Ineffective communication in school causes problem which bring about indiscipline. Problem solving is another supervisory skill principals need for effective supervision.
Problem solving skill is the process of eliminating obstacles to achieve goals. Problems are part and parcel of school activities. In the school system, principals are the supervisors that carry out internal supervision. In the processes of supervising teachers, the principal encounters a lot of problems such as wrong lesson notes, poor methods of teaching, non-utilization of
li
teaching aids, poor communication styles, poor sitting arrangement and lack of knowledge of the subject. All these problems need solutions for successful supervision. The ability of the principal to find solution to these problems means using problem solving skills. According to
Moore (2014), supervisors need to be talented problem solvers. Where teachers are having problems in the school, the principal must rise up to the challenge and take control of the situation in a way that will be favourable. When class control becomes unpleasant due to failure to follow guidelines policies and procedure, the principal must gain control of the situation in the most productive professional manner. These problems can only be resolved if the principal possesses problem-solving skills. According to Agulanna & Nwachukwu (2001), problem solving is taught to students and teachers to prepare them to solve problems that confront them.
When a principal achieves effective supervision, it is an indication that problems have been eliminated. The ability to solve problem is an indication of leadership acumen of the principal.
Leadership skill is the ability and capacity possessed by an individual who is at the helm of affairs and influences others to carry out instructions to achieve a collective goal.
According to Weihrich & Kootz (2005) possessing leadership skill simply means having what it takes in getting people to follow or do things willingly. Others define it as the use of authority in influencing others and in decision-making. According to Ndamadu (2006), a leader is defined as one who has been endowed with special attributes such as intelligence, charisma.
Leadership can be looked at from different perspectives. Leadership is the ability to handle and direct others toward the fulfillment of a common goal. In a similar view, Ahunaya (2012) defined leadership as an input into an organization which involves inter-personal influences as one initiates structure and acts that result in a consistent pattern of group interaction, aimed at productivity and individual fulfillment. Leadership skill makes the principal to have clear
lii
knowledge of vision and objectives of the school. In the school system, leadership skill is one of the most important attributes of school principals. This is because schools exist primarily to inculcate good attitude and valuable attributes to students.
Leadership skill of the principal is the ability of the principal to carry teachers along successfully. It is one of the most important skills of the school principals. This is because schools exist primarily to make students imbibe worthy attitude, values and skills that will help them in future. A principal is said to have leadership skill if the principal has thorough knowledge of teachers, has ability to identify weakness and strength of teachers, gives assignments to teachers according to their areas of specialization, praises and motivates teachers, determines teachers needs and makes provision for them, initiates new teaching methods, makes safety provision for teachers, has good network connection, involves teachers in decision making, has good control of the classroom during supervision, inspires and coordinates the success of supervision. From the above discourse, it is clear that principals need leadership skill. Leadership skill creates change through good ideas and vision; it emphasizes doing the right things, and it therefore brings cooperation. Apart from leadership skill, principals need development skill for effective supervision.
Development skill is the process of fostering an attitude of appreciating short and long term learning and training which makes workers to achieve success in work places. It is the process of acquiring knowledge for better living. It involves new ideas, techniques, methods for self development and better performance of duties. Development skill encourages learning independence and enhances learning. According to Mene (2002), development is the process by which people create and recreate themselves and their circumstances to realize higher levels of civilization in accordance with their own choices and values. In addition, Moore (2014) stated that development in education is a process of positive increase, gradual growth-physically,
liii
mentally and emotionally to become more advanced. According to Peretmode (2001), development is seen as planned activities concerned with increasing and enlarging the capacities of employees so that they can successfully handle higher responsibility in the organization’s hierarchy and to better handle current responsibilities. According to Armstrong
(2006), it is an act of providing human resources with learning experience to teachers to enhance their self development and productivity in their respective organizations. It is planned to enable teachers to enrich their knowledge with learning experience, enhance their teaching services and self development. From the above discourse of the concept, teachers need development for self improvement. Development skill is important for principals in supervision to develop teachers for effective implementation of the curriculum in the classroom.
Development skill therefore enables principals to identify the training needs of teachers, implement training programmes, set appropriate training methods, ensure appropriate level of content and material needs, give teachers orientation training, mentor teachers for improvement and hold periodic meetings to review teachers’ development.
Development is part and parcel of teacher activity in the school. Development improves conceptual skills in the intellectual abilities needed to handle complex situation. Development is a positive increase in affective, psychomotor and cognitive domains of individuals. Teachers need development skill to improve their knowledge from time to time. In the school system, new teachers are recruited as the need arises. These new teachers need development to acclimatize to the teaching methods. According to Opadokum (2004), teachers’ development should start when they are recruited and continue throughout the time the teacher is employed.
The training should either be on the job or formal training. The training gives the employee the opportunity to know about the work and the place of employment. According to Onwuka
(2005), development covers a large scope of teachers’ education including the training initiated by the employer, the teacher himself, and professional teachers’ organizations such as Nigerian
liv
Union of Teachers (NUT), the National Teachers Institute (NTI), and conference of principals of secondary schools. The author further noted that staff development focuses on teaching effectiveness which is the desire of most of the stakeholders in education. Staff development comes in various forms for the teachers concerned. It embraces all forms of in-service training, professional training whether formal or informal, whether teaching initiated or system initiated and whether accredited or otherwise. In any case, the most important thing is for the principal to have the skill of development to train teachers. Principals’ development skill covers all aspects of teachers’ training. It exposes teachers to activities leading to acquisition of knowledge, it enhances flexibility in teaching, it promotes learning and teachers’ activities, it helps to increase innovative skill of the principal, it facilitates learning capacity, it increases learners’ interest as teachers are innovative, it introduces new teaching methods, techniques and values in teaching, it brings about co-operation in the school system and it increases principals and teachers’ sense of vision (Armstrong, 2006). These imply that there is the need for principals’ development skill in supervision. In order to facilitate development, principals need resourcefulness skill.
Resourcefulness skill is the ability to mobilize human and material resources, create a necessary environment that can influence teachers’ instructional delivery, using available resources to achieve school goal. According to Abangwu (2014) resourcefulness is a measure of how specified resources are managed to accomplish objectives stated in terms of quality. It is a technique used to manage available resources in a situation where what is needed is not provided. Resourcefulness skill is important in supervision because schools are always in need of fund and personnel. The principal that has resourcefulness skill manages available fund to run the school and forge ahead. Resourcefulness skill helps the principal to carry out the following activities; source for fund for school, spend money only on important things, do
lv
routine checks on finances and budget according to available resource, make improvisation, be proactive in solving financial problems in school (Armstrong, 2006). Furthermore, a resourceful principal makes optimal use of time to see that supervision is carried out appropriately and demonstrate interest in running the affairs of the school. All these qualities emphasize the need for resourcefulness skill of principals for quality assurance. Apart from resourcefulness skill, principals also need empathy skill in supervision.
Empathy skill is one of the skills in supervision. According to Graham (2008), empathy is the ability to understand and experience teachers’ feelings and personal meanings, and a willingness to demonstrate unconditional positive regard for the teachers. It is the ability to understand other people’s situation and to put oneself in someone’s situation. Empathy is a critical skill for principals’ effective supervision. According to Wernsing and Peterson (2008), empathy is a key part of emotional intelligence that researchers believe is critical to being an effective leader. Bass (1985) stated that principals need empathy in order to show teachers that they care for their needs and achievement. Empathy has two main components, ability to understand and experience another person’s feelings and personal meaning and a willingness to demonstrate unconditional positive regard.
This is because it enhances understanding of teachers. To enable the principal to carry out supervision smoothly, he needs to understand teachers’ emotional situation, conditions, concerns and perceptions. Empathy is the ability to see the world as another person, to share and understand another person’s feelings, needs, concern and emotional state.
Empathy in this context is the action of experiencing people’s feelings, being aware, understanding, being sensitive, having thoughts and treating people the way you want to be treated. Principals need empathy skill in supervision for better understanding of teachers’
lvi
needs, aspirations, cooperation, advices and mutual coordination of supervisory activities. With these skill principals will go a long way towards achieving quality assurance in supervision.
Concept of Quality Assurance
Quality assurance is the means by which institutions guarantee with confidence that the standards of its educational provisions are being maintained and enhanced. According to Okeke
(2008), quality assurance is the process and practice primarily concerned with conformance to mission specification and goal achievement within the publicly accepted standard of excellence. Vlasceanu, Grumbery and Parlea (2004) stated that quality assurance refers to an aggregate of actions and measures taken regularly to ensure the quality of educational products and services with an emphasis on assuring that a prescribed threshold of quality is meet. It is the process of continuous improvement in the quality of teaching and learning activities which would be achieved through employing both internal and external mechanisms in the school system (Okebukola, 2004). According to Adegbesan (2011), quality assurance is the ability of the educational institutions to meet the expectations of the users of manpower in relation to the quality of skills acquired by their outputs. Quality assurance refers to measures taken to make sure that both teachers and learners are given all the necessary assistance to achieve the desired learning outcome. Quality assurance embraces all activities that ensure effective delivery of instruction.
Quality assurance ensures that the teachers properly carry out their teaching activities in the appropriate ways that will motivate students’ effective learning. It involves series of operational methods, techniques and activities that are conducive for students learning.
According to Omoragie (2005), quality assurance is the process of maintaining standards in products through inspection and testing of samples. It ensures that educational process gives the
lvii
services for the purpose it is intended. Quality assurance gives no room for substandard services and ensures that all that are concerned in the process of education gives their best services. The government is expected to provide all the necessary assistance needed for smooth running of schools. The principals are expected to carry out supervision of teachers effectively; teachers are expected to deliver their lessons using the right teaching methods and techniques to influence students’ behaviour for better living. Based on the above discourse, quality assurance can be seen as the process, stipulated guidelines and measures taken by all the stakeholders to make sure that goals and objectives of education are achieved. There is therefore the need to institutionalize the culture of quality assurance in the school system.
The rationale for quality assurance in the educational system cannot be underscored.
According to Philip (2003), quality assurance ensures that educational services and products are of the highest possible value as it helps in the attainment and sustenance of set standards. In the opinion of Adegbesan (2011), the rationale for quality assurance are: to serve as an indispensable component of quality control strategy in education, to ensure and maintain high standard of education at all levels, to assist in monitoring and supervision of education, to determine the quality of the teacher input, to determine the number of classes needed based on the average class size to ensure quality control of education, to determine the level of adequacy of the facilities available for quality control and to ensure that the financial resources available for education are prudently and judiciously utilized. All these are very important for quality assurance in schools. Any aspect that is not taken care of affects the system thereby creating problems in realizing quality education.
Internal quality assurance is a measure taken to maintain academic standard within the school. According to Ijeoma (2013), internal quality assurance mechanism is embedded in the
lviii
laws of the secondary school. According to the author, the control measures for quality assurance are stipulated in the powers given to the principals and the management committees in secondary schools which are the highest academic decision-making authority in the school.
Such stipulated measures are: control of admission, regulation of departmental programmes, appointment of heads of department and vice principals. International Institute of Educational
Programmes (2006) defines internal quality assurance as the internal policies and mechanisms for ensuring that it is fulfilling its purpose as well as the standards that apply to secondary education in general or to the profession or discipline in particular. Nwizu (2011) opines that internal quality assurance measures are internally generated strategies by institutions to ensure academic quality as opposed to strategies imposed on them by legislation from external controlling bodies (external quality assurance). Internal quality assurance therefore embodies techniques employed by institutions to meet academic standards set in their respective institutions. The standards include taking care of the learner, teacher, environment, facilities in the school, communities around the school and securing school property.
External quality assurance is one of the ways of institutionalizing quality assurance measures in a school that would be comparable to what is happening in other schools. In the words of Arikewuyo (2004), it is a process of continuous improvement, mark of excellence and recognition of all the efforts of the academics by their peers. The process of the exercise is designed specifically to ensure fitness of purpose to achieve objectives set. It refers to the review by the external agencies or professional body which assesses the operations of institution’s programmes to ascertain the level of compliance with the minimum standard.
According to Silas (2000), it is a mandatory exercise in many countries even though it could be a voluntary process. Silas further stated that the process of external quality reassures external
lix
stakeholders about the legitimate quality of secondary education. It also gives teachers, students and principals the opportunity to make input on quality.
Factors that Ensure Quality Assurance in Schools
There are some factors that enhance quality assurance such as quality of students, quality of curriculum, quality of teachers, quality of facilities.
Quality of students admitted into the school is a very vital aspect of quality assurance.
Its importance is revealed in the procedure stipulated by the Federal Republic of Nigeria
(2004), that pupils should be admitted into secondary schools after sitting for common entrance examination. This is to make sure that the right caliber of students have been assessed and certified to be admitted into secondary schools. This will checkmate the admission of unqualified pupils into secondary schools. Where this measure is taken, students’ performance will be high. The quality of students to be admitted should therefore be taken into consideration before admission. Where pupils that do not measure up in terms of academic performance are admitted, the academic standard will be low. On the other hand, where students admitted are academically sound, their performance standard and product will be high. Another factor that indicate quality assurance is curriculum implementation.
Curriculum at the school level is an official, and designed content that translates the expectations of the society into knowledge, skills, values and attitude when transmitted to learners in the educational establishment. Curriculum plays important role in school and society in relation to the learner. According to Bloom (2006), curriculum can be defined as sequence of potential experience set up in the school for the purpose of disciplining children and youth in the right way of thinking and acting. This planned experience is known as the curriculum. The entire body of the knowledge the school offers to students that qualify them for certification
lx
into the society and different professions is curriculum. Alade (2005) defines curriculum as a programme of education prepared for definite group of learners within a time frame in order to achieve intended behaviour outcomes. It is an engine which propels education to achieve for both the individual and the society what they hold up as prize. The effective implementation of curriculum is important for quality assurance. Kolawole (2006), stated that the process of curriculum making is never complete until it gets to implementation. The implementation is carried out in classroom by the teachers. It is therefore clear that only effective implemented curriculum can ensure quality education for the achievement of national goals. The quality of teacher is also important in ensuring quality assurance.
The success of any educational system is determined by the quality of teachers.
Teachers are the implementers of curriculum and are in direct contact with the students.
According to Ellah (2006), the centre of the education industry is the teacher. The teacher is the engine that propels the entire educational programme. The teacher guides, assists, co-ordinates and implements. The quality of the teacher affects both the learning process of students and the quality of the school. The role of teachers is emphasized by the National Policy on Education which stated that “No education system may rise above the quality of its teachers” (FRN, 2004:
39). This assertion links the teacher to the success of the educational system. The knowledge possessed by the teacher and how qualified the teacher is, matters in facilitating quality assurance in the school. Teachers undoubtedly remain the implementers and managers of knowledge.
Teachers are role models in the school system. According to Etuk (2008), the professional traits of teachers include, among others, having great empathy towards their pupils/students seeking to ensure that students learn meaningfully, seeking to engender good
lxi
study habits and skills in their students, seeking new knowledge and improved pedagogical skills through research, being committed to ensure quality education, enhancing students’ self- concept and inter personal skills. Teachers are charged with the implementation of educational policy, translating policies into practice and programmes into action. The quality of the teacher therefore matters because teachers can only give what they have (knowledge) when it comes to interpretation and implementation of the curriculum. Bearing this in mind, effort should be made to recruit right caliber of teachers to facilitate quality assurance. However, teachers cannot function effectively in curriculum implementations without quality facilities. Quality teachers need quality facilities to function effectively.
Quality of facilities is also important in ensuring quality assurance in secondary schools. One of the educational goals of the National Educational Empowerment Development
Strategy (NEEDS) is to improve on the quality of education at all levels. It is at the basic education level that the control of quality makes a critical impact on subsequent levels; therefore, greater attention must be paid to facilities at that level. In the educational system, the school facilities are important to quality education. The school physical facilities and equipment play a critical role in the development of the three domains of Bloom’s Taxonomy of Educational objectives, namely: cognitive, affective and psychomotor domain (Wheller,
2006). Ndupu and Akpofure (2000) asserted that the major constraints which over the years have militated against maintenance of quality in Nigerian schools are; lack of school facilities, quality teachers and supervisors. Quality education cannot be achieved without adequate facilities. School facilities are materials that enhance teaching effectiveness in the school.
School facilities enable teachers to improve on their level of instructional effectiveness that enhance quality assurance in schools. School facilities also enhance teachers’ motivation and
lxii
increase job satisfaction and equally affect academic performance of the students positively.
School facilities are physical environment and other equipment around the school that facilitate teaching and learning for the achievement of school goals and objectives. Such facilities, among others are library, books, classrooms, computers, play ground, chairs and books.
The quality of educational facilities that are available within a school has an effect on the standard and quality of the school performance and products. The effectiveness of the teacher depends on the teaching facilities available in the school. These facilities are vital in realization of school goals and objectives. These facilities also enhance quality teaching and learning which is the essence of quality assurance in the school system. Kundson (2005) observed that private and public schools have not enough school facilities as prescribed. While few private schools and few public schools are of average, most private schools increase fees without concomitant quality and quantity of school facilities in consideration. Since provision of facilities engenders quality assurance in the school system, efforts are expected to be made to provide schools with the necessary facilities they need to function with.
Constraints to Quality Assurance in Secondary Schools
There are many constraints to achievement of quality assurance in schools. These include: enrolment explosion, funding, inadequate facilities, poor administration, poor qualification of teachers. Enrollment explosion is a common feature in the Nigerian educational system. The introduction of free and compulsory basic education in the education system comes with increase in enrollment without corresponding increase in school facilities. School facilities and equipment are overstretched as a result of this situation. This development affects the quality of educational services and products since excess enrollment usually leads to overcrowded classrooms, ineffective teaching and examination malpractices.
lxiii
Funding is one of the greatest impediments to the success of educational implementation: Finance is very important for the success of educational system. Finance is so crucial in any organization that it continues to be the life-wire of educational system in Nigeria.
The establishment and running of educational institutions is capital intensive. Managing educational institutions, requires significant investment in providing and maintaining a basic level of infrastructural, facilities, equipment and payment of staff salaries. The Nigerian educational system has been grossly under-funded and this has invariably led to the quality being adversely affected. Some institutions are characterized by poor infrastructure, overcrowded classrooms, incessant strikes and students’ unrest.
Indequate facilities in the school system remains a major constraint to quality assurance.
The available facilities in schools are in bad shape, dilapidated, outdated, overused and not maintained, affecting the achievement of quality education in schools. Maclean (2006) stated that the inadequacy of school facilities affects the rate of teaching and learning. Facilities are important in schools because students cannot comprehend facts presented in abstract forms unless these facilities are used to ensure effective teaching and learning. The shortage in the provision of facilities in schools deters knowledge transfer which results in poor performance of teachers and low academic achievement of students. Hence, for effective teaching and learning to occur in the school, there must be adequate facilitates to enhance teaching and learning.
Poor administration affects the way and the manner the school is administered and has negative effect on quality education. Many principals run their schools any how they feel without knowing the implication of what they are doing. This of course has hindered achievement of educational goals. In many schools, teachers, and students do whatever they
lxiv
like and as a result, indiscipline and disorder become the order of the day. This poses problem to quality education.
Poor qualification of teachers poses problems to the achievement of educational goals.
Teachers are important resources for the achievement of school goals. Unless teachers are adequately and competently trained to implement school curriculum, remarkable attainment of desired results will be difficult. It is a fact that the quality of teachers will go a long way to determining their competence in implementing the curriculum. Poor qualification of teachers affects the quality of education because teachers are the implementers of curriculum.
Measures for Ensuring Quality Assurance in Secondary School System
Some measures if adopted will ensure quality assurance in schools. Some of these measures include: regular school evaluation, supervision, teachers’ orientation, evaluation and quality control.
Quality assurance can be facilitated through regular school evaluation. Evaluation is an essential activity of any organization. It can be seen as a quality control measure in the educational system. According to Wilcox (2005), evaluation is the process of assessing the quality and performance of institutions, services, programmes and projects by those who are not directly involved in them but who are appointed to fulfill these responsibilities. This exercise involves an assessment of available facilities and resources in institutions with a view to establishing how a particular institution has met stipulated standards. Evaluation makes both principals and teachers to be up diligent in carrying out their supervision and teaching functions.
Evaluation is one of the ways of finding out whether students are meeting up with the stated goals and objectives of the school. According to Ijaiya (2010), the aim of evaluation as a
lxv
quality assurance strategy is to see how the system can be assisted to improve on the present level of performance. Evaluation could be formative or summative. Formative evaluation is the type of assessment given while the lesson is going on to know how the students are doing while summative evaluation is assessment at the end of the lesson or course to determine the performance of students. The outcome of evaluation will give clue to areas that need improvement. Evaluation measures include monitoring.
Monitoring is another means of facilitating quality assurance in schools. According to
Ehindero (2004), monitoring is the process of collecting data at intervals about ongoing projects and what teachers are doing within the school system. Monitoring ensures that challenges to a programme are corrected as the programme is on these, ensuring teachers’ and students’ high performance. As a facilitating activity, it is necessary that regular monitoring is carried out on a weekly basis by personnel outside the school. The aim is to constantly assess the level of performance with a view to finding out how far the objectives are being met. This exercise helps to facilitate teachers’ performance level since they know that they are being monitored. Teachers’ orientation can also be used to facilitate quality assurance.
Teachers’ orientation is another way to facilitate quality assurance in schools.
According to Wheller (2006:11), “orientation is the process by which employees learn important organizational values and norms, establish working relationships and learn how to function within their jobs.” Armstrong (2006) stated that induction of employees is the process of receiving and welcoming employees, when they join the system newly to enable basic information be given to them to enable them as they settle down at work. Armstrong further stated that it is important to smoothen the preliminary stages for new employees when everything is unfamiliar in order to establish favorable attitude of the organization to the
lxvi
employees. This will enable the employer to obtain effective output from the new employees within the shortest time. Teachers are employed based on certificates by the Post Primary
Schools Management Board (PPSMB). In order for teachers to understand the nitty-gritty in teaching, orientation can be organized either by the school or the board. This is necessary to make teachers acclimatize to the system and meet with the teachers already in service.
Supervision is one of the most important school exercises for improvement of teaching and learning. According to Nwagwu (2004), supervision is the process of guiding, advising, refreshing, encouraging, stimulating, improving and overseeing a teacher in order to improve on quality of his teaching and classroom management. Supervision is that phase of school administration which ensures the improvement of teaching and learning. Onasanya (2004) defined supervision as the maximum development of a teacher into the most professionally efficient person he is capable of becoming. It is any assistance given to teachers to improve teaching and learning by providing necessary teaching aids and facilities for them.
Quality control is one of the plans put in place to maintain the degree of excellence of service. In the school system, it is a mechanism by which an education system ensures that the service it gives serves the purpose which it tends to achieve. Quality control in education is concerned with the qualification of teachers, the adequacy of the curriculum, the availability of teaching materials and facilities and also the proper use of skills to ensure that quality education is achieved. Squelch and Lemmer (2004) stated that quality control in educational system is anchored on effective and efficient management of both human and materials resources in order to ensure that the achievements of stated educational objectives are achieved on sustainable basis.
lxvii
Apart from the above measures, Arikewuyo (2004) listed nine tasks which educational managers use to ensure quality assurance in schools. They include measurement and standardization of academic achievement, evaluation of quality of work during supervision, use of competent teachers and administrative personnel, use of educational technologies with a view to increasing the efficiency of teaching, dissemination of information to teachers and students and in engaging in new research and development to invigorate all educational activities.
Some approaches are necessary for the success of quality assurance in schools.
According to Federal Ministry of Education (2010), the criteria include:
• Improved teachers’ motivation in the school,
• Support to teachers by head teachers/principal/centre,
• Effective staff appraisal processes,
• Commendations for hard work/effort,
• Provision for in-service training of staff,
• Involvement of staff in the development and implementation of school planning,
• Involvement of staff in decision making in the school,
• Encouraging innovative teaching method and curriculum development,
• Giving constructive feedback in the school,
• Effective conflict resolution strategies and practices and
• View on School Based Management Committee (SBMC) involvement and contribution
to learners achievements.
lxviii
Concept of Principal
The term principal has many definitions and each definition depends on the perspective from which the author describes it. According to Abiodum (2003), a principal is an official charged with the responsibilities of ensuring that the machinery set in motion for the implementation of educational programmes functions effectively. In a related perspective,
Steven (2013) defined a principal as an administrator of a school who has been appointed formally to the position by the school board. A principal works with other members of the school committee to carry out functions and as well take important decisions. Other committees and school based committee, state schools management board, Parents Teachers’ Association.
According to Onyedeji and Fasasi (2006), a principal is the chief executive that assigns duties to those who could perform them, though all responsibilities still reside on him as the accounting officer. Principals are solely in control of all the activities of their schools. They are in charge of both material and human resources in the school. Contextually, the principal is the school leader charged with the responsibilities of guiding teachers, students and school instructional materials. He is the co-coordinator of all school programmes for the achievement of school goals and objectives to ensure quality assurance in schools. He co-ordinates the activities of the school to make sure things are working according to school rules and regulations. The principal is also in charge of the monitoring of the school.
Principals are in charge of the school finances even though the schools have bursars. In this regard, Ogbonnaya (2004) observed that principals are the accounting officers of their schools, the chief executives and instructional leaders. The principal as an accounting officer oversees the day-to-day management of the school fund. Ogbonnaya (2000) stated that the most important function of the secondary school principal is instructional leadership role. This role is
lxix
played as the principal plans, organizes and promotes instructional delivery. He makes sure that the school fund is procured and judiciously used on various school programmes. Principals are responsible for implementing educational programmes in their schools, ensuring that a conducive atmosphere is created for learning. They are the hub on which the success of secondary education revolves because they help to translate policies on education into action
(Mgbodile, 2004). According to Mestry and Grober (2004), the principal has the following duties: establishing a culture of teaching and learning, improving and maintaining high standard of education, coping with multicultural school population, working closely with parents, managing challenges and conflicts and even coping with limited resources. All these roles of the principal, internal supervision, especially by delegated staff, are important in the school system since teachers need assistance and support to cope with teaching job. Through frequent visits of the principal, teachers develop sense of belonging and job satisfaction. This brings up teachers morale which increases teachers performance. The position of the principal in the school is so important that it will be difficult for the school to achieve its goals and objectives without capable leadership of the principal. This is because the principal is in charge of all the activities of the school, especially the instructional supervision of teachers.
One of the most important roles of the principal is instructional supervision. The principal holds the position of instructional improvement through effective supervision of teachers. According to Ayeni (2012), one of the crucial roles of the school principal is that he sets the stage for instructional improvement activity. He has the responsibility of providing for the teachers’ materials for instructional improvement activity. Also, the responsibility of providing teachers with facilities, equipment and instructional material for effective teaching and learning process is also that of the principal. The principal provides internal instructional
lxx
leadership by coordinating co-curricular and curriculum programmes, and is responsible for the general administration of the school. He supervises by monitoring, assessing and evaluating school programmes; and disseminates current information on educational issues and modern teaching technique to teachers in order to stimulate them for scholarship (Aseltine, 2006). In the same vein, Ayeni (2012) stated that principals adopt continuous and consistent classroom visitation to ensure adequate teaching and learning processes.
The Concept of Public Secondary School
Public secondary schools are schools built or controlled by the government for children within the age of twelve to eighteen years. Public schools are prevalent in the country. The administration, management and funding are shared among the state Ministries of Education, the National Secondary Education Commission and other agencies as prescribed by legislation.
According to Patrick (2012), a public secondary school is a school that is maintained at public expense for the education of the children of the community that constitutes a part of a system of free public education called secondary school. Ogbonnaya (2009) stated that secondary schools are owned and managed by state or federal government. He further stated that community owned secondary school is a public school because it is run and managed by state government.
Education at this level is supposed to be offered free, although, students pay fees as contribution to the cost of running the schools. The education that is offered at this level has two purposes. One purpose is to prepare pupils with the necessary cognitive, affective and psychomotor skills to find employment or continue with academic careers in higher education.
The education received by children in secondary school is split into two; three years of junior secondary school (JSS) and three years of senior secondary school (SSS).
lxxi
The junior secondary school (JSS) emphasizes both academic and vocational (technical) curriculum. Students who complete Junior Secondary School enter into Senior Secondary
School, Technical College, Out-of-school Vocational Training Centre, and Apprenticeship
Scheme (Federal Republic of Nigeria, 2004). The junior secondary runs prevocational and academic subjects curriculum. The core area has the following subjects, Mathematics, English, two Nigerian languages sciences, social studies, art and music, practical agriculture, religious and moral instruction, and physical education. The Pre-vocational subjects from which students are required to choose two subjects include woodwork, metalwork, electronics, mechanics, local crafts, home economics and business studies. The third group contains the elective courses, French and Arabic Studies for only those who are interested.
The senior secondary school (SSS) is comprehensive with a core curriculum designed to broaden the students’ knowledge and out-look. Education at this stage has two broad aims: preparation for useful living within the society, and preparation for higher education. In specific terms, according to Federal Republic of Nigeria (2004), the secondary education:
Ø provides all primary leavers with the opportunity for education of a higher level,
irrespective of sex, social status, religious or ethnic background;
Ø offers diversified curriculum to cater for the differences in talents, opportunities and future
roles;
Ø provides trained manpower in the applied science, technology and commerce at sub
professional grades;
Ø Develops and promotes Nigerian languages, art and culture in the context of world’s
cultural heritage;
Ø inspires students with a desire for self improvement and achievement of excellence;
lxxii
Ø fosters national unity with an emphasis on the common ties that unites us in our diversity;
Ø raise a generation of people who can think for themselves, respect the views and feelings
of others, respect the dignity of labour, appreciate those values specified under our broad
national goals and live as good citizens;
Ø Provides technical knowledge and vocational skills necessary for agricultural, industrial,
commercial and economic development (Unachukwu & Okorje, 2014).
The senior secondary curriculum has its core subjects which include English Language,
One Nigerian Language, Mathematics; one of the following alternative subjects – Physics,
Chemistry and Biology; one of literature in English, History and Geography and Agricultural
Sciences or a vocational subject. Students at the senior level offer nine subjects and the remaining three subjects are selected from a list of elective courses. The structure of the new curriculum takes cognizance of the fact that individuals do not need the same kind of academic vocational/technical education. There is however, a minimum requirement essential for effective contribution and participation in society and they are part of every one’s education.
lxxiii
Schematic Representation of Major Variables used in the work
Secondary School
Principal
Supervision
Communication Empathy Skills Skills
Supervisory Skills
Resourceful ness Problem Skills solving Skills
Development Leadership Skills Skills
Quality Assurance
Figure 1: Conceptual Framework of the Study
Source: The Researcher, 2016
The diagram above shows the school, the principal, supervision and supervisory skills for quality assurance in the school. The school is on top and the arrow pointing from the school
lxxiv
to the principal shows that the principal is the chief executive in charge of the school. The arrow pointing from principal to supervision shows that the principal is in charge of supervision in the school. The arrow pointing from supervision to supervisory skills shows that principals use skills to facilitate quality assurance. The arrows by the side are showing skills: communication skill, problem solving skill, leadership skill, development skill, resourcefulness skill and empathy skill which principals need for supervision for quality assurance in public secondary schools.
Theoretical Framework
This section discusses three theories that relate to the work. The theories are; Systems theory, Behavioural theory and Contingency theory.
Systems theory by Ludwig Von Bretalanffy (1956)
The systems theory was propounded by Ludwig Von Bretalanffy in 1956. The theory emphasized that an organization is a social system made up of inter-related parts. A system is a unit with series of interrelated and interdependent parts, such that the interplay of any part affects the whole. This theory opines that there is a trend among administrative theorists to view an organization as a social system of interrelated parts. There is the belief that the only meaningful way to study an organization is to study it as a system. The basic idea in a system is that the parts of the system are interrelated and dependent. What happens to one part affects the whole. Within any system there are other sub systems. For example, within the educational system, there are other sub systems like primary and secondary. For a system and its sub systems to survive, it must be open with its units of interdependent parts. It is based on the concept of the system that systems theory was developed
lxxv
The relevance of systems theory to the administration of the school is that it helps educational managers to look at the organization more broadly. Secondary school is a social system that has structure and process. The administration of secondary schools as a system involves supervision and coordination of other areas as curriculum, staff and student’s personnel, physical facilities, funds and school community relations. The systems theory is related to this study because all parts of the school system have to be fully taken care of in supervision of instruction. The responsibility for quality assurance through supervision is a comprehensive function of both the principals and the teachers. The teachers have the responsibility of adapting to changes through supervisory practices for the attainment of quality assurance in the school system. When there is interdependence in the school system, there will be effective school administration. This ensures smooth running of the school for the achievement of its goals and objectives. If supervision of instruction is not given full attention, quality assurance for the attainment of the goals of secondary education will be seriously affected.
Behavioral Science Theory by Chester Barnard 1940
Chester Bernard is always looked upon as the father of the behavioural science. The theory of behavioral science is viewed as the synthesis of the scientific management and human relations theories. The behavioral science movement started from the social science in the early
1940s with the assumption that the best approach to facilitate work and productivity in an organization is through an understanding of the worker, his job content and the work environment. It is no longer desirable to concentrate either on the work alone, as in the classical management era, or on the worker alone, as in the humans relations movement. An integration of the two is considered more helpful in the realization of the organizational goals.
lxxvi
In the 1950s, the behavioral science theorists developed what they called the Tri- dimensional concept of administration, incorporating three main elements: the man, the job and the social setting. The Man-element comprises the worker’s physical, intellectual and emotional capabilities as well as his patterns of behavior. This element considers the worker’s personality. The Job-element on the other hand involves the job content and the processes of executing it. It simply involves the task to be performed as well as the methods for carrying it out. The social setting is the work environment and the necessary facilities and conditions to make it conducive. The behavioral science theorists hold the view that increased productivity in any organization can only be achieved when there is a balanced and proper integration of the three elements.
This theory relates to this study in that principals’ supervisory skills for quality assurance in schools focuses on the worker (teacher), his work (teaching-learning process), and the work environment (classroom/school environment). Quality assurance is achieved through the understanding and application of the basic concept of the behavioral science theory. If teachers are supervised, provided with materials and good environment, there will be quality work and better productivity in the school systems which are indicators of quality assurance.
The principal and teachers need a thorough understanding of the basic concept of the theory for its application in school supervision for better teaching and learning.
Contingency Theory by John Woodward 1958
Contingency theory was propounded by John Woodward in 1958. This theory states that there is no best method of organizing institutions or best way to take decisions. The optional course of action is dependent on internal and external situations. This theory emphasizes that the best way of organizing work depends on the kind of task or the
lxxvii
environment one is dealing with. This is due to the fact that situations differ and techniques that may work in one case may not work in the other. According to this theory, the work of an education manager is to find the best technique that would work in a particular situation to achieve the organizational goals. In relating this theory to principals’ supervision for quality assurance, the environment under which teachers work should be the topmost priority in order to achieve quality supervision in public secondary schools. This therefore means that the principal should apply strategies based on teachers and environment.
Review of Empirical Studies
Studies Related to Principals’ Supervision in Secondary Schools
This section deals with review of empirical studies that are related to the present study
Akoraloo (2005) carried out a study on the impact of supervision on academic performance in secondary schools in Katsina-Ala Local Government Area of Benue State. The purpose of the study was to find out the effect of supervision on teachers’ effectiveness. The design of the study was descriptive survey design. There were five research questions and five null hypothesis. The population of the study was 142 made up of 45 principals and 97 teachers.
Due to the manageable size of the population, the entire 142 subjects were involved in the study. The researcher used structured questionnaire to collect data. Mean and standard deviation were used to analyze the data. The result of the study showed that schools that had regular supervision performed better in both external and internal examinations. It was also found that effective supervision and academic performance were highly correlated and that supervision had a strong positive impact on students’ performance in secondary schools. The study is related to the present study because both studies are on what would improve academic performance in secondary schools. The present work used questionnaire to elicit information
lxxviii
and t-test statistics to analyze data as the previous work did. While the previous had five research questions, the present one has eight. The findings of the previous work would be helpful to the present work as it relates to supervision and what will improve supervision which is related to the present work.
Durajaiya (2004) carried a study on the effect of supervisory practices on teacher’s performance in secondary schools in Ekiti Local Government Area of Ekiti State. The purpose of the study was to find out the effect of principals’ supervisory practices on teachers’ performance. There were four research questions and four hypotheses used for the study. The design of the study was descriptive survey design. The population of the study was 30 supervisors and 400 teachers. Due to the manageable size of the population, the entre 430 population were involved in the study. Therefore, there was no sampling. The instrument for data collection was questionnaire. Data collected was analyzed using mean and standard deviation. The finding revealed that many teachers did not perform their duties effectively. The supervisors neglected their supervisory duties which made teachers to neglect their functions.
The study discovered that supervisors were not committed in supervision of school facilities and school records. Supervision was carried out by unqualified supervisors. And also, supervisors lacked the necessary materials for supervision. Both works are related because they are on teachers supervision in secondary schools and what will improve quality assurance in schools. The present work was carried out on a wider scope. The study covered all public secondary school in South East, Nigeria.
Igwe (2007) carried out a study on the influence of supervision of instruction on teachers’ effectiveness in primary schools in Ebonyi North Education zone of Ebonyi State.
The purpose of the study was to ascertain the influence of supervision of instruction on teacher
lxxix
effectiveness in primary schools in Ebonyi North Education zone of state. There were three research questions and three hypothesis. The design was descriptive survey design. The population of the study comprised 1,046 teachers and 304 head teachers. Random sampling technique was used to select 250 respondents that represents the sample frame for the study.
The instrument for data collection was a questionnaire that had 52 items. The data collected were analyzed using mean and standard deviation to answer the research questions, whereas the null hypotheses were tested using t-test statistics. The result of the study showed that there was effective supervision of school activities which resulted in teachers’ high level of productivity and efficiency. Supervision was motivational, friendly, regular and interactive. The study is related to the present study because both studies are on supervision and what will improve supervision in the educational system. The present study used a structured questionnaire, and mean and standard deviation to analyse the data which the previous work used.
Ellah (2004) carried out a study on the strategies for improving supervision of instruction in secondary schools in Ogoja Local Government Area of Cross River State. The purpose of the study was to identify ways of improving supervision of instruction in secondary schools in Ogoja Local Government Area of Cross River State. The researcher used five research questions and four null hypotheses. The research design was descriptive survey. The population of the study was made up of 318 teachers. Since the population was small, the entire population was used for the study. The instrument for data collection was a questionnaire. The data collected were analyzed using mean and standard deviation to answer the research questions while the null hypothesis was tested using analysis of variance
(ANOVA) statistics. The result of the findings revealed that the strategies for improving supervision of instruction in secondary schools in Ogoja Local Government Area of Cross
lxxx
River State included: the inspection of teacher’s lesson notes, teachers being observed during lesson delivery in the classroom, supervisory being friendly with adequate encouragement; allowances being paid to both the internal and external supervisors to boost their morale and provision of adequate logistics for effective supervision.
The study is related and relevant to the present study because it was carried out on the strategies that would improve supervision which is related to principal’s supervisory skills for quality assurance. The essence of both studies is for improvement of teaching for quality education. However, the present work has a wider scope covering all public secondary schools in South-East, Nigeria.
Nnebedum (2013) carried out a study on development and validation of leadership skill inventory for principals of mission secondary schools in the South-East, Nigeria. The purpose of the study was to develop a leadership skill inventory for principals in missionary secondary schools. Five research questions and three null hypotheses were used for the study. Systematic sampling technique was used. The population of the study comprised all the principals of mission secondary schools in the fifty-five dioceses of the six provinces of both the Roman
Catholic and Anglican Communion in the five South-Eastern states. There were a total of four hundred and twelve (412) mission secondary schools. The sample was two hundred and five
(205) principals of mission schools. The data was analyzed using mean and standard deviation while hypotheses were tested using t-test statistics at a 0.05 level of significance.
The results showed that leadership skills can improve professional proficiency of principals. The school board should articulate leadership skills, training skills that can impart leadership skills on the principals. Appointment of teacher without leadership skills has greatly affected schools. Both studies are related in the sense that leadership skill is one of the skills in
lxxxi
the present study. The researcher used questionnaire and t-test statistics which the previous work used.
Edikpa (2004) researched on development and validation of decision making skill inventory for secondary school principals in Anambra State. The purpose of the study was to develop and validate a decision making skill inventory for secondary school principal in
Anambra State through the opinions of male and female principals viz; the decision making skill inventory for secondary school principals, index of the items of decision making inventory, influence of gender on the decision making skills inventory, influence of work experience on the decision making skills inventory and influence of the educational qualification on decision making skills inventory. The study had five research questions and four null hypothesis and a 40-item questionnaire was developed for data collection. The study was carried out using systematic random sampling. The population was 213 principals in
Anambra State. All the 213 principals were involved in the study due to the manageable size, therefore, there was no sampling. The data were analysed using mean and standard deviation for answering the research questions while t-test statistics was used in testing hypotheses.
The findings of the study revealed that most items of the instrument were stable across gender, job experiences and educational qualification. This research study is related and relevant to the present study because both studies are on principals’ skills in secondary school administration. The present work is on a wider scope with regard to geographical scope and number of respondents to find out the extent principals utilize supervisory skills to ensure quality assurance.
Ayeni (2012) carried out a research work on the Assessment of Principals’ Supervisory roles for quality assurance in secondary schools in Ondo State, Nigeria. The purpose of the
lxxxii
study was to find out principals’ supervisory roles for quality assurance. Three research questions and three hypothesis were formulated for the study. The study employed the descriptive survey design. The target population comprised principals and teachers in secondary schools in Ondo State. The sample consisted of 60 principals and 540 teachers randomly selected from 60 secondary schools. The secondary schools were selected using stratified random sampling method from 5 Local Government Areas. Three research instruments were used for data collection which were Principal’s Supervision Rating Scale
(PSRS), Interview Guide for Principals (IGP), and Teacher’s Focused Group Discussion Guide
(TFGDG). Data was analyzed using mean and standard deviation while t-test statistics was used to test the hypothesis. The study revealed that the roles performed by principals for quality assurance in schools include: regular checking of teachers’ notes of lessons and diaries of work, provision of instructional materials, regular orientation and staff development programs, evaluation of staff performances and provision of staff welfare services, among others. This study relates to the current study since it focused on the assessment of principals’ supervisory roles for quality assurance in secondary schools.
The study equipped the researcher with knowledge of principals’ supervisory functions in schools. The same descriptive survey design was used in the present study. The only difference is in the area of study. The current study seeks to find out the extent to which principals use supervisory skills in supervision of teachers for quality assurance.
Ofoegbu (2013) conducted a research on the improvement strategies for internal supervision of instruction for quality assurance in secondary schools in Nnewi Education Zone of Anambra State. The purpose of the study was to investigate the improvement strategies for internal supervision of instruction for quality assurance in secondary schools. Five research
lxxxiii
questions and three null hypotheses guided the study. The research design adopted was the descriptive survey design. The population consisted of 831 subjects made up of all the principals, vice principals and teachers in the 49 secondary schools in Nnewi Educational Zone of Anambra State. Simple random sampling was used to select 180 respondents that were used for the study. Instrument for data collection was questionnaire and data were analyzed using descriptive statistics. The study identified that effective internal supervision of instruction is a major constraint to quality assurance in secondary schools; and it further identified strategies for improving internal supervision of instruction in secondary schools which include such incentives as use of varieties of teaching aid, motivation and group discussion.
This study relates to the current study in that it focused on internal supervision of instruction and quality assurance in schools. The current study went further to investigate the extent principals use supervisory skills in the supervision of teachers for quality assurance in public secondary schools.
Aneke (2007) conducted a study on the application of Cogan’s Clinical Supervision in primary schools in Enugu Education Zone of Enugu State. The purpose of the study was to investigate the extent to which primary school supervisors apply the Cogan’s Clinical supervision in primary schools. Four research questions were formulated to guide the study with two null hypotheses. Descriptive survey design was used for the study. The population of the study was 5,163 which was made up of 4,686 teachers, 378 head teachers and 99 supervisors of primary schools in Enugu Education zone of Enugu state. Simple random sampling technique was used to select 210 respondents which are made up of 141 teachers, 49 head teachers and 20 supervisors. The instrument for data collection was a structured questionnaire consisting of thirty-two (32) items in four clusters to address the research
lxxxiv
questions. Data collected were analyzed using mean and standard deviation to answer the research questions while t- test statistics was used to test the hypothesis at 5% level of significance. Findings of the study showed that clinical supervision is applied in schools but not effectively. The study also showed that clinical supervision as done by school heads motivates teachers and increases teaching effectiveness.
This study relates to the present study since Clinical supervision is undertaken mainly by school heads, in the principals. Clinical supervision is an aspect of supervisory duties of principals for teaching effectiveness in the school. The present study determines the extent principals use supervisory skills in supervision of teachers for quality assurance in public secondary schools.
Studies Related to Quality Assurance in Secondary Schools
Nwite (2012) carried out a study on quality assurance and teachers instructional performance task in secondary schools in Nigeria. The purpose of the study was to assess the quality assurance and teachers’ instructional performance task in secondary schools. Two research questions and two null hypotheses guided the study. The researcher used descriptive survey design. A sample of 477 respondents was used out of 10,741 teachers and 59 principals.
418 teachers and all the 59 principals were taken and used as sample. A structured questionnaire titled Quality Assurance and Teacher’s Instructional Tasks Performance
(OATITR) was used to collect data for the study. Data collected were analyzed using Pearson
Product Moment Correlation Co-efficient Statistics, while the two null hypotheses were tested with t-test at a 0.05 level of significance. The result revealed that teachers’ qualification and cognate experience greatly influenced their instructional task performance. The implication is
lxxxv
that the quality of teachers’ instructional input was greatly influenced by their professional qualification, teaching experience, and formal training.
The study is related and important to the ongoing research because both works are on what could improve principals’ effectiveness for teachers’ instructional delivery for quality assurance in secondary schools. The present work also adopted descriptive survey design but went further to study what will help principals to ensure quality assurance in secondary schools.
Adeolu (2012), carried out a study on Assessment of Principals’ Supervisory Roles for
Quality Assurance in Secondary Schools in Ondo State, Nigeria. The purpose of the study was to find out principals’ supervisory roles in meeting the challenges of quality assurance in Ondo state. The researcher used three research questions and three hypothesis for the study. The design of the study was descriptive survey design. The population was 60 principals and 540 teachers drawn from 60 secondary schools in Ondo state, and the sample size was 300, comprising 30 principals and 270 teachers drawn from the population. Principals’ Supervision
Rating Scale (PSRS), Interview Guide for Principals and Teachers’ Focus Group Discussion
Guide were the instruments used. The data collected were analyzed using percentage and mean scores. The findings show that the provision of instructional materials and feedback to stakeholders were constraints to quality assurance practices in secondary schools.
The relevance of this work to the present study is that both are working towards strategies for achieving quality assurance. The gap which this current study is trying to fill is the extent to which principals use supervisory skills for quality assurance in public secondary schools in South-east, Nigeria.
lxxxvi
Uzoegbulam (2012) carried out a study on teachers’ classroom management skills for quality assurance in secondary schools in Owerri Education zone of Imo State. The purpose was to find out the classroom management skills teachers use for quality assurance. Five research questions and four hypotheses were used for the study. The design was descriptive survey. There was no sampling. All the eight education officers and all the 35 principals were used. The instrument was a structural questionnaire titled Teachers’ Classroom Management
Skills for Quality Assurance in Secondary Schools. Mean and standard deviation were used to answer the five research questions and t-test statistics was used to test the four null hypotheses at 0.05 level of significance. The result of the study was that classroom management skills are essential qualities that teachers must have because the skills enable teachers to organize classroom activities, interpret and control classroom behaviour. Quality assurance ensures high quality education products. Teachers need classroom management skills which include command of authority, knowledge in their subject area, effective and efficient delivery of lessons. This work is related to the present study because it revealed teachers’ classroom management skills which could as well be useful for principal in supervision for quality assurance.
Onuka (2004) carried out a study on the quality of private schools in Nigeria. The study focused on whether private schools in Nigeria are providing qualitative education as has been assumed over the years. Three research questions and three hypotheses guided the study.
Purposive sampling was used to select twenty private schools that have their own buildings in
Ibadan; 100 parents were used for the study. A thirty-three item checklist was developed and used to collect data. Data collected for the study were analyzed using descriptive statistics, frequency and percentages. The findings showed that private schools have better infrastructure
lxxxvii
and facilities, more dedicated teachers’ and quality teachers. Improvement of administration and teachers should be through workshops, and seminars to keep them abreast with the new technological developments in education. The public schools should be allowed to charge school fees to make up what the government might give but with caution. The study is relevant to this present study because it revealed the extent to which private school carried out quality assurance.
Sobiriye (2009) conducted a study on the correlation between quality assurance and academic achievement of secondary school students in Rivers State. The purpose of the study was to ascertain the correlation of quality assurance and academic achievement of secondary school students in Rivers state. Three research questions and three hypotheses were used. The study used a descriptive survey design. The population of the study consisted 266 principals.
150 principals, selected through a simple random sampling process, constituted the sample.
Questionnaire was used for data collection and data were analyzed using descriptive statistics.
The findings revealed that there is a significant relationship between quality assurance and academic achievement of secondary school students in Rivers State. Both studies used the descriptive survey design but the current study sought to determine the extent principals use supervisory skills in supervision of teachers for quality assurance in schools.
Florence, Benjamin and Paul (2010) conducted a study on secondary school head teachers’ quality assurance strategies and challenges in Gucha district, Kenya. The purpose of the study was to find out the head-teachers’ quality assurance strategies and challenges in secondary schools. Four research questions and four hypotheses guided the study. Descriptive survey design was used. The population consisted 120 public secondary schools. Stratified random sampling technique was used to select 5 girls’, 4 boys’ schools and 37 co-educational
lxxxviii
schools. Questionnaire, interviews and observation checklist were used for data collection. Data from interviews were analyzed qualitatively in an on-going process as the themes and sub themes emerged from data. Data were analyzed using descriptive statistics of frequencies and percentages. Findings of the study revealed that effective supervision in staff personnel administration; curriculum, teaching-learning process and physical facilities are major strategies for quality assurance in secondary schools.
This study relates to the current study in the sense that it identified supervision of instruction as a major strategy for quality assurance in public secondary schools. Sample used in the reviewed work was so small that it lacks a representative power. The current study improved significantly on the size of the sample.
Summary of the Literature Review
The literature review focused on concept of supervision, principals’ supervisory skills, quality assurance in public secondary schools. Supervision is the process of improving the teaching proficiency of teachers through assistance, training, correction and advice. It is one of the most important exercises taken in schools to enhance teachers’ performance in instructional delivery. Supervision can either be internal or external. The techniques of supervision such as classroom visitation, demonstration technique, conference technique, group supervision, were also reviewed. These techniques are different ways and forms that supervision could be carried out to achieve the aims and objectives of supervision. The supervisory skills such as communication, problem-solving, Leadership, development, resourcefulness and empathy were discussed. They are the skills principals use in supervision. The principal is the chief executive appointed to manage the activities of a secondary school. The principal is also the internal supervisor that is in-charge of supervision for quality assurance in the school.
lxxxix
Quality assurance is the process and procedure used to monitor different aspects of service in schools to ensure that quality standards are met. The relevance of quality assurance in facilitating quality education was also discussed. The work discussed the concept of public secondary schools as schools built and managed by the government.
Three theories relevant to the study were discussed. They are systems, behavioural science, and contingency theories. The systems theory emphasized that organization is a system made up of sub-systems that are interrelated and dependent on one another for productivity. If any part of the system is not working, it will affect the other parts of the system. The behavioural science theory places emphasis on the worker, the job and the environment. The knowledge of these will help principals to know that both human and material resources of the school are important and should be taken care of for successful administration of the school to achieve quality education. The third theory, the contingency theory is about the internal and external factors surrounding the school which are factors that would improve learning and must be taken care of to achieve quality assurance in schools. Some empirical studies related to the present study were also reviewed. It was observed that a number of works have been done on supervision and quality assurance in secondary schools. The researcher observed that no known work has been carried out on principals’ utilization of supervisory skills for supervision of teachers in secondary schools in South East, Nigeria. This is why the researcher investigated and made contributions in the area.
CHAPTER THREE
RESEARCH METHOD
xc
This chapter describes and presents the procedures followed in carrying out this study.
The procedures are as follows; the design of the study, area of the study, population, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.
Design of the Study
The study adopted a descriptive survey design. Nworgu (2006) defined descriptive survey research design as one in which a group of people or items are studied by collecting and analyzing data from only a few people or items considered to be representative of the entire group. The researcher adopted this design because it permits investigation on a sample of an entire population with the intention of making generalization of the findings on the entire population which is principals and teachers in secondary schools.
Area of the Study
The study was carried out in public secondary schools in South East, Nigeria. The states are Abia, Anambra, Ebonyi, Enugu and Imo. These states are major Igbo speaking areas of
Nigeria. Abia and Ebonyi state have three education zones each, while Anambra, Enugu and
Imo state have six. These states share a lot of features in common including cultural, political, educational and social orientations. They embraced formal education quite early and therefore have a lot of interest in education. The study covered all the public secondary schools in all the zones in the five states. This area was chosen for this study because of the lukewarm attitude of secondary school principals towards supervision of teachers’ instructional delivery in the area as observed by the researcher. In addition, the students’ poor performance in internal and external examinations in the area of the study also motivated the researcher to choose the area.
Population of the Study 80
xci
The population of the study is 63,527 which comprise 1,244 principals and 62,283 teachers in public secondary schools in the five South-Eastern states. The population of teachers are; Abia State 10,200, Anambra 14,242, Ebonyi 9,540, Enugu 11,873 and Imo
16,428, while that of the principals, are; Abia State 207, Anambra 251, Ebonyi 221, Enugu 283 and Imo 282 giving a total of 1,244 principals (Source: Post Primary School Management
Boards of the States, 2015). The secondary school teachers and principals were used for the study because they are in the position to know the extent principals use supervisory skills for supervision of teachers for quality assurance.
Sample and Sampling Techniques
The sample for the study consists 1,980 teachers and principals in public secondary schools in South East, Nigeria (teachers 1,415 and 565 principals). A multi-stage sampling technique was used to get the sample size for the study. This method of sampling is applied in stages until the researcher gets the sample for the study. Thus, four stages of selections were used in order to draw the sample for the study. For the first stage, purposive sampling technique was used to draw 2 states out of the five states that make up South Eastern states namely Enugu and Imo states. In the second stage, 2 education zones were randomly selected in each of the two states. Thus, in Enugu state, Nsukka and Udi were selected and Imo state, Owerri zone I and II were randomly selected. In the third stage, 8 schools were randomly selected from each of the 4 education zones already sampled.
Finally, purposive random sampling was adopted to sample 5% of the subjects in the 32 schools. Thus, for Enugu state with population of 11,873 teachers, 5 percent of the population of the teachers was drawn which gave a sample of 594. While Imo state with population of
16,428 teachers, 5 percent of the population of the teachers was drawn which gave a sample of
xcii
821 teachers. The entire 565 principals from the two selected states, that is Enugu 283 and Imo
282, were used in the study. This gave a total sample of the respondents to 1,980 respondents.
This sampling is in line with Nworgu (2006: 102-103) computation of sample size for different
Sample n strata with this sampling fraction = = where ‘n’ represents the sample and ‘N’ Population N represents the population (See Appendix C).
Instrument for Data Collection
The instrument for data collection was researcher developed questionnaire titled
“Principals’ Utilization of Supervisory Skills for Teachers Questionnaire (PUSSTQ). The questionnaire was divided into two parts, 1 & 2. Part one elicited information on the personal data of the respondents, while part two has eight clusters: A, B, C, D, E, F, G and H, each focusing on specific area of principals’ supervisory skills. These are: the communication skill; problem solving; leadership skills; development skills, resourcefulness skills; empathy skills; factors impeding principals’ use of supervisory skills, and ways of improving principals’ supervisory skills for quality assurance in public secondary schools in South East, Nigeria. A four point rating scale format of Very Great Extent (VGE) 4 points, Great Extent (GE) 3 points,
Little Extent (LE) 2 points, and Very Little Extent (VLE) 1 point, for clusters A-F, and
Strongly Agree (SA) 4 points, Agree (A) 3 points, Disagree (D) 2 points, Strongly Disagree
(SD) 1 point for Clusters G and H were used respectively (See Appendix B).
xciii
Validation of the Instrument
To ensure that the items in the instrument were valid, the questionnaire was subjected to face validation by three validates. Two lecturers from the Department of Educational
Administration & Planning and one from Measurement and Evaluation, from Faculty of
Education, University of Nigeria were used. The evaluators were requested to check the relevance, adequacy, language, comprehensiveness, and appropriateness of the items bearing in mind the purpose of the study. They examined and constructively made corrections in the research instrument. In order to improve on the instrument, the number of questions was reduced from 80-72 and double-barreled items or variables were removed. Their comments, corrections, and inputs were effectively used in modification of the final copy of the instrument
(See Appendix A).
Reliability of the Instrument
To determine the reliability of the instrument, a trial-test was conducted with 15 teachers and 5 principals in public secondary schools in Kogi State which is outside the area of the study. Cronbach Alpha method was used to determine the internal consistency of the clusters of the instrument and they yielded reliability of 0.89, 0.74, 0.70, 0.83, 0.90, 0.96, 0.91 and 0.82 for the eight clusters respectively (See Appendix D). The overall reliability coefficient value was 0.81 which indicated that the instrument is highly reliable for the study.
Method of Data Collection
The researcher with the help of four research assistants used on-the spot method to administer the questionnaire to the respondents. The researcher enlightened the research assistants on the nature of the research, explaining each item as contained in the instrument and how to administer and retrieve the questionnaire from the respondents. The use of the research
xciv
assistants helped the researcher to effectively and timely distribute and collect the questionnaire in order to ensure high return rate of the instrument. In all, 1,980 copies of the questionnaire were administered and 1,923 copies were retrieved representing 97.1% return rate.
Method of Data Analysis
The research questions were analyzed using mean and standard deviation with real limit of numbers: Very Great Extent (VGE) = 3.50 – 4.00; Great Extent (GE) = 2.50 – 3.49;
Little Extent (LE) = 1.50 – 2.49; Very Little Extent (VLE) = 0.50 – 1.49 for Cluster A-F while
Clusters G-H are Strongly Agree (SA) = 3.50 – 4.00; Agree (A) = 2.50 – 3.49; Disagree (D) =
1.50 – 2.49; Strongly Disagree (SD) = 0.50 – 1.49. The consideration is appropriate because of four point rating scale which was used in rating the value of each scale. The benchmark was
2.50. Thus, any mean score from 2.50 and above was accepted while any mean score from 2.50 and below was considered as negative response and was rejected. The t-test statistics was used to test the 8 null hypotheses at 0.05 level of probability.
xcv
CHAPTER FOUR RESULTS This chapter presents the results of data analyzed for the study. The presentation was organized according to the research questions answered and hypotheses tested.
Research Question One To what extent do principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria?
The data for answering research question one are presented on Table 1 below.
Table 1: Mean Ratings of the Respondents on the extent to which principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria
Teachers Principals (N= 1,393) (N = 530)
S/N Items Χ 1 SD1 Dec1 Χ 2 SD2 Dec2 1 Make good presentation of 1.80 0.39 LE 1.84 0.40 LE reports and addressing audience well 2 Offer opportunity for teachers 1.89 0.30 LE 1.90 0.29 LE to express themselves 3 Motivate teachers using 2.21 0.35 LE 2.23 0.36 LE encouraging praises 4 Capture audience attention as 2.25 0.34 LE 2.34 0.35 LE a result of eloquence of speech 5 Make his/her point clear when 2.51 0.45 GE 2.53 0.46 GE speaking 6 Maintain friendly tone while 1.59 0.49 LE 1.60 0.48 LE speaking 7 Listen to teachers point of 2.60 0.40 GE 2.62 0.42 GE view 8 Clearly organizing her thought 1.59 0.49 LE 1.60 0.48 LE before sharing them 9 Use clear language at the level 1.69 0.45 LE 1.70 0.44 LE of audience Cluster Mean 2.21 0.40 LE 2.24 0.42 LE
Keys: Χ = Mean; SD = Standard Deviation; GE = Great Extent; LE = Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
85xc vi
Data presented on Table 1 show the mean scores and standard deviations of teachers and principals on the extent to which principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. The mean responses of items 1, 2, 3, 4, 6, 8 and 9, show that the respondents indicated that principals to a little extent make good presentation of reports, offer teachers the opportunity to express themselves, motivate teachers using encouraging praises, capture audience attention as a result of eloquence of speech, maintain friendly tone while speaking, clearly organize their thought before sharing them and use clear language at the level of audience. These indicate that principals use these communication skills at a low extent in the supervision of teachers.
However in items 5 and 7 the respondents indicated that principals to a great extent make their points clear when speaking and listening, and understand teachers’ point of view. The table showed a cluster mean of 2.21 with a standard deviation of 0.40 (for teachers) and 2.24 with standard deviation of 0.42 (for principals). This implies that teachers and principals concur to a little extent that principals make use of communication skills in the supervision of teachers for quality assurance in public secondary schools in South East of Nigeria.
Hypothesis One
There is no significant difference between the mean ratings of teachers and principals on the extent principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
xcvii
The summary of the t-test analysis is presented on table 2.
Table 2: Summary of t – test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Communication Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t-Cal t-Tab P-value Rmk Error Sig. 1. Teachers 2.21 0.40 1,393
1,921 0.032 0.88 1.96 0.42 NS
2. Principals 2.24 0.42 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
Data presented on Table 2 showed that the p-value (sig) of 0.42 was greater than 0.05
level of significance. This indicated that there was no significant difference in the mean ratings
of the responses of teachers and principals on the extent to which principals use communication
skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria. Therefore, the null hypothesis of no significant difference between the mean ratings of
teachers and principals is accepted.
Research Question Two What is the extent to which principals use problem solving skills in supervision of
teachers for quality assurance in public secondary schools in South East?
The data for answering research question two are presented on Table 3 below.
xcviii
Table 3: Mean Ratings of the Respondents on the Extent to which Principals Use Problem-Solving Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N = 530)
SN Items Χ 1 SD1 Dec1 Χ 2 SD2 Dec2 10 Solve instructional problem of 1.49 0.66 VLE 1.54 0.69 LE teachers 11 Resolve problems effectively 2.51 0.65 GE 2.54 0.65 GE
12 Generate alternatives in 1.49 0.68 VLE 1.50 0.73 LE problem-solving 13 Evaluate alternative solutions to 2.48 0.75 LE 2.51 0.78 GE problems 14 Implement solutions to problems 1.95 0.63 LE 1.94 0.63 LE properly 15 Get to the root of problems 2.60 0.97 GE 2.62 0.94 GE before offering solution 16 Use information gathered 1.90 0.88 LE 1.89 0.87 LE effectively for problem solving 17 Monitor the outcome of 2.04 0.84 LE 2.05 0.90 LE decisions taken 18 Are creative in handling 1.94 0.77 LE 1.97 0.81 LE problems Cluster Mean 2.04 0.75 LE 2.06 0.77 LE
Keys: Χ = Mean; SD = Standard Deviation; GE = Great Extent; LE = Little Extent; VLE = Very Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
Data presented on Table 2 show mean ratings and standard deviations of the responses on the extent to which principals use problem-solving skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. The data analysis on items 10 and 12, show that the teachers indicated that to a very little extent, principal solve instructional problem of teachers and generate alternatives in problem-solving. On the other hand, the principals indicated that principals solve instructional problem of teachers and generate alternatives in problem-solving to a little extent. Regarding items 11 and 15, the mean
xcix
responses indicate that to a great extent principals resolve problems effectively and get to the
root of problems before offering solution. As regards items 14, 16, 17 and 18, both the teachers
and principals’ mean responses indicate that principals to a little extent implement solution to
problems properly, use information gathered effectively for problem solving, On the other
hand, mean responses of teachers and principals vary in item 13. While teachers’ mean
responses indicate that principals evaluate alternative solutions to problems, principals’ mean
responses indicate that to a little extent principals evaluate alternative solutions to problems to a
great extent. The table showed a cluster mean of 2.04 with a standard deviation of 0.75 (for
teachers) and 2.06 with standard deviation of 0.77 (for principals). This implies that teachers
and principals’ mean responses indicate that to a little extent principals make use of
communication skills in the supervision of teachers for quality assurance in public secondary
schools in South East of Nigeria.
Hypothesis Two
There is no significant difference between the mean ratings of teachers and principals on
the extent principals use problem solving skills in supervision of teachers for quality assurance
in public secondary schools in South East, Nigeria
The summary of the t-test analysis is presented on table 4. Table 4: Summary of t – test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Problem Solving Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t- Cal t-Tab P-value Rmk Error Sig. 1. Teachers 2.04 0.75 1,393
1,921 0.044 0.35 1.96 0.56 NS 2. Principals 2.06 0.77 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
c
Data presented on Table 4 revealed that the p-value (sig) of 0.56 was greater than 0.05 level of significance. This indicated that there was no significant difference between the mean ratings of the responses of teachers and principals on the extent to which principals use problem solving skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. Therefore, the null hypothesis of no significant difference between the mean ratings of teachers and principals is accepted.
Research Question Three To what extent do principals use leadership skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria? The data for answering research question three are presented on Table 5 below. Table 5: Mean Ratings of the Respondents on the Extent to which Principals Use Leadership Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N = 530) S/N Items SD1 Dec1 SD2 Dec2 Χ 1 Χ 2 19 Give teachers directives to follows 2.52 0.45 GE 2.48 0.47 LE without consideration. 20 Follow rules rigidly 1.34 0.47 VLE 1.35 0.48 VLE 21 Find faults at teachers always 1.90 0.62 LE 1.89 0.64 LE 22 Do not consider teachers opinion in 2.48 0.50 LE 2.50 0.51 GE decision making 23 Have charisma in influencing teachers’ 1.95 0.22 LE 1.94 0.24 LE class activities 24 Involve teachers’ in decision making 1.84 0.32 LE 1.86 0.34 LE 25 Consider teachers input when it is 1.90 0.29 LE 1.89 0.30 LE appropriate in supervision 26 Encourage teachers’ to air their views 1.85 0.62 LE 2.54 0.64 GE 27 Carry teachers along in decision making 1.54 0.40 LE 1.55 0.42 LE 28 Give teachers opportunity to do what they 2.01 0.42 LE 2.55 0.43 GE like in class 29 Do not punish teachers that commit 1.49 0.50 VLE 1.50 0.52 LE offence 30 Give teachers opportunity to try new 1.80 0.40 LE 1.84 0.39 LE method. Cluster Mean 1.88 0.43 LE 1.99 0.44 LE
Keys: Χ = Mean; SD = Standard Deviation; VGE = Very Great Extent; GE = Great Extent; LE = Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
ci
Data presented on Table 5 show the mean ratings and standard deviations of the responses on the extent to which principals use leadership skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. The result of the study, as can be deduced from the mean of the response of the respondents to item 19, shows that the views of the respondents vary. While teachers maintained that principals to a great extent give teachers directives to follows without consideration, principals maintained that principals give teachers directives to follows without consideration but to a little extent. Equally, in items 22,
26 and 28, while teachers maintain that principals to a little extent do not consider teachers’ opinion in decision making, encourage teachers’ to air their views and give teachers opportunity to do what they like in class, principals maintain that principals to a great extent do consider teachers' opinion in decision making, encourage teachers to air their views, and give teachers opportunity to do what they like in class. However, in item 20, both respondents maintained that principals to a very little extent follow rules rigidly. This implies that both teachers and principals responded in one direction. Regarding items 21, 23, 24, 25, 27 and 30, both groups of respondents maintained that principals find faults at teachers always, have charisma in influencing teachers’ class activities, involve teachers’ in decision making, consider teachers input when it is appropriate in supervision, carry teachers along in decision making and give teachers opportunity to try new method. However the cluster mean scores of
1.88 with corresponding standard deviation of 0.43 (for teachers) and 1.99 with a standard deviation of 0.44 (for principals) showed that both groups of respondents maintained that principals to a little extent use leadership skills detrimentally in the supervision of teachers in public secondary schools in South East Nigeria.
cii
Hypothesis Three
There is no significant difference between the mean ratings of teachers and principals
on the extent principals use leadership skills in supervision of teachers for quality assurance in
public secondary schools in South East, Nigeria.
The summary of the t-test analysis is presented on table 6. Table 6: Summary of t–test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Leadership Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t- t- P-value Rmk Error Cal Tab Sig.
1. Teachers 1.88 0.43 1,393
1,921 0.036 0.13 1.96 0.67 NS 2. Principals 1.99 0.44 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
From the data on summary of t-test analysis presented on Table 6 above, it was
observable that the p-value (sig) of 0.67 was greater than 0.05 level of significance. This
showed that there was no significant difference between the mean ratings of the responses of
teachers and principals on the extent to which principals use leadership skills in supervision of
teachers for quality assurance in public secondary schools in South East, Nigeria. Therefore,
the null hypothesis of no significant difference between the mean ratings of teachers and
principals is accepted.
Research Question Four
To what extent do principals use development skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria?
The data for answering research question four are presented on Table 7 below.
ciii
Table 7: Mean Ratings of the Respondents on the Extent to which Principals Use Development Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N= 530)
S/N Items Χ 1 SD1 Dec1 Χ 2 SD2 Dec2 31 Identify teachers’ training needs 1.85 0.57 LE 1.84 0.58 LE
32 Implement training and 1.70 0.45 LE 1.69 0.47 LE development programs 33 Recommend teachers for 2.34 0.48 LE 2.40 0.49 LE training 34 Coach teachers while 1.75 0.43 LE 1.74 0.43 LE supervising 35 Dedicate time to in-house 2.24 0.50 LE 2.33 0.52 LE development training 36 Give new teachers orientation 1.75 0.62 LE 1.74 0.64 LE training 37 Mentor teachers for 1.95 0.21 LE 1.94 0.22 LE improvement 38 Arrange periodic meetings to 2.36 0.43 LE 2.44 0.45 LE review progress of development 39 Provide resources that are 1.90 0.29 LE 1.89 0.30 LE needed for training Cluster Mean 1.98 0.44 LE 2.01 0.46 LE
Keys: Χ = Mean; SD = Standard Deviation; GE = Great Extent; LE = Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
Data on Table 7 show the mean ratings and standard deviations of teachers and principals on the extent to which principals use development skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. Both teachers and principals maintained that all the 9 development skills in the table are to a little extent utilized by principals in the supervision of teachers for quality assurance in public secondary schools in
South East, Nigeria. This is because; the mean ratings for these fall within the range of 1.70 and
2.44. Judging from this result, it is evident that principals to a little extent identify teachers’ training needs, implement training and development programs, recommend teachers for training, coach teachers while supervising, dedicate time to in-house development training,
civ
give new teachers orientation training, mentor teachers for improvement, arrange periodic
meetings to review progress of development, and provide resources that are needed for training.
The table showed a cluster mean of 1.98 with a standard deviation of 0.44 (for teachers) and
2.01 with a standard deviation of 0.46 (for principals). This implies that teachers and principals
maintained that principals to a little extent utilize development skills in supervision of teachers
for quality assurance in public secondary schools in South East, Nigeria.
Hypothesis Four
There is no significant difference between the mean ratings of teachers and principals
on the extent principals use development skills in supervision of teachers for quality assurance
in public secondary schools in South East, Nigeria.
The summary of the t-test analysis is presented on table 8. Table 8: Summary of t–test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Development Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t- t- P-value Rmk Error Cal Tab Sig. 1. Teachers 1.98 0.44 1,393
1,921 0.052 2.44 1.96 0.01 S* 2. Principals 2,01 0.46 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; S* = Significant.
The data on summary of t-test analysis presented in Table 8 showed that the p-value
(sig.) of 0.01 was less than 0.05 level of significance. This implies that there was significant
difference between the mean ratings of the responses of teachers and principals on the extent to
which principals use development skills in supervision of teachers for quality assurance in
cv
public secondary schools in South East, Nigeria. Therefore, the null hypothesis of no significant difference between the mean ratings of teachers and principals is rejected.
Research Question Five To what extent do principals use resourcefulness skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria? The data for answering research question five are presented on Table 9 below.
Table 9: Mean Ratings of the Respondents on the Extent to which Principals Use Resourcefulness Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N = 530) S/N Items SD1 Dec1 SD2 Dec2 Χ 1 Χ 2 40 Use improvised materials in 1.49 0.50 VLE 1.50 0.51 LE supervision 41 Advise teachers to make use of what 1.85 0.45 LE 1.84 0.47 LE they have to teach 42 Have good knowledge of the subject 1.49 0.50 VLE 1.51 0.52 LE matter of subjects supervised 43 Source fund for school development 1.80 0.40 LE 1.82 0.42 LE
44 Keep financial records of expenditure 1.90 0.41 LE 1.94 0.43 LE
45 Do routine checks on financial records 1.80 0.40 LE 1.84 0.42 LE of school bursar 46 Budget according to available 1.90 0.39 LE 1.94 0.40 LE resources 47 Have good maintenance culture 2.02 0.48 LE 2.04 0.50 LE
48 Have scale of preference in purchasing 1.64 0.46 LE 1.65 0.47 LE consumable items for supervision Cluster Mean 1.76 0.44 LE 1.78 0.46 LE
Keys: Χ = Mean; SD = Standard Deviation; VGE = Very Great Extent; GE = Great Extent; LE = Little Extent; VLE = Very Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
Data on Table 9, show the mean ratings and standard deviations of the responses on the extent to which principals use resourceful skills in the supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. Based on the mean responses as seen on the table, the mean ratings for all the items range between 1.49 and 2.04. This implies
cvi
that principals to a little extent use improvised materials in supervision, advise teachers to make
use of what they have to teach, have good knowledge of the subject matter of subjects
supervised, source fund for school development, keep financial records of expenditure, do
routine checks on financial records of school bursar, budget according to available resources,
have good maintenance culture and employ scale of preference in purchasing consumable items
for supervision. The table showed a cluster mean of 1.76 with a standard deviation of 0.44 (for
teachers) and 1.78 with standard deviation of 0.46 (for principals). This means that teachers and
principals share the view that principals to a little extent utilize resourceful skills in supervision
of teachers for quality assurance in public secondary schools in South East, Nigeria.
Hypothesis Five
There is no significant difference between the mean ratings of teachers and principals
on the extent principals use resourcefulness skills in supervision of teachers for quality
assurance in public secondary schools in South East, Nigeria.
The summary of the t-test analysis is presented on table 10.
Table 10: Summary of t – test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Resourcefulness Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East S/N Groups Χ SD N DF Std. t-Cal t- P-value Rmk Error Tab Sig. 1. Teachers 1.76 0.44 1,393
1,921 0.065 0.54 1.96 0.60 NS 2. Principals 1.78 0.46 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
From the data on summary of t-test analysis presented on Table 10 above, it is
observable that the p-value (sig.) of 0.60 was greater than 0.05 level of significance. This
cvii
implies that there was no significant difference between the mean ratings of the responses of teachers and principals on the extent to which principals use resourcefulness skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria. Therefore, the null hypothesis of no significant difference between the mean ratings of teachers and principals is accepted.
Research Question Six
To what extent do principals use empathy skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria?
The data for answering research question six are presented on Table 11 below.
Table 11: Mean Ratings of the Respondents on the Extent to which Principals Use Empathy Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N = 530) S/N Items SD1 Dec1 SD2 Dec2 Χ 1 Χ 2 49 Show concern about teachers’ instructional 1.60 0.49 LE 1.64 0.50 LE problems 50 Understand teachers’ problems more than 1.89 0.42 LE 1.90 0.43 LE other staff 51 Care about teachers’ welfare 1.89 0.30 LE 1.90 0.29 LE 52 Engage in activities that are teacher 1.44 0.30 VLE 1.46 0.30 VLE oriented 53 Offer help to teachers’ regularly 1.84 0.35 LE 1.85 0.36 LE 54 Have good relationship with teachers 1.40 0.60 VLE 1.46 0.62 VLE 55 Are ready to change his/her decisions when 1.85 0.65 LE 1.84 0.64 LE confronted with new facts 56 Have the ability to make teachers and 1.70 0.64 LE 1.69 0.63 LE students do team work 57 Have ability to share work experience with 1.75 0.43 LE 1.74 0.42 LE teachers 58 Interpret teachers/students countenance 1.50 0.50 LE 1.52 0.52 LE 59 Create enabling environment for teaching 1.84 0.57 LE 1.85 0.68 LE in the school Cluster Mean 1.70 0.47 LE 1.72 0.49 LE
Keys: Χ = Mean; SD = Standard Deviation; GE = Great Extent; LE = Little Extent; N = number of Respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
The data presented on Table 11 showed the mean ratings and standard deviations of principals and teachers on the extent to which principals use empathy skills in supervision of
cviii
teachers for quality assurance in public secondary schools in South East, Nigeria. The data showed that the teachers and principals by their mean responses to items 49, 50, 51, 53, 55, 56,
57, 58 and 59 share the view that principals to a little extent utilize empathy skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria. This implies that principals to a little extent show concern about teachers’ instructional problems, understand teachers’ problems more than other staff, care about teachers’ welfare, offer help to teachers regularly, change their decisions when confronted with new facts, have the ability to make teachers and students do team work, have ability to share work experience with teachers, interpret teachers/students countenance, and create enabling environment for teaching in the school. On the other hand, the respondents share the view that to a very little extent principals engage in activities that are teacher oriented, and have good relationship with teachers. The table showed a cluster means of 1.70 with a standard deviation of 0.47 (for teachers) and 1.72 with standard deviation of 0.49 (for principals). These indicate that teachers and principals opine that principals to a little extent utilize empathy skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
Hypothesis Six
There is no significant difference in the mean ratings of teachers and principals on the extent principals use empathy skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria
The summary of the t-test analysis is presented on Table 12.
cix
Table 12: Summary of t – test Analysis of the Mean Ratings of Teachers and Principals on the Extent to which Principals Use Empathy Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t- t- P-value Rmk Error Cal Tab Sig. 1. Teachers 1.70 0.47 1,393
1,921 0.033 2.23 1.96 0.00 S* 2. Principals 1.72 0.49 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; S* = Significant.
The data on summary of t-test analysis presented on Table 12 revealed that the p-value
(sig.) of 0.00 was less than 0.05 level of significance. This showed that there was a significant
difference between the mean ratings of the responses of teachers and principals on the extent to
which principals use empathy skills in supervision of teachers for quality assurance in public
secondary schools in South East, Nigeria. Therefore, the null hypothesis of no significant
difference between the mean ratings of teachers and principals is rejected.
Research Question Seven
What are the factors impeding principals’ use of supervisory skills for quality assurance
in public secondary schools in South East, Nigeria?
The data for answering research question seven are presented on Table 13 below.
cx
Table 13: Mean Ratings of the Respondents on the Factors Impeding Principals’ Use of Supervisory Skills for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N= 530)
S/N Items Χ 1 SD1 Dec1 Χ 2 SD2 Dec2 60 Have no interest in supervision of 3.55 0.47 SA 3.57 0.48 SA teachers 61 Lack motivation to undertake 3.50 0.40 SA 3.52 0.42 SA teachers’ supervision 62 Not understanding his/her 3.52 0.50 SA 3.54 0.52 SA supervisory roles 63 Have not been trained to use the 3.54 0.48 SA 3.55 0.49 SA supervisory skills 64 Are more interested in 3.85 0.35 SA 3.84 0.34 SA administrative duties 65 Modern productivity training not 3.64 0.49 SA 3.65 0.50 SA being encouraged 66 Concentrate much on administrative 3.51 0.64 SA 3.52 0.46 SA burdens than on supervision
Cluster Mean 3.58 0.47 SA 3.59 0.45 SA
Keys: Χ = Mean; SD = Standard Deviation; SA = Strongly Agree; N = number of respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals
Data on Table 13 showed the mean scores and standard deviations of teachers and principals on the factors impeding principals’ use of supervisory skills for quality assurance in public secondary schools in South East, Nigeria. Both teachers and principals strongly agreed that all the 7 items in the cluster are factors impeding principals’ use of supervisory skills for quality assurance in public secondary schools in South East, Nigeria. This is because the mean ratings for these items range from 3.50 to 3.85. Judging from this result, it is evident that factors impeding principals’ use of supervisory skills for quality assurance in public secondary schools in South East, Nigeria include; having no interest in supervision of teachers, lacking motivation to undertake teachers’ supervision, not understanding his/her supervisory roles, having not been trained to use the supervisory skills, being more interested in administrative
cxi
duties, modern productivity training not being encouraged and concentrating much on
administrative burdens than on supervision. The cluster mean of 3.58 with corresponding
standard deviation of 0.47 (for teachers) and 3.59 with corresponding standard deviation of
0.45 (for principals) indicate that both teachers and principals are of the same view that the
above 7 items are some of the factors impeding principals’ use of supervisory skills for quality
assurance in public secondary schools in South East, Nigeria.
Hypothesis Seven
There is no significant difference between the mean ratings of teachers and principals
on the factors that impede the use of supervisory skills in supervision of teachers for quality
assurance in South, East, Nigeria.
The summary of the t-test analysis is presented on table 14. Table 14: Summary of t – test Analysis of the Mean Ratings of Teachers and Principals on the Factors that Impede the Use of Supervisory Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups Χ SD N DF Std. t- t- P-value Rmk Error Cal Tab Sig.
1. Teachers 3.58 0.57 1,393
1,921 0.054 0.42 1.96 0.65 NS 2. Principals 3.59 0.45 530
Keys: Χ = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
From the data presented on the summary of t-test analysis on Table 14 above, it could
be seen that the p-value (sig.) of 0.65 was greater than 0.05 level of significance. This indicates
that there was no significant difference between the mean ratings of the responses of teachers
and principals on the factors that impede the use of supervisory skills in supervision of teachers
for quality assurance in South, East, Nigeria. Therefore, the null hypothesis of no significant
difference between the mean ratings of teachers and principals is accepted.
cxii
Research Question Eight
What are the ways of improving principals’ supervisory skills for quality assurance in public secondary schools in South East, Nigeria?
The data for answering research question eight are presented on Table 15 below.
Table 15: Mean Ratings of the Respondents on the Ways of Improving Principals’ Supervisory Skills for Quality Assurance in Public Secondary Schools in South East, Nigeria Teachers Principals (N= 1,393) (N = 530)
S/N Items Χ 1 SD1 Dec1 Χ 2 SD2 Dec2 67 Should be exposed to use 3.55 0.47 SA 3.54 0.48 SA supervisory skills through workshops to improve their supervisory skills 68 Highly qualified person should be 3.64 0.43 SA 3.65 0.44 SA employed as principals 69 Principals should be sent to skill 3.64 0.47 SA 3.65 0.48 SA training programmes from time to time 70 Principals should be made to 3.60 0.55 SA 3.61 0.56 SA understand their roles as supervisors through in-service training 71 The programmes for training 3.51 0.57 SA 3.52 0.58 SA principals should emphasis instructional supervision 72 Should be made to have interest in 3.75 0.40 SA 3.74 0.42 SA teachers’ instructional supervision Cluster Mean 3.61 0.48 SA 3.62 0.49 SA
Keys: Χ = Mean; SD = Standard Deviation; SA = Strongly Agree; N = number of respondents, Dec1= Decision for Teachers, Dec2= Decision for Principals.
Data presented on Table 15 show the mean scores and standard deviations of teachers and principals on ways of improving principals’ supervisory skills for quality assurance in public secondary schools in South East, Nigeria. Teachers and principals strongly agreed that
cxiii
all the 6 items in the cluster are ways of improving principals’ supervisory skills for quality
assurance in public secondary schools in South East, Nigeria. This is because; the mean ratings
for these items range between 3.51 and 3.75. This indicates that to improve principals’
supervisory skills for quality assurance in public secondary schools in South East, Nigeria,
principals should be; exposed to use supervisory skills through workshops to improve his
supervisory skills, highly qualified be employed as principals, sent to skill training programmes
from time to time, made to understand their roles as supervisors through in-service training and
be made to have interest in teachers’ instructional supervision. For the cluster mean, the
teachers had 3.61 with corresponding standard deviation of 0.48 and while the principals had
3.62 with corresponding standard deviation of 0.49. This means that teachers and principals
strongly agreed that the above 6 items in the cluster are ways of improving principals’
supervisory skills for quality assurance in public secondary schools in South East, Nigeria.
Hypothesis Eight
There is no significant difference between the mean ratings of teachers and principals
with regard to ways of improving principals’ supervisory skills in supervision of teachers for
quality assurance in public secondary schools in South East, Nigeria.
The summary of the t-test analysis is presented on table 16.
Table 16: Summary of t – test Analysis of the Mean Ratings of the Responses of Teachers and Principals on the ways of Improving Principals Supervisory Skills in Supervision of Teachers for Quality Assurance in Public Secondary Schools in South East, Nigeria S/N Groups X SD N DF Std. t- t- P-value Rmk Error Cal Tab Sig.
1. Teachers 3.61 0.48 1,393
1,921 0.028 0.82 1.96 0.33 NS 2. Principals 3.62 0.49 530
Keys: X = Mean; SD = Standard Deviation; N = Num. of Respondents; DF = Degree of Freedom; NS = Not Significant.
cxiv
The data presented on summary of t-test analysis on Table 16 showed that the p-value (sig.) of 0.33 was greater than 0.05 level of significance. This indicates that there was no significant difference between the mean ratings of the responses of teachers and principals on the ways of improving principals’ supervisory skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. Therefore, the null hypothesis of no significant difference between the mean ratings of teachers and principals is accepted. Summary of Findings The major findings of this study are summarized based on the results of the research questions answered and hypotheses tested: 1. The principals to a little extent utilize communication skills, problem solving skills, leadership skills, development skills, resourcefulness skills, and empathy skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria. 2. It was found out that lack of: motivation, interest, training, encouragement and too much administrative burden impede principals’ utilization of supervisory skill for quality
assurance. 3. The findings also showed that sending principals to workshops, employing only qualified persons as principal, organizing skill training programmes and motivating principals would improve principals’ utilization of supervisory skills for quality assurance in public
secondary schools in South East, Nigeria. 4. There was no significant (p > 0.5) difference in the mean ratings of teachers and principals on the extent to which principals use communication skills, problem solving skills, leadership skills, resourcefulness skills, on the problems that impede supervisory skills and ways of improving principal supervisory skills for quality assurance in public secondary
schools in South East, Nigeria. 5. There was significant (p < 0.5) difference between the mean ratings of teachers and principals on extent to which principals use development and empathy skills in supervision
of teachers for quality assurance in public secondary schools in South East, Nigeria.
cxv
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSIONS, IMPLICATIONS,
RECOMMENDATIONS AND SUMMARY
The findings of the study were discussed in this chapter. Conclusions were also made and their implications to education were discussed. Furthermore, recommendations were made based on the findings of the study, limitations of the study were outlined, suggestions for further study were made and summary of the study was presented.
Discussions of Findings
Extent principals use communication skills in supervision of teachers for quality assurance in public secondary schools
This research question focused on the extent to which principals’ utilize communication skills in supervision of teachers for quality assurance in public secondary schools. The respondents, both teachers and principals, maintained that principals to a little extent make good presentation of reports and address audience well, capture audience attention as a result of eloquence of speech, maintain friendly tone while speaking, offer opportunity for teachers to express themselves, motivate teachers using encouragement, praises, clearly organize their though before sharing them and equally use clear language at the level of audience, make their point clear when speaking, listen and understand teachers point of view. The above findings of the study that principals to little extent use communication skills in supervision of teachers for quality assurance in public secondary schools agree with the result of the study conducted by
Armstrong (2011) on the use of communication for teachers’ supervision in public schools in rural Kenya where the author found that communication competencies used by teachers supervisors are ineffective in improving teachers’ performance, productivity, motivation and competence, hence, they affect the teachers’ performance in discharging their duties. In addition, the results of this study on principals use of communication skills in supervision
cxvi 105
agreed with the findings of Obizoba (2008) who investigated the relevance of communication in principals’ supervision of teachers in schools in Imo State. The author found that principals’ use of communication skills is comparatively low as most of the teachers are not motivated and encouraged to work due to ineffective communication skills of the supervisors.
The situation above may not likely to be different in Nigeria where Onasanya (2006) emphasized the need to supervise teachers closely to enable them work harder no matter their level of devotion and experience. Thus, the findings of study as regards to the hypothesis showed that there was no significant difference in the mean ratings of the responses of teachers and principals on the extent to which principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. The implication is that without supervision, both teachers and school administrators will decline rapidly in their performance of duties. The insignificant different is shown in items 1, 2, 3, 4, 6,
8 and 9, where the two groups principals and teachers indicated that to a little extent make good presentation of reports, offer teachers the opportunity to express themselves, motivate teachers using encouraging praises, capture audience attention as a result of eloquence of speech, maintain friendly tone while speaking, clearly organize their thought before sharing them and use clear language at the level of audience. In specific terms, there was no significant (p˃0.05) difference in the mean ratings of teachers and principals on the extent to which principals use communication skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
Extent principals use problem solving skills in supervision of teachers for quality assurance in public secondary schools
With reference to the findings on the principals’ use of problem solving skills in supervision of teachers for quality assurance in public secondary schools, the findings showed that both teachers and principals share the view that principals to a little extent solve
cxvii
instructional problem of teachers, resolve problems effectively, implement solutions to problems properly, use information gathered effectively for problem solving, monitor the outcome of decisions taken, and are creative in handling problems. Equally, the result showed that both groups of respondents share the view that the principals to a little extent generate alternatives in problem-solving, evaluate alternative solutions to problems and get to the root of problems before offering solution. The cluster means of both groups of respondents showed that principals’ to a little extent utilize problem solving skills in supervision of teachers for quality assurance in public secondary schools.
This above findings of the study on problem solving skills of principals agree with that of Ekundayo (2010), who found that the school principals as supervisor in solving instructional challenges of teachers are not effective in obtaining and making available for teachers all educational information; visiting classrooms often to observe their teachers teaching; inspecting teachers’ lesson notes and class registers, diaries and teaching aids and offering professional advice for their improvement. In addition, the result of this study also agreed with that of
Adedeji (2013) who examined the problem solving skills of school administrators in effective management of schools in Osun State and found that secondary school administrators in Osun
State are ineffective in problem solving competencies which often times result to poor performance of the teachers in public schools in the state.
In response to the hypothesis, summary of the t-test analysis on the difference between the mean ratings of teachers and principals on the extent principals use problem solving skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria shows that the calculated t-value 0.35 is less than the t-critical value of 1.9 at 1,921 degree of freedom and at 0.5 level of significant. Since the calculated t-value is less than the t-
cxviii
critical value, the null hypothesis stands accepted. In specific terms, there is no significant difference between the mean ratings of teachers and principals on the extent principals use problem solving skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
Extent principals use leadership skills in supervision of teachers for quality assurance in public secondary schools
The findings on the extent principals use leadership skills in supervision of teachers for quality assurance in public secondary schools showed that the opinion of teachers and principals conforms on the items. The respondents maintained that to a very little extent, principals followed rules rigidly. Equally the result showed that principals to a little extent give teachers directives to follow without consideration, find faults at teachers always, do not consider teachers’ opinion in decision making, give teachers opportunity to do what they like in class, do not punish teachers that commit offence and give teachers opportunity to try new method, have the charisma in influencing teachers’ class activities, involve teachers in decision making, consider teachers’ input when it is appropriate in supervision, encourage teachers’ to air their views and carry teachers along in decision making. Though, while teachers replied that principals consider teachers’ opinion in decision making to a little extent, principals answered that principals consider teachers opinion in decision making to a great extent. This implies that the principals are bias in their response. However, the cluster means of both respondents showed that principals’ to a little extent utilize leadership skills in supervision of teachers for quality assurance in public secondary schools.
The finding of the study showed that principals are autocratic in their supervision by: giving teachers directives to follow without consideration, following rules rigidly when dealing with teachers, finding faults in teachers always and not considering teachers’ opinion in
cxix
decision making. The findings corroborate that of Okafor (2014) who investigated leadership qualities of school supervisors in Delta State and found that most school supervisors in the state use autocratic style of leadership by giving autocratic directives, non-dialogue, not considering the opinions of their subordinates in critical decision making and avoiding room for collaboration in supervision. The outcome is also in accordance with the finding of Nnebedum
(2013), that leadership skills improve professional proficiency of principals and that the way principals in south east, Nigeria carry out their leadership is counterproductive as their leadership styles greatly affect the performance of the teachers and schools. The finding is equally in agreement with Ijeoma. (2013), who is of the view that for effective supervision of teachers for quality assurance in Nigerian schools, the school boards should articulate leadership and training skills that can impart leadership skills on the principals.
The t-test analysis on the difference between the mean ratings of teachers and principals on the extent principals use leadership skills in supervision of teachers for quality assurance, showed that there is no significant difference between the mean ratings of teachers and principals on the extent principals use leadership skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. From the data on summary of t- test analysis, it was observable that the p-value (sig) of 0.67 was greater than 0.05 level of significance. This insignificant different is seen in item 20, 21, 23, 24, 25, 27 and 30 where both respondents maintained to a very little extent follow rules rigidly. have charisma in influencing teachers’ class activities, involve teachers’ in decision making, consider teachers input when it is appropriate in supervision, carry teachers along in decision making and give teachers opportunity to try new method. This implies that both teachers and principals
cxx
responded in one direction. Consequently, the null hypothesis of no significant difference between the mean ratings of teachers and principals is accepted.
Extent principals use development skills in supervision of teachers for quality assurance in public secondary schools
With respect to the findings on the extent principals use developmental skills in supervision of teachers for quality assurance in public secondary schools, the respondents confirmed that; identifying teachers’ training needs, implementing training and development programs, coaching teachers while supervising, arranging periodic meetings to review progress of development and providing resources that are needed for training, recommending teachers for training, dedicating time to in-house development training, giving new teachers orientation training and mentoring teachers for improvement, were to a little extent used by principals in supervision of teachers for quality assurance in public secondary schools. The cluster means and standard deviations of both respondents showed that principals to a little extent use development skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
The above findings of the study on principals’ use of development skills conform with the result of Stoops, Rafferty and Johnson (2008) who found that the developmental responsibilities of the supervisors in the schools are not effectively carried out in developing new curriculum, designing educational programme, budgeting for the instructional materials and equipment, encouraging continuous curriculum planning and development, promoting special instruction for special children; providing evaluation of all educational programmes and services to ensure that developed programmes are moving in the proper direction. It also lends credence to the work of Asaolu (2010), who found out that teachers are not effective in harnessing and coordinating resources in the school towards realizing the goal of the school.
cxxi
In response to the hypothesis, the t-test analysis on the difference between the mean ratings of teachers and principals on the extent principals use development skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria, showed that the calculated t-value 2.44 is less than the t-critical value of 1.96 at 1,921 degree of freedom and at 0.5 level of significant. Since the calculated t-value is less than the t-critical value, the null hypothesis stands accepted. The insignificant different falls where the respondents to a little extent identify teachers’ training needs, implement training and development programs, recommend teachers for training, coach teachers while supervising, dedicate time to in-house development training, give new teachers orientation training, mentor teachers for improvement, arrange periodic meetings to review progress of development, and provide resources that are needed for training. The implication is that there is no significant difference between the mean ratings of teachers and principals on the extent principals use development skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
Extent principals use resourcefulness skills in supervision of teachers for quality assurance in public secondary schools
This research question focused on the extent to which principals use resourcefulness skills in supervision of secondary school teachers in south east. In response to the items, both teachers and principals indicated that principals to a little extent use improvised materials in supervision, source for fund for school development, keep financial records of expenditure, do routine checks on financial records of school bursar, have good maintenance culture and scale of preference in purchasing consumable items for supervision, advise teachers to make use of what they have to teach, have good knowledge of the subject matter of subjects supervised and budget according to available resources. The cluster means and standard deviations of both
cxxii
group of respondents showed that principals to a little extent utilize resourcefulness skills in supervision of secondary school teachers in South East Nigeria.
The findings of this study is in consonance with the findings of Ozigi (2007) who reported that the resourcefulness of supervisors from sampled secondary schools in Edo State is relatively inefficient in making adequate financial provisions in the budget for school, keeping of records of impress account carefully, seeing that allocations made with the budget are spent in accordance with the directives of the employers and according to the financial regulations and procedures with issuance of receipt on all financial transactions. Similarly, the findings of the present study support that of Orubuloye (2006) who found that public secondary school administrators in Oyo State are performing below expectation in major activities such as planning and directing activities necessary to select and assign the best qualified individual staff and students; providing opportunities for the growth in service for these individuals; and maintaining good interpersonal relationships.
The t-test analysis on the difference between the mean ratings of teachers and principals on the extent principals use resourcefulness skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria showed that the calculated t-value
0.54 is less than the t-critical value of 1.96 at 1,921 degree of freedom and at 0.5 level of significant. Based on the mean responses of teachers and principals, the mean ratings for all the items range between 1.49 and 2.04. This implies that the views of the respondents fall within the same range, where they to a little extent advise teachers to make use of what they have to teach, have good knowledge of the subject matter of subjects supervised, source fund for school development, keep financial records of expenditure, budget according to available resources, have good maintenance culture and employ scale of preference in purchasing consumable items
cxxiii
for supervision. In specific terms, there is no significant difference between the mean ratings of teachers and principals on the extent principals use resourcefulness skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria.
Extent principals use empathy skills in supervision of teachers for quality assurance in public secondary schools
This research question centered on the extent to which principals use empathy skills in supervision of teachers for quality assurance in public secondary schools. Reacting to some of the items, both teachers and principals opined that principals to a little extent show concern about teachers’ instructional problems, understand teachers’ problems more than other staff, care about teachers’ welfare, engage in activities that are teacher oriented, have good relationship with teachers, have the ability to make teachers and students do team work and interpret teachers/students countenance. The respondents also maintained that principals to a little extent offer help to teachers regularly, change their decisions when confronted with new facts, have the ability to share work experience with teachers and create enabling environment for teaching in the school. The cluster means and standard deviations of both groups of respondents showed that principals to a little extent utilize empathy skills in supervision of teachers for quality assurance in public secondary schools.
The findings of this study agreed with the result of a study by Shang (2012) on factors influencing principals’ willingness to effectively discharge their supervisory responsibilities in secondary schools in Plateau State. In the study, part of the findings of the research shows that lackadaisical attitude mar the principals’ in supervisory as they show less concern to the supervisory needs of teachers in public schools in the state. They develop negative attitude towards supervision and welfare of the teachers. The findings of the study also corroborate that of Ejiofor (2003) who investigated the effects of principals’ leadership styles on teachers’
cxxiv
performance in the school and found that there was significant negative relationship between empathy attitude of the principals and performance of teachers in secondary schools.
In response to the corresponding hypothesis, the above situation may not likely to be different in the Nigerian context regarding Abiodun (2003) assertion that principal who supposed to be one of the officials charged with the responsibilities of insuring that the machinery set in motion for the implementation of education, functions are not living up to the expectations. The t-test analysis showed that there is no significant difference in the mean ratings of teachers and principals on the extent principals use empathy skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. The insignificant different is seen where the respondents share the view that to a very little extent principals engage in activities that are teacher oriented, and have good relationship with teachers., this implies that the null hypothesis of no significant difference between the mean ratings of teachers and principals is accepted. In specific terms, there is no significant difference in the mean ratings of teachers and principals on the extent principals use empathy skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria
Factors impeding principals’ use of supervisory skills for quality assurance in public secondary schools
This finding focused on the factors that impede principals’ use of supervisory skills for quality assurance in public secondary schools. Based on the findings, both teachers and principals strongly agreed that all the seven items are factors that impede principals’ use of supervisory skills for quality assurance in public secondary school. These factors include principal: having no interest in supervision of teachers, lacking motivation to undertake teachers’ supervision, not understanding his/her supervisory roles, having not been trained to
cxxv
use the supervisory skills, being more interested in administrative duties, modern productivity training not being encouraged and concentrating much on administrative burdens than on supervision. The cluster means and standard deviations of both group of respondents showed that both groups of respondents strongly agreed that all the items are factors that impede principals’ use of supervisory skills for quality assurance in public secondary school.
The findings of this study agreed with that of Durajaiye (2004) who carried a study on the effect of supervisory practices on teacher’s performance in secondary schools in Ekiti Local
Government Area of Ekiti State. The finding revealed that many teachers did not perform their duties effectively due to supervisors’ attitude in discharging their duties which made teachers to neglect their functions. The study discovered that supervisors were not committed in supervision of school facilities and school records due to lack of motivation, poor interest, lack of the required competencies in supervision and lack the necessary materials for supervision.
The findings of this study also support that of Aneke (2007) who conducted a study on the application of Cogan’s Clinical Supervision in primary schools in Enugu Education zone of
Enugu State where the findings showed that clinical supervision is applied in schools but not effective as a result of some factors which include: poor interest in supervision, inadequate motivation, lack of training and required facilities for work.
In response to the corresponding hypothesis, the t-test analysis on the difference between the mean ratings of teachers and principals on the factors that impede the use of supervisory skills in supervision of teachers for quality assurance in South, East, Nigeria showed that the calculated t-value 0.42 is less than the t-critical value of 1.96 at 1,921 degree of freedom and at 0.5 level of significant. Since the calculated t-value is less than the t-critical value, the null hypothesis stands accepted. The insignificant different exists where both
cxxvi
teachers and principals strongly agreed that all the 7 items in the cluster are factors impeding principals’ use of supervisory skills for quality assurance in public secondary schools in South
East, Nigeria. This is because the mean ratings for these items range from 3.50 to 3.85.
Consequently, there is no significant difference between the mean ratings of teachers and principals on the factors that impede the use of supervisory skills in supervision of teachers for quality assurance in South, East, Nigeria.
Ways of improving principals’ supervisory skills for quality assurance in public secondary schools
This finding is on ways of improving principals’ supervisory skills for quality assurance in public secondary schools. Based on the findings, both teachers and principals strongly agreed that all the items are ways of improving principals’ supervisory skills for quality assurance in public secondary schools. These include: exposing principals to use supervisory skills through workshops to improve his supervisory skills, employing qualified persons as principals, sending principals to skill training programmes from time to time, making principals to understand their roles as supervisors through in-service training, making the programmes for training principals emphasis instructional supervision and making principals to have interest in teachers’ instructional supervision.
The findings of this study support that of Ellah (2004) who carried out a study on the strategies for improving supervision of instruction in secondary schools in Ogoja Local
Government Area of Cross River State. The author found that the strategies for improving supervision include: the inspection of teacher’s lesson notes; training supervisors with required skills through workshops, seminars, conferences; making supervision of teachers very friendly, exposing principals to adequate in-service training in supervision; adequate encouragement; allowances being paid to both the internal and external supervisors to boost their morale and
cxxvii
provision of adequate logistics for effective supervision. The findings of the study also conform with the result of Ayeni (2012) who carried out a study on the assessment of principals’ supervisory roles for quality assurance in secondary schools in Ondo State, Nigeria. The study revealed that the roles performed by principals for quality assurance in schools included: regular checking of teachers’ notes of lessons and diaries of work; provision of instructional materials; regular orientation and staff development programs; evaluation of staff performances and provision of staff welfare services among others. The findings of this study are in line with that of Ofoegbu (2013) who conducted a research on the improvement strategies for internal supervision of instruction for quality assurance in secondary schools in Nnewi Education Zone of Anambra State. The researcher found out that ineffective internal supervision of instruction is a major constraint to quality assurance in secondary schools; and it further identified strategies for improving internal supervision of instruction in secondary schools to include incentives using varieties of teaching aid, skill training programmes, workshops to improve their supervisory skills, in-service training, motivation and group discussion.
The corresponding hypothesis of the t-test analysis on the difference between the mean ratings of teachers and principals with regard to ways of improving principals’ supervisory skills in supervision of teachers for quality assurance in public secondary schools in South East,
Nigeria showed that the calculated t-value 0.82 is less than the t-critical value of 1.96 at 1,921 degree of freedom and at 0.5 level of significant. Since the calculated t-value is less than the t- critical value, the null hypothesis stands accepted. The insignificant different exists where both teachers and principals share similar view that all the 6 items in the cluster are ways of improving principals’ supervisory skills for quality assurance in public secondary schools in
South East, Nigeria. Moreover; the mean ratings for these items range between 3.51 and 3.75.
cxxviii
This indicates that to improve principals’ supervisory skills for quality assurance in public
secondary schools in South East, Nigeria, principals should be; exposed to use supervisory
skills through workshops and in-service training. In specific terms, there is no significant
difference between the mean ratings of teachers and principals with regard to ways of
improving principals’ supervisory skills in supervision of teachers for quality assurance in
public secondary schools in South East, Nigeria.
Conclusion
Based on the findings of the study, the following conclusions were drawn:
§ The principals do not fully utilize supervisory skills in supervision for quality assurance in
public secondary schools in South East, Nigeria.
§ Factors such as lack of: interest, motivation, modern training, encouragement and too much
administrative burden impede principals’ utilization of supervisory skills for quality
assurance.
§ Factors such as: attending workshops, skills training programmes, employing only qualified
persons and motivating principals would improve principals’ utilization of supervisory
skills for quality assurance.
§ There is need for interventions on the part of the government of South East, Education
Board in charge of secondary schools to organize supervisory skill training programmes for
principals to improve on utilization of supervisory skill for quality assurance.
Educational Implications of the Findings
The findings of this study have some far- reaching educational implications for the state
governments in south east, Nigeria, ministries of education, and the principals who are
supervisors of secondary schools.
cxxix
There will be general hinderance in achieving quality assurance in Nigeria with
particular reference to government of South East, Nigeria if utilization of supervisory skills is
not taken seriously. This is because secondary education is the foundation upon which tertiary
education is built. Utilization of skills in supervision will improve principals professionally,
academically and technically. Therefore, if government of South East, Nigeria Education Board
could organize workshops and seminars for principals, there will be improvement in
performance of principals in supervision, teachers will teach well and students’ performance
will increase in both internal and external examinations.
The principals could become aware of their deficient in utilizing supervisory skills and
therefore make themselves available for retraining programmes through workshops, seminars
and in-service training to equip themselves on how to utilize skills for supervision to achieve
quality assurance in schools. If the findings of this study are implemented, the government of
South East, Nigeria Education Board could help approve improvement training programmes for
principals so that they can improve on using skills in supervision to facilitate quality assurance
in schools.
Recommendations
The following recommendations were made based on the findings of this study:
1. The government through the ministry of education should work in synergy with the
school boards to organize training for principals on supervisory skill acquisition and
utilization for quality assurance in public secondary to thrive.
2. The government and school management should ensure adequate provision for the
required resources to ensure that the principals carry out their supervisory roles and
cxxx
responsibilities for improved performance of teachers in secondary schools in south
east, Nigeria.
3. Workshops, seminars and conferences should organized by ministries of education
through their agencies on utilization of supervisory skills in which principals as
supervisors constitute the participants and major target of the programmes.
4. Principals in South East, Nigeria should be subjected to compulsory in-service training
on effective supervision of teachers in the states which the government should sponsor.
5. Principals should be given opportunities for self development through study leave with
pay in order to acquire higher degree for better performance.
6. The principals should be adequately motivated by the States government through
promotions as at and when due, financial remunerations, and good welfare package for
them to develop high morale in carrying out supervision of teachers.
Limitations of the Study
The conclusions and generalization of the result of this study have the following limitations:
1. The study was carried out using Enugu and Imo States and therefore data collected
could not be freely used to generalize to the entire principals in Nigerian public
secondary schools.
2. The researcher did not find it easy in administering and collecting the questionnaire to
teachers and principals.
3. Some of the questionnaire were not filled well and therefore they were not used in the
study.
cxxxi
Suggestions for Further Studies
Based on the findings and limitations of the study, the researcher suggests that further researches could be made to address the following areas.
1. The present study should be replicated in other geo-political zones of the country.
2. Similar research could be done using private secondary schools in South East, Nigeria.
3. A study should be conducted on impact of training programmes on utilization of
supervisory skills of principals for quality assurance in public secondary schools in
Nigeria.
Summary of the Study
The study was conducted to investigate principals’ utilization of supervisory skills for quality assurance in public secondary schools in south east, Nigeria. To carry out the study, eight research questions and eight null hypotheses were formulated and tested. The study adopted descriptive survey design. The population of the study comprised 1244 principals and
62283 teachers totaling 63,527 in public secondary schools in the five South Eastern states of
Nigeria, which are Abia, Anambra, Ebonyi, Enugu and Imo. The sample for the study comprised 1,415 teachers and 565 principals in public secondary schools totaling 1,980 respondents. Purposive sampling technique was used to draw 2 states out of the five states that make up South Eastern states namely Enugu and Imo states. The rationale for choosing the two states is that they are the oldest states in the Eastern States of Nigeria with relatively high population of secondary schools. Thus, for Enugu state with population of 11,873 teachers, 5 percent of the population of the teachers was drawn which gave a sample of 594 teachers.
While Imo state with population of 16,428 teachers, 5 percent of the population of the teachers was drawn which gave a sample of 821 teachers. Due to the manageable size, all the 565
cxxxii
principals in the two states (Enugu and Imo) were used which gave the total sample as 1,980 respondents.
The instrument for data collection is a researcher-developed questionnaire titled
“Principals’ Supervisory Skills of Teachers Questionnaire (PSSTQ). The questionnaire focused on specific areas of principals’ supervisory skills namely: communication, problem solving leadership, development, resourcefulness and empathy skills. The study also investigated the factors impeding principals’ use of supervisory skills and ways of improving principals’ supervisory skills for quality assurance in public secondary schools in South East, Nigeria. The questionnaire was structured into four point rating scale format of Very Great Extent (VGE),
Great Extent (GE), Little Extent (LE) and Very Little Extent (VLE) for clusters A-F while clusters G and H were structured into four point rating scale of Strongly Agree (SD), Agree
(A), Disagree (D) and Strongly Disagree (SD) with corresponding values of 4, 3, 2 and 1 respectively in each of the cases. The instrument was subjected to face validation by three experts. The experts were requested to check the relevance, adequacy, language, comprehensiveness and appropriateness of the items bearing in mind the purpose of the study.
Their comments, recommendations, and modifications were used to modify the final draft of the instrument
To determine the reliability of the instrument, a trial-test was conducted with 15 teachers and 5 principals in 5 public secondary schools in Kogi State which is outside the area of the study. Cronbach Alpha Method was used to determine the internal consistency of the clusters of the instrument and they yielded 0.89, 0.74, 0.70, 0.83, 0.90, 0.96, 0.91 and 0.82 for the eight clusters respectively. The data for the study were collected with the help of four research assistants. Direct delivery and retrieved method was used to administer the questionnaire to the respondents. Out of the 1,980 copies of the questionnaire administered,
1,923 copies were retrieved representing 97% return rate. The data collected were analyzed
cxxxiii
using mean and standard deviation for answering the research questions while t-test statistics were used in testing the null hypotheses at 0.05 level of significance.
Findings from the study among others revealed that principals to a little extent utilize communication skills, problem solving skills, leadership skills, development skills resourcefulness and empathy skills in supervision of teachers for quality assurance in public secondary schools in South East, Nigeria. Factors that impede principals’ use of supervisory skills for quality assurance in public secondary schools in South East, Nigeria include; having no interest in supervision of teachers, lacking motivation to undertake teachers’ supervision, not understanding his/her supervisory roles, having not been trained to use the supervisory skills and others. Equally, it was shown that to improve principals’ supervisory skills, principals should be exposed to use supervisory skills through workshops to improve his supervisory skills, should be sent to skill training programmes from time to time, should have interest in teachers’ instructional supervision.
Based on the findings of the study, the researcher, among others, recommends that the government through ministry of education should work in synergy with the school boards to articulate leadership and training skills needed to impart leadership skills on the principals for quality assurance in public schools. Principals in south east, Nigeria should be subjected to compulsory in-service training on effective supervision of teachers in the states. The principals should be adequately motivated by the States government through promotions as at and when due, financial remunerations, and good welfare package for them to develop high morale in carrying out their duties.
cxxxiv
REFERENCES
Abangwu, C. O. (2014). Importance of resourcefulness in supervision. Journal of Educational Administration, 12 (2); 45-49.
Abiodun, O. O. (2003). Measuring the impact of effective principal. African Journal of Educational Management. 11(1); 23 - 45.
Adedeji, S. O. (2013). Problems solving skills of secondary school administrators in Osun State Nigeria. Journal of Educational Administration and Management, 3 (1); 38 – 45.
Adegbesam, S. O. (2011). Establishing quality assurance in Nigerian education system: Implementation for educational managers. Educational Research and Review, 6 (2); 147- 150.
Adeolu, J. A. (2012). Assessment of principal’s supervisory roles for quality assurance in secondary schools in Ondo State, Nigeria. Word Journal of Education. Retrieved from: http://www.sciedu.ca/wje.
Adesina, S. (1991). Introduction to educational planning. Ile Ife: University of Ife Press.
Agulanna, G. G. & Nwachukwu, F. J. (2001). Psychology of learning: Putting theory into practice, Mbaise: New Vision Publishers.
Ajayi, F. B. (2002). Educational administration and supervision. Ibadan: Heinemann Educational Books.
Akinwumiju, J. A. (2008). Foundation of school management. Port Harcourt: University of Port Harcourt Press.
Akoraloo, S. S. (2005). The impact of supervision on students’ academic performance in secondary schools. Unpublished M.Ed. Project, Benue State University, Makurdi.
Akubue, A. (2007). Supervision of institution: A higher degree course. An Unpublished Lecture mimeograph Department of Educational Foundations, University of Nigeria, Nsukka.
Alaba, S. (2010). Improving the standard and gravity of primary education in Nigeria: A case of Oyo and Osun States: International Journal of Cross-disciplinary Subject in Education (JCDSE) 1 (3). Retrieved from: http://infonomies-society.org 14th November 2011.
Alade, I. A. (2005). Rudiments of curriculum studies. Ibadan: Suflo Publications.
Andrew, B. (2010). New directions in semi-supervised. Retrieved from: www.jeffbloom.net/docs/selectedpts/
cxxxv
Andrew, M. A. (2009). Essentials of school management. New York: Harpand Row Publishers. Aneke, A. (2007). Application of Cogan’s clinical supervision in primary schools in Enugu Education zone of Enugu State. Unpublished Masters Project, University of Nigeria, Nsukka.
Archibong, F. I. (2008). Instructional supervision in the administration of secondary education: A panacea for quality assurance: European Scientific Journal 8, 13. Retrieved from: htti//www.eujournal.org/index.php/esj/article/download/197/238.
Arikewuyo, M. O. (2004). Effective funding and quality assurance in the teaching profession. Paper presented at a forum on Emerging Issues in Teaching Professionalism in Nigeria. Akure Ondo State.
Armstrong, M. (2006). A handbook of human resource management and practice. USA: Prentice Hall.
Armstrong, T. N. (2006). Administrators role perceptions and perceived effectiveness of their pre-service training. Unpublished Masters, Regina SK.
Armstrong, T. N. (2011). The use of communication for teachers’ supervision in public schools in rural Kenya. International Journal of teachers education, 7 (1); 129 – 138.
Arua, S. U. (2004). Constraints to effective supervision of instruction in secondary schools index. Php/esj/article/download 197/238.
Aseltine, T. M. (2006). Supervision for learning: A performance-based approach to teacher development and school improvement. Retrieved from http://www.bookfi.org.
Association of African Universities A.A.U/ICT Report (2007). Retrieved from: http:www.qqu.org/English/Documents/aau-ict-reprotp.31.htm and accessed on 20th October, 2014.
Ayeni, A. T. (2012). Assessment of principal’s supervisory roles for quality assurance in secondary, Ondo State, Nigeria. Retrieved from: http://dx.doi.org/10.534/wje.
Ayeni, S. O. (2012). Teachers’ instructional task performance and quality assurance of students’ learning outcomes in Nigerian secondary schools: International Journal of Research Studies in Educational Technology 1(1 – 2), 162 – 170.
Ayodele, T. R. (2007). Management challenges of primary education in Nigeria. Journal of Primary Education in Nigeria. 2 (4), 30 – 36.
Bass, B. M. (1985). Leadership and performance beyond expectation in Saslink and Sashkin (2004). Leadership that matters. New York: Free Press.
cxxxvi
Bass, B. M., & Avolio, B, J. (1997). The full range leadership development manual for the multifactor leadership questionnaire. California: The Mind Garden Inc. Berger, J. C. (1991). Parents as partners in education: The school and the home working (4th edition) New York. Merrill.
Blase, J. & Blase, J. O. (2000). Effective instructional leadership teachers perspective on how principal promote teaching and learning in schools. Journal of Educational Administration, 83 (2); 76-80.
Bloom, J. W. (2006). Selected concepts of curriculum, www.jeffbloom.Net/docs/selectedconcept/curriculum.
Certo, S. C. (2000). Modern management diversity, quality, ethics and the global environment. New Jersey: Prentice Hall.
Chester, B. (1938). Management theory overview. Retrieved http//www.study.com/academy/les son/.
Chike, O. (2006). Educational administration: Theory and practice. Minna: ASODOC Publishing House.
Cindy & Quarters (2011). Teaching good thing. Com 30/12/2014.
Coley, R. (2001). Differences in gender gap: Companions across raqcia/ethnicprps. In education and work. Princeton, N.J. Education Testing Service.
Crossman, P. & Crossman, S. (2004). Gender issues in education. Boston: Allyn and Bacon.
Daresh, K. J. & Male, I. R. (2000). Effect of teacher age and gender on students: Perception Georjia: EDRS Books.
Denis, D. N.(2004). Teachers and instructional delivery. Ibadan: New Age Publishers
Durajaiya, L. (2004). Education supervision in post-primary institution in Ekiti local government area of Ekiti State. Unpublished M.Ed Thesis, Benue State University, Makurdi.
Dykstra, D. (2008). Integrating critical thinking skills and memorandum writing into course curriculum using the internet as a research tool.” College Student Journal 42.(3), 920 - 925. Retrieved from: http://find.galegroup.com/gtxinfomark.do
Eboka, C. C. (2010). Principals and teachers’ supervision in secondary school. Owerri: Viviari and Vickys publishers.
Eboka, C. O. (2009). Influence of principals’ leadership style and organizational climate on teacher morale in secondary schools in Delta State. Unpublished Ph.D Thesis, University of Nigeria, Nsukka.
cxxxvii
Edem, G. A. (2006). Personal and human resource management (fifth edition). London: McDonald Publishers.
Edho, O. G. (2010). Supervision of Universal Basic Education Centres in Anambra State, Nigeria: concept, challenges and prospects. Journal of Academic Leadership. 8 (1); 1 – 16.
Edikpa, E. C. (2004). Development and validation of decision making skill inventory for secondary schools principals in Anambra State. Unpublished Ph.D Thesis, University of Nigeria, Nsukka.
Egwunyenga, E. J. (2005). Essentials of school administration. Benin City: Justic Jeco Publishers.
Ehindero, S. (2004). Accountability and quality assurance in Nigerian education. Paper presented at the international conference of the institute of education. Olabisi Onabanjo University, Ago-Iwoye. (Jan. 12 – 15).
Ejiofor, S. A. (2003). Effects of principal leadership styles on teachers’ performance in Secondary Schools in Anambra State, Nigeria. A Masters Degree Project submitted to Department of Educational Foundations, University of Nigeria Nsukka.
Ekundayo, H. T (2010). Administering secondary schools in Nigeria for quality output in the 21st century: The principals’ challenge. European Journal of Educational Studies 2(3); 187- 192.
Ellah, P. O. (2004). Strategies for improving supervision of instruction in secondary schools in Ojoja Local Government Area of Cross River State. Unpublished Masters Thesis, Cross River State University.
Etuk, G. K. (2004). Curriculum organization and change. Uyo: Scholars.
Eya, P. & Chukwu, L. (2012). Effective supervision of instruction in Nigeria secondary schools: Issues in quality assurance. Journal of Qualitative Education 8 (1); 20 – 26.
Fasasi, Y. A. (2006). Managerial behaviour in educational organizations. In J. B. Babalola & Ayeni, (Eds.) educational management: Theories and task. Lagos: Macmillan Nigeria.
Federal Ministry of Education (2010). National policy on education. Lagos: NERDC Press.
Federal Republic of Nigeria (2004). National policy on education. Lagos: NERC Press.
Federal Republic of Nigeria (2014). National policy on education. Lagos: NERC Press.
Flath, B. (2002). The principal as instructional leader. ATA Magazines. 69(3); 19 – 22, 47 – 49.
cxxxviii
Florence, O. M., Benjamin, A. O. & Paul, O. O. (2006). Secondary school head teachers’ quality assurance strategies and challenges in Gucha District, Kenya. Retrieved from: www.academicjournals.org/Eff2/article.
Gathorn, A. A. (2000). Supervisory leadership introduction to institutional supervision. Illinois: Foreman and Company.
Goleman, D. (2011). Emotional Intelligence. Retrieved from:www.skillsyouneed.com/ips/.html
Graham, W. (2008). True empathy at work. Retrieved from: http//www.litreactor. com/discuss/reddragon/the empathy of the writer.
Hesse, B. S. & Garger, G. L. (2000). Working women in Africa: Split dreams, New York: Oxford University Press.
Hinton, D. (2008). Empathy in education, a rational for empathy in the classroom. Retrieved from: www.empathyed.org. http://www.naswdc.org/practice/newstandards/supervisionstandards2013.pdf.
Ibegbuna, O. S. (2013). Understanding the importance of resourcefulness in teaching. Onitsha: EDMAC Publishers.
Igbo, R. O. (2002). Fundamentals of school management. Enugu: Cleston Ltd.
Igwe, C. C. (2007). Influence of supervision of instruction on teachers effectiveness in primary schools in Ebonyi-North Education Zone. M.Ed thesis, unpublished.
Igwe, S. O. (2000). Supervision, evaluation and quality control in education. In: Nwagwu, N. A. (ed) current issues in educational management in Nigeria. Benin City: Ambik Press Ltd.
Ijaiya, N. Y. (2010). Failing schools’ and national development: Time for reappraisal of school effectiveness in Nigeria. Journal of Educational Research Evaluation 2 (2); 42 - 50.
Ijeoma, A. A. (2013). Strengthening internal quality assurance for improves education delivery in Nigerian Public Universities. Research on Humanities and Social Sciences. Cross River University of Technology, Calabar, Nigeria pp.172-177.
International Fund for Agricultural Development (IFAD) (2000). An IFAD approach to: Gender mainstreaming. The experience of the Latin America and the Caribbean division. Rome: U Quintly S.P.A.
Jaiyeoba, A. O. (2006). School administration and supervision. In: T. B. Babalola, A. O. Ayeni, S. O. Adedeji, A. A., Suleiman & M. O. Arkewuyo (Eds). Ibadan: Educational management.
cxxxix
JAMB (2011). JAMB Results. Retrieved from: http://www.thenationonlineg.ne/2011/index.php/news/10435-jamb-relaeased-utme- results.html,andaccessedon4thJune,2014. Kindike, J. N. (2009). Effectiveness of communication in students discipline in secondary schools in Kenya. Educational resource and review, 4(5); 253 – 264.
Kochlar, S. K. (2013). Secondary school administration. New Delhi: Sterling publishers ltd.
Kolawole, A. O. (2006). “Globalization” Americanization and Western Liberalism: Between imperialism and communications. Journal of Social Dynamic in Africa, 23 (4), 21 – 25.
Kundson, M. (2005). Curriculum design, implementation and innovation. Ibadan: Ibadan cultural studies group.
Kundson, M. (2005). Total quality management in education. Leicester: University of Leicester EDMU.
Leo Sun-Business Dictionary Articles. Retrieved from: www.businessdictionary.com
Lewin, K. M. (2004). The Pre Service training of teachers. Does it meet its objectives and how can it be improved? Bank Ground paper to EFA Global Monitoring Report, 2005.
Lucas, B. & Olaniyan, D. A. (2008). African journal of education management 11(1); 43 – 46.
Ludwrg, V. B. (1968). General systems theory. Retrieved from: http://www.panarchy.org/vonb ertdanffy/systems.
Lunanburg, F. C. & Ornestine, A. O. (2008). Educational administrational concepts and practices. Belmont, C. A: Wadsworth/Cengege.
Lydia, I. M. & Nasongo, T. W. (2009). Role of head teacher in academic achievement in secondary schools in Vihiga District, Kenya. Journal of Social Science, 1(3); 82 – 94.
Maclean, S. C. (2006). Provision of school facilities and management. New York: Basic Book Publishers.
McLennan, A. (2008). Empathy in Education a rational for empathy in the classroom. Retrieved from: www.empathyed.org.
Mene, C. (2002). Ake, on the obstacles to African’s development. In: Efemini, A. O. African Development: Selected issues: Port Harcourt: Paragraphics.
Mestry, R. & Grober, B. R. (2004). The training and development of principals to manage schools effectively using the competence approach. International studies in educational administration, 32 (3); 2.
cxl
Mgbeahurike, H. B. (2000). Supervisory Behaviour in Education. New Jersey: Eaglewood Cliffs Prentice Hall. Mgbodile, T. O. (2004). Instructional leadership in schools. In: T. O. Mgbodile (ed). Fundamentals in educational administration and planning. Enugu: Magnet Business Enterprise.
Minchin, T. (2013). Nine Lessons from Australia. Retrieved from: https://philebersole.wordpre ss.com/2013/10/27/ninelessonsfromaustralia-timminchin.
Moore, C. K. C. (2004). Supervision for better school administration. Nsukka: University Trust Publishers.
Moore, M. (2014). Defining super skills. Retrieved from: http:// www.smallbusiness.chron.com.retrieved18,2015.
Mpofu, L.C. (2007). Perception of classroom supervision by secondary school teachers in the Harare Region. Zimbabwe: Publishing House.
Murray, N. (2010). Conceptualizing the English language Needs of the First Year University Students. The International Journal of the First Year in Higher Education, 1(1); 55-64.
National Association of Social Workers (2013). Best practice standard in social work
Ndamadu, K. N. (2006). Improving the leadership responsibilities of the principal. Benue State University. Faculty of Education Training Workshop Services, 1(3), 106 – 120.
Ndupu, A. & Akpofure, U. (2000). Challenges and future of teaching education in Nigeria multi-disciplinary. Journal of Research Development of National Information Booklet.
Nnebedum, R. C. (2013). Development and Validation of leadership skill inventory for principals of mission secondary schools in South East, Nigeria. Unpublished Ph.D Thesis University of Nigeria, Nsukka.
Nwagwu, N. A. (2004). Organization and administration of education: Perspectives and practices: Benin City: Festa Printing Press Ltd.
Nwagwu, N. A., Ijeoma, M. E. & Nwangwu, C. C. (Eds) (2004). Organization and administration of education: Perspectives and practices. Benin-City: Festa Printing Press.
Nwana, O. C. (1981). Introduction to educational research. Ibadan: Heinemann Educational Book Ltd.
Nwite, O. (2012). Quality assurance and teachers performance task in secondary schools in Nigeria. 14th National Conference of the Nigerian Association of Educational Resources and Evaluators, UNN.
cxli
Nwizu, S. C. (2011). Implementing Internal Assurance Strategies by Distance Education Institutes of Nigerian Universities: Perception of Distance Educators. International Journal of Educational Research, 11(1); 150-160.
Nworgu, B. G. (2006). Educational research. Basic issues and methodology (2nd ed.). Enugu: University Trust Publishers, Nsukka.
Obi, E. (2005). Educational management: Theory and practice. Enugu: Jamoe Enterprises.
Obianuju, Q. M. (2001). Supervision and evaluation: strategies for the success of the UBE programme. Journal of Research in Education. 2 (1), 119 – 129.
Obizoba, E. A. (2008). The relevance of communication in principals’ supervision of teachers in schools in Imo State. An Masters Project Submitted to Department of Vocational Teachers Education, University of Nigeria, Nsukka.
Oboegbulem, A. I. & Onwurah, C. U. (2011). Organization and management of education: A Nigerian perspective. Nsukka: Great AP Express.
Oboegbulem, A. I. (2011). Classroom organization and management: Issues and concern. Nsukka: Great AD Express.
Ochiagha, C. C. (1995). Theory and practice of career development. Enugu: SNAAP Press Ltd.
Ofoegbu, C. A. (2013). Improvement strategies for supervision of instruction for quality assurance in secondary school administration in Anambra State. Unpublished Masters’ Thesis, University of Nigeria, Nsukka.
Ogbonnaya, N. I. (2000). Foundations of education finance. Onitsha: Cape Publishers Int’l.
Ogbonnaya, N. I. (2004). Nature and scope of administration. In Mgbodile, T. O. fundamentals in educational administration and planning. Enugu: Magnet Enterprises.
Ogbonnaya, N. O (2004). Principals and applications of educational policies in Nigeria. Enugu: University Trust Publishers.
Ogbonnaya, N. O. (2002). Administrative competency needs of provost of colleges of education. International Journal of Educational Planning and Administration (IJEP) 1(2), 43 – 55.
Ogbuegbuna-Okwenu, J. (1998). Teachers perception of tutorial staff requirement of introductory technology programme in Anambra state. Journal of technical education research and development, 1(1), 57-68.
cxlii
Ogunsaju, T. O. (2006). Human capital management for effective corporate governance: Paper presented at a workshop titled “Corporate governance for sustainable national development”, April 2006.
Ogunu, M. A. (2002). Introduction to educational management, Benin City: Mabogon Publishers.
Okafor, E. C. (2014) Leadership qualities of school supervisors in Delta State. Journal of Administration in educational, 4 (2); 23 – 40.
Okeke, A. A. & Ugwu, C. C. (2011). How minds-witching affects the memory. Enugu: Horazenitha enterprises.
Okeke, C. (2008). Quality assurance in teacher selection among private secondary schools in Owerri Municipal, Imo State for effective implementation of the UBE. Journal of curriculum organization of Nigeria. 5(2), 37 – 44.
Okeke, C. C. (2001). Effect of administrative competencies of secondary school principals in Imo State. Unpublished Ph.D. Thesis, Imo State University.
Okorie, J.U. & Ezeji, S.C.O.A (1988). Element of guidance, vocational and career education. Onitsha: Summer Educational Publishers Nigeria Ltd.
Okorie, J.U. (2000). Developing Nigeria’s workforce. Calabar: Page Environs Publishers.
Okorie, N. C. (2012). Organizational setting of leadership: Theoretical perspectives. Owerri: Totam Publishers.
Okpala, O. U. (2006). Influence of gender on the administrative competency of primary school administrators in Orlu Education Zone of Imo State. Unpublished B.Ed Project, University of Nigeria, Nsukka.
Olagboye, A. A. (2004). Introduction to Education Management in Nigeria. Ibadan: Daily Graphics (Nigeria) Limited
Omenyi, A. S. (2007). Leadership and school management: A problem based approach. Awka: J’Goshen publishers.
Omoregie, N. (2005). Re-packaging secondary education in nigeria for great and dynamic economy. Paper presented at the 2nd Annual National Conference of Association for Encouraging Qualitative Education in Nigeria (ASSEQEN). 9th- 11th May.
Onasanya, S. A. (2004). The concept and practice of supervision/inspection in Kwara State public primary schools. Unpublished Ph.D Thesiss Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria.
cxliii
Onasanya, S. A. (2006). Gender differences and students achievement in computer technology instruction. West African Journal of Education. 3(5), 43 – 47.
Onuka, A. O. U. (2004). The quality of private schools in Nigeria: A paper presented at the Annual Conference of National Association of Educational Administrators and Planner. Retrieved from: http:ui.edu.ng/content/dr/adams/quality+/priavteschools.
Onwuka, A. (2005). Total quality management. A technique for improved students achievement. Nigerian literary and information science review 21 (1), 35-41.
Onwuka, A. O. U. (2005). A comparative study of the quality of the managers, teachers and facilities of private and public primary schools in Ibadan, Oyo State. Nigerian Journal of Educational Administration and planning, 5(2), 200 – 216.
Onyedeji, F. O. & Fasasi, M. K. (2006). Perspective of Nigerian secondary school principal. Journal of Applied Science, 6 (3), 59-62.
Opadokum, A. O. (2004). Influence of Personnel Management Practices on Academic Staff productivity in Nigerian Colleges of Education. Unpublished Ph.D Dissertation.
Oraestine, A. O. (2008). Educational administration concepts and practices. Belmart, C. A. Wadsmith/Cengage.
Organization for Economic Co-operation and Development (OECD), (2012). Better skills, better jobs, better lives: A strategic approach to skill policies. Retrieved from skills.oecd.org/documents/OECDskillsstrategy FINALENG. pdf.
Orubuloye, G. A. (2006). The objectives of school personnel management in human and material resource management in Oyo State. International Journal of Educational Management, 6 (3), 201 – 215.
Osinem, E. C. & Nwoji, U. S. (2005). Students industrial work experience in Nigeria, concepts, principles and practice. Enugu: Cheston Agency Ltd.
Osinem, E.C & Nwoji, U.S (2005). Students industrial work experience in Nigeria, concepts, principles and practice, Enugu: Cheston Agency ltd.
Osinem, E.C. (2008). Managing agricultural education and training resources, principles and methods. Enugu: Belong International Publishers.
Osuala, E.C. (2004). Foundations of vocational education. Enugu: Cheston Agency Ltd.
Otu, D. O. (2006). Human resource management in education. Lagos: National Open University of Nigeria.
Oyedeji, N. B. (2000). Dynamics of administrative leadership. Ibadan: Codat Publications.
cxliv
Ozigi, J. C. (2007). Resourcefulness of school supervisors: Implication for effective school supervision in Edo State. A Masters Degree Project, Ambrose Alli University, Ekpoma Edo State.
Pajak, E. (2009). Identification of Dimensions of supervisory Practice in Education: Reviewing the literature. A paper presented at the Annual Meeting of the America Educational Research Association Held at Boston, 12 – 15 October 2009.
Patrick, E. E. (2012). Effective supervision of instruction in Nigeria secondary schools: Issues in quality assurance. Journal of Qualitative Evaluation, 8 (1): 125 – 155.
Peretmode, V. F. (ed.) (2004). Introduction to educational administration, planning and supervision. Lagos: Jojo Educational Research and Publishers Ltd.
Peretomode, V. F. (Ed.) (2001). Introduction to educational administration, planning and supervision. Lagos: Joja Educational Research and Publisher Ltd.
Philip, T. (2003). Quality assurance in continuing professional education: Analysis. Retrieved from http://www.bookfi.org.
Sergiovanni, T. J. & Starratti, R. J. (2001). Supervision: A redefinition. Boston: McGraw Hill.
Shang, A. S. (2012). Factors influencing principals’ willingness to effectively discharge their supervisory responsibilities in secondary schools in Plateau State. Journal of Educational Practice, 5 (3), 33 – 47.
Silas, K. (2000). Quality Assurance in Higher Education: An Introduction. National Assessment and Accreditation Council of India
Sobiriye, A. C. (2009). Quality assurance and academic achievement of secondary school students in River State, M.Ed thesis unpublished.
Squelch, S. A and Lemmer, C. (2004). Educational management: Human resources management. Pretoria: Techicon Publishers.
Steven, G. R. (2013). Measuring the impact of effective principals. Retrieved from: http://www.educationnext.org/schoolleadersmatter.
Stoops, C., Rafferty, A. S and Johnson, D. (2008). Identification of dimensions of supervisory practice in education: Reviewing the literature. A paper presented at the Annual Meeting of the America Educational Research Association Held at Boston, 12 – 15 October 2008. supervision. Retrieved from:
Ugwu, P. U. (2001). Constraints to financial management among secondary school principals in Nsukka Educational Zone Enugu State. Unpublished M.Ed Thesis, University of Nigeria, Nsukka.
cxlv
Uko, E. S. (2000). Gender leadership styles and administrative effectiveness of principals in River State. Global Journal Educational Research. 1(1), 1 – 8.
Unachukwu, G. O. & Okorji, P. N. (2014). Educational management, a skill building approach. Rex Charles and Patrick Ltd. Nimio Anambra State.
Universal Basic Education (UBE) programme manual (2002). Federal Republic of Nigeria.
Uzoegbulam, A. N. (2012). Teachers classroom management skill for quality assurance in secondary schools in Imo State. Unpublished M.Ed thesis, Imo State University.
Valsceanu, L., Grumbery, L. & Parlea, D. (2004). Quality assurance in higher education: An overview. London: Wellington House.
Weihnich, H. & Koontz, H. (2005). Management and global perspective. New Delhi: Tota McGraw Hill publishing company limited.
Wheller, D. R. (2006). Modern business administration. London: Pitman publishing company.
Wilcos, B. (2000). Making inspection visits more effective: The English experience. International institute for educational planning UNESCO: Paris. Retrieved from: www.quality.esearchinternational.com/glossary/workexpereince.html.https.//books.google.c omng/books?id=sn7eTz.
cxlvi
APPENDICES
APPENDIX A
Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka. 2nd September, 2015.
Sir/Madam,
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a Doctorate student of the above-named department and university currently undertaking a research work on: Principals’ Utilization of Supervisory Skills for Quality
Assurance in Public Secondary Schools in South East, Nigeria.
The attached is a draft of the questionnaire for the study. As an expert in the field, you are please requested to vet the items for appropriateness, adequacy and correctness of terms that are wrongly used in the instrument. You are also requested to make suggestions and recommendations which will help to improve the quality of the final draft of the instrument for data collection for the study.
Thank you for your assistance.
Yours faithfully,
B. C. Chigbu
cxlvii
APPENDIX B
INSTRUMENT FOR DATA COLLECTION
Principals’ Utilization of Supervisory Skills for Quality Assurance in Public Secondary Schools in South East, Nigeria
Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka. Dear Respondent,
I am a Doctorate student of the above institution undertaking a research on Principals’
Utilization of Supervisory Skills for Quality Assurance in Public Secondary Schools in South
East, Nigeria. The extent principals use supervisory skills during supervision for quality assurance. No response is right or wrong as any information given will be treated as confidential.
Kindly respond to the questions by putting a tick (√) in the appropriate column. Your sincere responses are therefore required.
Thank you.
Yours faithfully,
B. C. Chigbu
cxlviii
QUESTIONNAIRE ON PRINCIPALS’ UTILIZATION OF SUPERVISORY SKILLS FOR QUALITY ASSURANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
This questionnaire consists of two parts, A and B. Part A contains information on personal data of respondents while Part B consists of 72 questions built in eight clusters with the aim of eliciting response on Principals’ Utilization of Supervisory Skills for Quality
Assurance in Public Secondary Schools in South East, Nigeria
Section A:
Bio-Data of Respondents:
a) State: Enugu, Imo
b) Teacher Principal
Section B
INSTRUCTION The questionnaire contains statement relating to the above topic. Indicate your responses on the following ways: Very Great Extent (VGE) Great Extent (GE) Little Extent
(LE) Very Little Extent (VLE) for clusters A-F, strongly Agree (SD) Agree (A) Disagree (D)
Strongly Disagree (SD) for clusters G & H.
Please tick (√) as appropriate in the boxes against each statement of your choice
Section A: 1. Extent to which principals use communication skills in supervision of teachers for quality assurance S/N Items VGE GE LE VLE Principals 1 Make good presentation of reports and addresses audience well 2 Offer opportunity for teachers to express themselves 3 Motivates teachers using encouraging praises 4 Capture audience attention as a result of eloquence of speech 5 Make his/her point clear when speaking 6 Maintain friendly tone while speaking
cxlix
7 Listen, and understand teachers point of view 8 Clearly organize her thought before sharing them 9 Use clear language at the level of audience
Section B 2. Extent principals use problem solving skills in supervision of teachers for quality assurance S/N Items VGE GE LE VLE Principals 10 Solve instructional problem of teachers 11 Resolve problems effectively 12 Generate alternatives in problem-solving 13 Evaluate alternative solutions to problems 14 Implement solutions to problems properly 15 Get to the root of problems before offering solution 16 Use information gathered effectively for problem solving 17 Monitor the outcome of decisions taken 18 Are creative in handling problems
Section C 3. Extent principals use leadership skills in supervision of teachers for quality assurance in secondary schools S/N Items VGE VE GE VLE Principals 19 Give teachers directives to follow without consideration. 20 Follow rules rigidly 21 Find faults at teachers always 22 Do not consider teachers opinion in decision making 23 Have charisma in influencing teachers’ class activities 24 Involve teachers in decision making 25 Consider teachers input when it is appropriate in supervision 26 Encourage teachers’ to air their views 27 Carry teachers along in decision making 28 Give teachers opportunity to do what they like in class 29 Do not punish teachers that commit offence 30 Give teachers opportunity to try new method.
cl
Section D 4. Extent principals use development skills in supervision of teachers for quality assurance S/N Items VGE GE LE VLE Principals 31 Identify teachers’ training needs 32 Implement training and development programs 33 Recommend teachers for training 34 Coache teachers while supervising 35 Dedicate time to in-house development training 36 Give new teachers orientation training 37 Mentor teachers for improvement 38 Arrange periodic meetings to review progress of development 39 Provide resources that are needed for training
Section E 5. Extent principals use resourcefulness skills in supervision of teachers for quality assurance S/N Items: VGE GE LE VLE Principals 40 Use improvised materials in supervision 41 Advise teachers to make use of what they have to teach 42 Have good knowledge of the subject matter of subjects supervised 43 Source fund for school development 44 Keep financial records of expenditure 45 Do routine checks on financial records of school bursar 46 Budget according to available resources 47 Have good maintenance culture 48 Have scale of preference in purchasing consumable items for supervision
Section F 6. Extent principals use empathy skills in supervision for teachers for quality assurance in secondary schools S/N Items VGE GE LE VLE Principals 49 Show concern about teachers’ instructional problems 50 Understand teachers’ problems more than other staff 51 Care about teachers’ welfare 52 Engage in activities that are teacher oriented 53 Offer help to teachers’ regularly 54 Have good relationship with teachers 55 Are ready to change his/her decisions when confronted
cli
with new facts 56 Ability to make teachers and students do team work 57 Have ability to share work experience with teachers 58 Interpret teachers/students countenance 59 Create enabling environment for teaching in the school
Section G 7. Problems that hinder principals’ use of supervisory skills in supervision of teachers for quality assurance S/N Items SA A D SD Principals 60 Have no interest in supervision of teachers 61 Lack motivation to undertake teachers’ supervision 62 Do not understand his/her supervisory roles 63 Have not been trained to use the supervisory skills 64 Are more interested in administrative duties 65 Modern productivity training are not encouraged 66 Concentrate much on administrative burdens than on supervision
Section H 8. Ways of improving principals’ supervisory skills in supervision of teachers for quality assurance S/N Items SA A D SD Principals 67 Should be exposed to use supervisory skills through workshops to improve their supervisory skills 68 Highly qualified persons should be employed as principals 69 Principals should be sent to skill training programmes from time to time 70 Principals should be made to understand their roles as supervisors through in-service training 71 The programmes for training principals should emphasis instructional supervision 72 Should be made to have interest in teachers’ instructional supervision
clii
APPENDIX C
Computation of Sample Size for different states (Enugu and Imo states) with population of
11,773 and 16,428 respectively.
The sampling fraction is determined as follows:
Sample n Sampling Fraction = = Population Ν
594 821 Sampling Fraction = 11,873, 16,428,
Sampling fraction of teachers in Enugu and Imo states
5% Enugu State = ×11,873 100
= approximately 594.
5% Imo State = ×16,428 100
= approximately = 821
cliii
APPENDIX D
RESULT OF RELIABILITY TEST
Cluster A. Communication Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .893 9
Cluster B. Problem Solving Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .744 9
Cluster C. Leadership Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .703 12
cliv
Cluster D. Development Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .827 9
Cluster E. Resourcefulness Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .901 9
Cluster F. Empathy Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .958 11
clv
Cluster G. Problems of Supervisors N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .910 7
Cluster H. Ways of Improving Supervisory Skills N % Cases Valid 20 100.0 Excludeda 0 .0 Total 20 100.0
Reliability Statistics Cronbach's Alpha N of Items .815 6
clvi
APPENDIX E
DISTRIBUTION OF SAMPLED TEACHERS AND PRINCIPALS State No of Teachers Selected Teachers No of Principals Selected Principals (5%) Enugu 11,873 594 283 283
Imo 16,428 821 282 282
Total 28,301 1,415 565 565
Grand Total = 1,415 + 565 = 1,980
clvii
APPENDIX F
RESULT OF DATA ANALYSIS
Research Question 1
N Mean Std. Deviation
Make good presentation of teachers 1393 1.8007 .39960 reports and addresses principals 530 1.8493 .40090 audience well Total 1923 1.8251 .39987
Offers opportunity for teachers teachers 1393 1.8996 .30060 to express themselves principals 530 1.9014 .29835
Total 1923 1.9002 .29987
Motivates teachers using teachers 1393 2.2105 .35666 encouraging praises principals 530 2.2495 .36792
Total 1923 2.2302 .36693
Capture audience attention as teachers 1393 2.2505 .34666 a result of eloquence of speech principals 530 2.3495 .35792
Total 1923 2.3102 .35693
Make his/her point clear when teachers 1393 2.5100 .45227 speaking principals 530 2.5323 .45914
Total 1923 2.5219 .45840
Maintain friendly tone while teachers 1393 1.5993 .49023 speaking principals 530 1.6022 .48989
Total 1923 1.6001 .49000
Listen, and understand teachers 1393 2.6010 .40015 teachers point of view Principals 530 2.6213 .42090
Total 1923 2.6128 .41026
Clearly organize her thought Teachers 1393 1.5993 .49023 before sharing them Principals 530 1.6022 .48989
Total 1923 1.6001 .49000
Uses clear language at the Teachers 1393 1.6996 .45859 level of audience Principals 530 1.7007 .44835
clviii
N Mean Std. Deviation
Make good presentation of teachers 1393 1.8007 .39960 reports and addresses principals 530 1.8493 .40090 audience well Total 1923 1.8251 .39987
Offers opportunity for teachers teachers 1393 1.8996 .30060 to express themselves principals 530 1.9014 .29835
Total 1923 1.9002 .29987
Motivates teachers using teachers 1393 2.2105 .35666 encouraging praises principals 530 2.2495 .36792
Total 1923 2.2302 .36693
Capture audience attention as teachers 1393 2.2505 .34666 a result of eloquence of speech principals 530 2.3495 .35792
Total 1923 2.3102 .35693
Make his/her point clear when teachers 1393 2.5100 .45227 speaking principals 530 2.5323 .45914
Total 1923 2.5219 .45840
Maintain friendly tone while teachers 1393 1.5993 .49023 speaking principals 530 1.6022 .48989
Total 1923 1.6001 .49000
Listen, and understand teachers 1393 2.6010 .40015 teachers point of view Principals 530 2.6213 .42090
Total 1923 2.6128 .41026
Clearly organize her thought Teachers 1393 1.5993 .49023 before sharing them Principals 530 1.6022 .48989
Total 1923 1.6001 .49000
Uses clear language at the Teachers 1393 1.6996 .45859 level of audience Principals 530 1.7007 .44835
Total 1923 1.6999 .45840
clix
Research Question 2
N Mean Std. Deviation
Solve instructional problem of Teachers 1393 1.4996 .50018 teachers Principals 530 1.5418 .52045
Total 1923 1.5103 .51013
Resolve problems effectively Teachers 1393 2.5105 .47744
Principals 530 2.5402 .49882
Total 1923 2.5234 .49771
Generate alternatives in Teachers 1393 1.4996 .50018 problem-solving Principals 530 1.5018 .52045
Total 1923 1.5003 .51013
Evaluate alternative solutions Teachers 1393 2.4800 .40015 to problems Principals 530 2.5112 .39955
Total 1923 2.4903 .39987
Implement solutions to Teachers 1393 1.9502 .21765 problems properly Principals 530 1.9498 .22851
Total 1923 1.9501 .21784
Get to the root of problems Teachers 1393 2.6000 .54826 before offering solution Principals 530 2.6218 .56756
Total 1923 2.6105 .55791
Use information gathered Teachers 1393 1.9004 .29962 effectively for problem solving Principals 530 1.8996 .30075
Total 1923 1.9002 .29987
Monitor the outcome of Teachers 1393 2.0405 .48744 decisions taken Principals 530 2.0502 .50882
Total 1923 2.0504 .49771
Being creative in handling Teachers 1393 1.9402 .37351 problems Principals 530 1.9798 .38508
Total 1923 1.9551 .38386
clx
Research Question 3
N Mean Std. Deviation Give teachers directives to Teachers 1393 2.4989 .45827 follows without consideration. principals 530 2.5204 .47914 Total 1923 2.5099 .46840 Follow rules rigidly Teachers 1393 1.3495 .47697 principals 530 1.3513 .48779 Total 1923 1.3500 .47709 Find faults at teachers always Teachers 1393 1.9011 .62549 principals 530 1.8978 .64442 Total 1923 1.9002 .63502 Do not consider teachers Teachers 1393 2.4896 .50018 opinion in decision making principals 530 2.5018 .51045 Total 1923 2.4903 .50013 Have charisma in influencing Teachers 1393 1.9502 .22765 teachers’ class activities principals 530 1.9498 .24851 Total 1923 1.9501 .23784 Involve teachers’ in decision Teachers 1393 1.8498 .32738 making principals 530 1.8613 .34616 Total 1923 1.8502 .33693 Consider teachers input when Teachers 1393 1.9004 .29962 it is appropriate in supervision principals 530 1.8996 .30075 Total 1923 1.9002 .29987 Encourage teachers’ to air their Teachers 1393 1.8505 .62406 views principals 530 2.5495 .64553 Total 1923 2.1902 .63432 Carry teachers along in Teachers 1393 1.5495 .40773 decision making principals 530 1.5520 .42774 Total 1923 1.5502 .41760 Give teachers opportunity to do Teachers 1393 2.0105 .42744 what they like in class principals 530 2.5502 .43882 Total 1923 2.2504 .42771 Do not punish teachers that Teachers 1393 1.4996 .50018 commit offence principals 530 1.5018 .52045 Total 1923 1.5003 .51013 Give teachers opportunity to try Teachers 1393 1.8000 .40015 new method. principals 530 1.8411 .39955 Total 1923 1.8203 .39987
clxi
Research Question 4
N Mean Std. Deviation
Identify teachers’ training teachers 1393 1.8505 .57279 needs principals 530 1.8477 .58170
Total 1923 1.8497 .57233
Implement training and teachers 1393 1.7004 .45827 development programs principals 530 1.6989 .47914
Total 1923 1.6999 .46840
Recommend teachers for teachers 1393 1.3993 .48993 training principals 530 1.4014 .49063
Total 1923 1.3999 .49000
Coache teachers while teachers 1393 1.7502 .43307 supervising principals 530 1.7491 .43392
Total 1923 1.7499 .43320
Dedicate time to in-house teachers 1393 1.4996 .50018 development training principals 530 1.5018 .52045
Total 1923 1.5003 .51013
Give new teachers orientation teachers 1393 1.7509 .62412 training principals 530 1.7491 .64110
Total 1923 1.7504 .63308
Mentor teachers for teachers 1393 1.9502 .21765 improvement principals 530 1.9498 .21851
Total 1923 1.9501 .21784
Arrange periodic meetings to teachers 1393 1.7502 .43307 review progress of principals 530 1.7509 .43288 development Total 1923 1.7504 .43290
Provide resources that are teachers 1393 1.9004 .29962 needed for training principals 530 1.8996 .30075
Total 1923 1.9002 .29987
clxii
Research Question 5
N Mean Std. Deviation
Use improvised materials in teachers 1393 1.4996 .50018 supervision principals 530 1.5018 .51045
Total 1923 1.5003 .50013
Advise teachers to make use of teachers 1393 1.8513 .45735 what they have to teach principals 530 1.8495 .47817
Total 1923 1.8508 .47747
Have good knowledge of the teachers 1393 1.4996 .50018 subject matter of subjects principals 530 1.5118 .50045 supervised Total 1923 1.5003 .50013
Source fund for school teachers 1393 1.8000 .40015 development principals 530 1.8011 .39955
Total 1923 1.8003 .39987
Keep financial records of teachers 1393 1.9502 .41765 expenditure principals 530 1.9498 .43851
Total 1923 1.9501 .42784
Do routine checks on financial teachers 1393 1.8000 .40015 records of school bursar principals 530 1.8011 .42955
Total 1923 1.8003 .41987
Budget according to available teachers 1393 1.9004 .39962 resources principals 530 1.8996 .40075
Total 1923 1.9002 .39987
Have good maintenance teachers 1393 2.0205 .48744 culture principals 530 2.0402 .49882
Total 1923 2.0304 .49771
Have scale of preference in teachers 1393 1.6498 .48720 purchasing consumable items principals 530 1.6505 .50723 for supervision Total 1923 1.6500 .47709
clxiii
Research Question 6
N Mean Std. Deviation Show concern about teachers’ teachers 1393 1.6000 .49008 instructional problems principals 530 1.6404 .45026 Total 1923 1.6201 .47000 Understand teachers’ problems teachers 1393 1.8996 .42597 more than other staff principals 530 1.9014 .43537 Total 1923 1.9002 .43568 Care about teachers’ welfare teachers 1393 1.8996 .30060 principals 530 1.9014 .29835 Total 1923 1.9002 .29987 Engage in activities that are teachers 1393 1.4495 .49744 teacher oriented principals 530 1.4616 .49720 Total 1923 1.4501 .49724 Offer help to teachers’ regularly teachers 1393 1.8498 .35738 principals 530 1.8513 .36616 Total 1923 1.8502 .35693 Have good relationship with teachers 1393 1.4000 .60269 teachers principals 530 1.4618 .62274 Total 1923 1.4305 .61254 Ready to change his/her teachers 1393 1.8505 .65406 decisions when confronted with principals 530 1.8495 .65553 new facts Total 1923 1.8502 .65432 Ability to make teachers and teachers 1393 1.7004 .64100 students do team work principals 530 1.6989 .63898 Total 1923 1.6999 .64025 Have ability to share work teachers 1393 1.7502 .43307 experience with teachers principals 530 1.7491 .43392 Total 1923 1.7499 .43320 Interpret teachers/students teachers 1393 1.5096 .50018 countenance principals 530 1.5218 .52045 Total 1923 1.5103 .51013 Create enabling environment teachers 1393 1.8491 .57241 for teaching in the school principals 530 1.8513 .58265 Total 1923 1.8497 .57233
clxiv
Research Question 7
N Mean Std. Deviation
Have no interest in supervision teachers 1393 3.5502 .47720 of teachers principals 530 3.5713 .48779
Total 1923 3.5605 .47725
Lack motivation to undertake teachers 1393 3.5000 .40015 teachers’ supervision principals 530 3.5207 .42090
Total 1923 3.5102 .41026
Do not understand his/her teachers 1393 3.5204 .50018 supervisory roles principals 530 3.5100 .50045
Total 1923 3.5103 .50013
Have not been trained to use teachers 1393 3.5498 .49766 the supervisory skills principals 530 3.5598 .49792
Total 1923 3.5498 .49760
Is more interested in teachers 1393 3.8505 .35666 administrative duties principals 530 3.8495 .34792
Total 1923 3.8502 .35693
Modern productivity training teachers 1393 3.6498 .49766 are not encouraged principals 530 3.6598 .50792
Total 1923 3.6498 .49760
Concentrate much on teachers 1393 3.5102 .64445 administrative burdens than on principals 530 3.5223 .66374 supervision Total 1923 3.5108 .65408
clxv
Research Question 8
N Mean Std. Deviation
Should be exposed to use teachers 1393 3.5502 .47720 supervisory skills through principals 530 3.5495 .48723 workshops to improve his Total supervisory skills 1923 3.5500 .47709
Highly qualified person should teachers 1393 3.6498 .43720 be employed as principals principals 530 3.6505 .44723
Total 1923 3.6500 .43709
Principals should be sent to teachers 1393 3.6498 .47720 skill training programmes from principals 530 3.6505 .48723 time to time Total 1923 3.6500 .47709
Principals should be made to teachers 1393 3.6004 .55678 understand their roles as principals 530 3.6193 .55734 supervisors through in-service Total training 1923 3.6001 .55680
The programmes for training teachers 1393 3.5102 .57221 principals should emphasis principals 530 3.5245 .58296 instructional supervision Total 1923 3.5150 .57228
Should be made to have teachers 1393 3.7502 .40307 interest in teachers’ principals 530 3.7491 .42392 instructional supervision Total 1923 3.7499 .41320
clxvi
Hypothesis 1
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Std. Interval of the Error Difference Sig. (2- Mean Differenc F Sig. t Df tailed) Difference e Lower Upper Make good Equal variances .021 .885 .072 1921 .943 .00145 .02010 -.03797 .04086 presentation of reports assumed and addresses Equal variances audience well .072 1.0323 .943 .00145 .02012 -.03804 .04094 not assumed Offers opportunity for Equal variances .057 .811 -.119 1921 .905 -.00180 .01507 -.03136 .02776 teachers to express assumed themselves Equal variances -.120 1.0423 .905 -.00180 .01502 -.03128 .02768 not assumed Motivates teachers Equal variances .015 .904 .061 1921 .952 .00109 .01794 -.03410 .03627 using encouraging assumed praises Equal variances .061 1.0323 .952 .00109 .01797 -.03417 .03634 not assumed Capture audience Equal variances .015 .904 .061 1921 .952 .00109 .01794 -.03410 .03627 attention as a result of assumed eloquence of speech Equal variances .061 1.0323 .952 .00109 .01797 -.03417 .03634 not assumed Make his/her point Equal variances .016 .901 .063 1921 .950 .00144 .02304 -.04374 .04663 clear when speaking assumed Equal variances .063 1.0333 .950 .00144 .02306 -.04380 .04669 not assumed Maintain friendly tone Equal variances .055 .814 -.117 1921 .907 -.00288 .02463 -.05118 .04542 while speaking assumed Equal variances -.117 1.0353 .907 -.00288 .02462 -.05119 .04543 not assumed Listen, and Equal variances .005 .943 .036 1921 .972 .00072 .02012 -.03874 .04017 understand teachers assumed point of view Equal variances .036 1.0333 .972 .00072 .02013 -.03879 .04022 not assumed Clearly organize her Equal variances .055 .814 -.117 1921 .907 -.00288 .02463 -.05118 .04542 thought before sharing assumed them Equal variances -.117 1.0353 .907 -.00288 .02462 -.05119 .04543 not assumed Uses clear language Equal variances .009 .925 -.047 1921 .963 -.00108 .02304 -.04627 .04410 at the level of assumed audience Equal variances -.047 1.0353 .963 -.00108 .02303 -.04628 .04412 not assumed
clxvii
Hypothesis 2
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Std. Interval of the Error Difference Sig. (2- Mean Differenc F Sig. t Df tailed) Difference e Lower Upper Solve instructional Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 problem of teachers assumed Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed Resolve problems Equal variances .001 .969 .015 1921 .988 .00037 .02501 -.04869 .04943 effectively assumed Equal variances .015 1.0323 .988 .00037 .02504 -.04877 .04951 not assumed Generate alternatives Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 in problem-solving assumed Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed Evaluate alternative Equal variances .011 .915 -.054 1921 .957 -.00108 .02010 -.04049 .03834 solutions to problems assumed Equal variances -.054 1.0363 .957 -.00108 .02008 -.04049 .03834 not assumed Implement solutions Equal variances .004 .947 .033 1921 .974 .00036 .01095 -.02111 .02183 to problems properly assumed Equal variances .033 1.0313 .974 .00036 .01097 -.02116 .02188 not assumed Get to the root of Equal variances .000 .994 -.065 1921 .948 -.00179 .02754 -.05580 .05222 problems before assumed offering solution Equal variances -.065 1.0363 .948 -.00179 .02752 -.05580 .05222 not assumed Use information Equal variances .009 .923 .048 1921 .962 .00072 .01507 -.02883 .03028 gathered effectively assumed for problem solving Equal variances .048 1.0313 .962 .00072 .01510 -.02890 .03035 not assumed Monitor the outcome Equal variances .001 .969 .015 1921 .988 .00037 .02501 -.04869 .04943 of decisions taken assumed Equal variances .015 1.0323 .988 .00037 .02504 -.04877 .04951 not assumed Being creative in Equal variances .006 .938 .019 1921 .985 .00036 .01929 -.03747 .03820 handling problems assumed Equal variances .019 1.0313 .985 .00036 .01933 -.03756 .03829 not assumed
clxviii
Hypothesis 3
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Std. Interval of the Error Difference Sig. (2- Mean Differen F Sig. t Df tailed) Difference ce Lower Upper Give teachers Equal variances .016 .901 .063 1921 .950 .00144 .02304 -.04374 .04663 directives to follows assumed without Equal variances consideration. .063 1.0333 .950 .00144 .02306 -.04380 .04669 not assumed Follow rules rigidly Equal variances .023 .881 -.075 1921 .940 -.00180 .02398 -.04883 .04522 assumed Equal variances -.075 1.0333 .940 -.00180 .02400 -.04889 .04528 not assumed Find faults at Equal variances .000 .988 .103 1921 .918 .00325 .03141 -.05836 .06486 teachers always assumed Equal variances .104 1.0363 .918 .00325 .03139 -.05835 .06485 not assumed Do not consider Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 teachers opinion in assumed decision making Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed Have charisma in Equal variances .004 .947 .033 1921 .974 .00036 .01095 -.02111 .02183 influencing teachers’ assumed class activities Equal variances .033 1.0313 .974 .00036 .01097 -.02116 .02188 not assumed Involve teachers’ in Equal variances .026 .873 -.080 1921 .936 -.00144 .01794 -.03662 .03375 decision making assumed Equal variances -.080 1.0383 .936 -.00144 .01791 -.03659 .03371 not assumed Consider teachers Equal variances .009 .923 .048 1921 .962 .00072 .01507 -.02883 .03028 input when it is assumed appropriate in Equal variances .048 1.0313 .962 .00072 .01510 -.02890 .03035 supervision not assumed Encourage teachers’ Equal variances .008 .930 .033 1921 .974 .00109 .03289 -.06341 .06558 to air their views assumed Equal variances .033 1.0333 .974 .00109 .03292 -.06350 .06568 not assumed Carry teachers along Equal variances .041 .839 -.101 1921 .920 -.00252 .02501 -.05157 .04653 in decision making assumed Equal variances -.101 1.0353 .920 -.00252 .02501 -.05160 .04655 not assumed Give teachers Equal variances .001 .969 .015 1921 .988 .00037 .02501 -.04869 .04943 opportunity to do assumed what they like in Equal variances .015 1.0323 .988 .00037 .02504 -.04877 .04951 class not assumed
clxix
Do not punish Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 teachers that commit assumed offence Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed Give teachers Equal variances .011 .915 -.054 1921 .957 -.00108 .02010 -.04049 .03834 opportunity to try new assumed method. Equal variances -.054 1.0363 .957 -.00108 .02008 -.04049 .03834 not assumed
Hypothesis 4
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Std. Interval of the Mean Error Difference Sig. (2- Differenc Differenc F Sig. t Df tailed) e e Lower Upper Identify teachers’ Equal training needs variances .000 .984 .100 1921 .920 .00288 .02876 -.05353 .05929 assumed Equal variances not .100 1.0373 .920 .00288 .02874 -.05352 .05928 assumed Implement training Equal and development variances .016 .901 .063 1921 .950 .00144 .02304 -.04374 .04663 programs assumed Equal variances not .063 1.0333 .950 .00144 .02306 -.04380 .04669 assumed Recommend Equal teachers for training variances .031 .861 -.088 1921 .930 -.00217 .02463 -.05047 .04613 assumed Equal variances not -.088 1.0343 .930 -.00217 .02464 -.05052 .04619 assumed Coache teachers Equal while supervising variances .010 .921 .050 1921 .960 .00108 .02177 -.04162 .04378 assumed Equal variances not .050 1.0333 .961 .00108 .02179 -.04168 .04384 assumed Dedicate time to in- Equal house development variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 training assumed Equal variances not -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 assumed
clxx
Give new teachers Equal orientation training variances .019 .889 .058 1921 .954 .00181 .03132 -.05961 .06323 assumed Equal variances not .058 1.0393 .954 .00181 .03125 -.05951 .06314 assumed Mentor teachers for Equal improvement variances .004 .947 .033 1921 .974 .00036 .01095 -.02111 .02183 assumed Equal variances not .033 1.0313 .974 .00036 .01097 -.02116 .02188 assumed Arrange periodic Equal meetings to review variances .004 .948 -.033 1921 .974 -.00071 .02176 -.04338 .04196 progress of assumed development Equal variances not -.033 1.0353 .974 -.00071 .02175 -.04340 .04197 assumed Provide resources Equal that are needed for variances .009 .923 .048 1921 .962 .00072 .01507 -.02883 .03028 training assumed Equal variances not .048 1.0313 .962 .00072 .01510 -.02890 .03035 assumed
Hypothesis 5
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the
Sig. (2- Mean Std. Error Difference F Sig. t Df tailed) Difference Difference Lower Upper
Use improvised Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 materials in assumed supervision Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed
Advise teachers to Equal variances .011 .918 .076 1921 .940 .00182 .02400 -.04524 .04888 make use of what assumed they have to teach Equal variances .076 1.0333 .940 .00182 .02401 -.04530 .04894 not assumed
clxxi
Have good Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 knowledge of the assumed subject matter of Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 subjects supervised not assumed
Source fund for Equal variances .011 .915 -.054 1921 .957 -.00108 .02010 -.04049 .03834 school development assumed
Equal variances -.054 1.0363 .957 -.00108 .02008 -.04049 .03834 not assumed
Keep financial Equal variances .004 .947 .033 1921 .974 .00036 .01095 -.02111 .02183 records of assumed expenditure Equal variances .033 1.0313 .974 .00036 .01097 -.02116 .02188 not assumed
Do routine checks Equal variances .011 .915 -.054 1921 .957 -.00108 .02010 -.04049 .03834 on financial records assumed of school bursar Equal variances -.054 1.0363 .957 -.00108 .02008 -.04049 .03834 not assumed
Budget according to Equal variances .009 .923 .048 1921 .962 .00072 .01507 -.02883 .03028 available resources assumed
Equal variances .048 1.0313 .962 .00072 .01510 -.02890 .03035 not assumed
Have good Equal variances .001 .969 .015 1921 .988 .00037 .02501 -.04869 .04943 maintenance culture assumed
Equal variances .015 1.0323 .988 .00037 .02504 -.04877 .04951 not assumed
Have scale of Equal variances .004 .952 -.030 1921 .976 -.00072 .02398 -.04775 .04631 preference in assumed purchasing Equal variances consumable items not assumed -.030 1.0353 .976 -.00072 .02398 -.04777 .04633 for supervision
clxxii
Hypothesis 6
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Mean Interval of the Sig. (2- Differenc Std. Error Difference F Sig. T Df tailed) e Difference Lower Upper Show concern about Equal variances .001 .977 -.015 1921 .988 -.00036 .02463 -.04866 .04794 teachers’ instructional assumed problems Equal variances -.015 1.0343 .988 -.00036 .02463 -.04869 .04797 not assumed Understand teachers’ Equal variances .014 .905 -.082 1921 .934 -.00180 .02190 -.04474 .04114 problems more than assumed other staff Equal variances -.082 1.0363 .934 -.00180 .02188 -.04474 .04114 not assumed Care about teachers’ Equal variances .057 .811 -.119 1921 .905 -.00180 .01507 -.03136 .02776 welfare assumed Equal variances -.120 1.0423 .905 -.00180 .01502 -.03128 .02768 not assumed Engage in activities that Equal variances .010 .919 -.087 1921 .931 -.00216 .02499 -.05117 .04685 are teacher oriented assumed Equal variances -.087 1.0353 .931 -.00216 .02499 -.05119 .04687 not assumed Offer help to teachers’ Equal variances .026 .873 -.080 1921 .936 -.00144 .01794 -.03662 .03375 regularly assumed Equal variances -.080 1.0383 .936 -.00144 .01791 -.03659 .03371 not assumed Have good relationship Equal variances .001 .977 -.056 1921 .955 -.00179 .03179 -.06414 .06056 with teachers assumed Equal variances -.056 1.0353 .955 -.00179 .03179 -.06418 .06059 not assumed Ready to change Equal variances .008 .930 .033 1921 .974 .00109 .03289 -.06341 .06558 his/her decisions when assumed confronted with new Equal variances .033 1.0333 .974 .00109 .03292 -.06350 .06568 facts not assumed Ability to make teachers Equal variances .011 .916 .045 1921 .964 .00144 .03218 -.06167 .06455 and students do team assumed work Equal variances .045 1.0383 .964 .00144 .03214 -.06162 .06450 not assumed Have ability to share Equal variances .010 .921 .050 1921 .960 .00108 .02177 -.04162 .04378 work experience with assumed teachers Equal variances .050 1.0333 .961 .00108 .02179 -.04168 .04384 not assumed Interpret Equal variances .015 .904 -.086 1921 .932 -.00216 .02514 -.05146 .04714 teachers/students assumed countenance Equal variances -.086 1.0343 .932 -.00216 .02514 -.05149 .04718 not assumed Create enabling Equal variances .005 .943 -.075 1921 .940 -.00217 .02876 -.05858 .05424 environment for assumed teaching in the school Equal variances -.075 1.0343 .940 -.00217 .02877 -.05862 .05428 not assumed
clxxiii
Hypothesis 7
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2- Mean Std. Error F Sig. t Df tailed) Difference Difference Lower Upper Have no interest in Equal variances .008 .929 -.045 1921 .964 -.00107 .02399 -.04811 .04597 supervision of assumed teachers Equal variances -.045 1.0343 .964 -.00107 .02400 -.04816 .04602 not assumed Lack motivation to Equal variances .005 .943 -.036 1921 .972 -.00072 .02012 -.04017 .03874 undertake teachers’ assumed supervision Equal variances -.036 1.0333 .972 -.00072 .02013 -.04022 .03879 not assumed Do not understand Equal variances .000 .986 .015 1921 .988 .00037 .02514 -.04893 .04966 his/her supervisory assumed roles Equal variances .015 1.0343 .988 .00037 .02514 -.04897 .04970 not assumed Have not been Equal variances .000 1.000 .000 1921 1.000 .00000 .02501 -.04905 .04904 trained to use the assumed supervisory skills Equal variances .000 1.0343 1.000 .00000 .02502 -.04909 .04908 not assumed Is more interested in Equal variances .015 .904 .061 1921 .952 .00109 .01794 -.03410 .03627 administrative duties assumed Equal variances .061 1.0323 .952 .00109 .01797 -.03417 .03634 not assumed Modern productivity Equal variances .000 1.000 .000 1921 1.000 .00000 .02501 -.04905 .04904 training are not assumed encouraged Equal variances .000 1.0343 1.000 .00000 .02502 -.04909 .04908 not assumed Concentrate much Equal variances .000 .997 -.065 1921 .948 -.00215 .03287 -.06662 .06233 on administrative assumed burdens than on Equal variances -.065 1.0363 .948 -.00215 .03286 -.06662 .06233 supervision not assumed
clxxiv
Hypothesis 8
Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2- Mean Std. Error F Sig. t Df tailed) Difference Difference Lower Upper Should be exposed to Equal use supervisory skills variances .004 .952 .030 1921 .976 .00072 .02398 -.04631 .04775 through workshops to assumed improve his Equal supervisory skills variances not .030 1.0353 .976 .00072 .02398 -.04633 .04777 assumed Highly qualified person Equal should be employed variances .004 .952 -.030 1921 .976 -.00072 .02398 -.04775 .04631 as principals assumed Equal variances not -.030 1.0353 .976 -.00072 .02398 -.04777 .04633 assumed Principals should be Equal sent to skill training variances .004 .952 -.030 1921 .976 -.00072 .02398 -.04775 .04631 programmes from time assumed to time Equal variances not -.030 1.0353 .976 -.00072 .02398 -.04777 .04633 assumed Principals should be Equal made to understand variances .000 .985 .039 1921 .969 .00108 .02798 -.05380 .05597 their roles as assumed supervisors through Equal in-service training variances not .039 1.0343 .969 .00108 .02800 -.05385 .05602 assumed The programmes for Equal training principals variances .000 .993 .025 1921 .980 .00072 .02876 -.05569 .05713 should emphasis assumed instructional Equal supervision variances not .025 1.0343 .980 .00072 .02878 -.05575 .05719 assumed Should be made to Equal have interest in variances .010 .921 .050 1921 .960 .00108 .02177 -.04162 .04378 teachers’ instructional assumed supervision Equal variances not .050 1.0333 .961 .00108 .02179 -.04168 .04384 assumed
clxxv
APPENDIX G LIST OF PUBLIC SECONDARY SCHOOLS IN ENUGU AND IMO STATES
PUBLIC SECONDARY SCHOOLS IN ENUGU STATE
AGBANI ZONE ENUGU SOUTH S/N 1. Union S. S. Awkunanaw 2. G.G.S Awkunanaw 3. Idaw, River G.S.S.E 4. Army Day S.S. Awkunanaw 5. Uwani S.S. Enugu I 6. H.R.C. Enugu 7. C.I.C. Enugu 8. M/Land S.S. Enugu 9. C.S.S, Obeagu Akwu 10. C.S.S. Ugwuaji 11. Comprehensive Secondary School Akwuke 12. C.S.S. Ndiagu Amechi 13. Model H.S. Amechi 14. Chukwu Mem. S.S. 15. G.H.S. Uwani NKAUN EAST 16. C.S.S. Amagunze 17. C.S,S. Nomeh 18. C.S.S. Amafor Ugba 19. B.S.S Nara 20. Unateze G.S.S. Nara 21. C.S.S. Isigwe Ugbawka 22. C.S.S Ihuokpara 23. C.S.S. Nkerefi
clxxvi
24. C.S.S Uzam Idodo 25. C.S.S Ubahu 26. C,S.S. Mburumbu 27. Igwebuike C.S.S 28. C.G.S. Enugu Nke 29. C,S.S Akpawfu 30. C.S.S. Owo 31. Comprehensive Secondary School Eziama Id 32. C.S.S. Mbulu Owo 33. Comprehensive Secondary School Oruku 34. M.S.S. Isienu Amofu NKANU WEST 35. G.S.S. Obe 36. O.H.S. Ozalla 37. C.S.S. Agbani 38. Akpugo S.S. Akpugo 39. C.S.S. Obuofia Awkunanaw 40. C.S.S Umueze Awkunanaw 41. C.S.S.Akpasha 42. G.S.S. Akegbe Ugwu 43. C.S.S.Amuri 44. Model S.S. Agbani 45. C.S.S Amodu Awkunanaw ANINRI 46. C.S.S. Mpu 47. C.S.S. Ndeabor 48. C.S.S. Oduma 49. A.H.S. Nenwe 50. G.H.S. Nenwe 51. O.H.S. Okpanku 52. C.S.S. Okpanku
clxxvii
53. C.S.S. Ohofia Oduma 54. C.H.S. Ezinesi Oduma 55. C.S.S Emudo Nenwe 56. Model. S.S. Mpu 57. U.S.S. Oduma 58. G.S.S. Oduma 59. Agbo Echara H.S. 60. C.S.S. Agbada Nenwe 61. Kings f-IS. Oduma AWGU 62. G.S.S. Owelli 63. Comprehensive High School Ogugu 64. C.S.S. Amabor-Owe 65. C.S.S. Ihe 66. C.S.S. Ogbaku 67. C.S.S. Agbogugu 68. C.S.S. Mmaku 69. C.S.S. Ugbo 70. B.S.S. Mgbowo 71. Mmaku H.S. Mmaku 72. G.S.S. Mgbowo 73. G.S.S. Mmaku 74. C.S.S. Ugbo-Okpala 75. C.S,S. Ituku 76. B. S.S. Awgu 77. G.H.S. Mgbowo 78. C.S.S. Agbudu Awgu 79. U.G.S.S. Ugwulesh 80. C.S.S. Nlcwe Awgu 81. Eziobu S.S. Ugweme 82. U.S.S. Awgu
clxxviii
83. R.H.S. Agwu 84. C.S.S. Isu Awa 85. C.S.S. Ugwueme 86. C.S.S. Obeagu Agwu 87. St. Vin. S.S. Agbogugu OJI RIVER 88. Corpus Christi College Achi 89. G.S.S. Isikwe Achi 90. G.S.S. Achi 91. M.C.B.S. Inyi 92. G.H.S. Inyi 93. C.S.S. Isiama Awlaw 94. A.H.S. Awlaw 95. A.H.S. Akpugoeze 96. C.S.S. Ugwuoba 97. G.H.S. Ugwuoba 98. Urban S.S. Oji-River 99. National GR. S. Nike 100. St. Pat. S.S. Emene 101. G.S.S. Abakpa Nike 102. T.E.G.S.S. Enugu 103. New. H.B.S. Enugu 104. C.S.S. Ugwuogo Nike 105. G.S.S. Emene 106. Annunciation S.S. Nike 107. C.H.S. Emene ENUGU NORTH 108. Queens Sch. Enugu 109. C.S.S. Iva Valley 110. Urban G.S.S, Enugu 111. Metro. G,S.S. Enugu
clxxix
112. City Girls S.S. Enugu 113. N/Layout S.S. Enugu 114. Day S.S. Independent 115. Government S.S. Enugu 116. Coal Cam S.S. Enugu ISI UZO 117. Ogo C.S.S. lkem 118. C.S.S. Neke 119. C.S.S. Eha-Ohuala 120. C.S.S. Mbu 121. C.S.S.Umuhu 122. Union S.S. Eha-Amu 123. C.S,S. Urnualor 124. C.S.S. Isioroto Ikem IGBO-ETITI 125. P.S.S. Ukehe 126. C.S.S. Ozalla 127. C.H.S. Ekwegbe 128. C.S.S. Ohebe-Dim 129. C.S.S. Umunko 130. C.S.S. Ohodo 131. B.S.S.Aku 132. C.H.S. Ukehe 133. G.S.S. Aku 134. C.S.S. Umuna 135. C.S.S. Aku 136. Orinandu C.S.S. Ukehe 137. C.S.S. Ukopi-Ekwegbe 138. Igbo-Etiti S.S. Ikolo 139. Akutara C:S.S. Ohodo 140. Comprehensive Secondary School Diobge
clxxx
NSUKKA 141. S.T.C. Nsukka 142. Nsukka H.S. Nsukka 143. R.R.S.S. Nsukka 144. C.S.S. Isienu 145. Urban G.J.S.S. Nsukka 146. Opi H.S. Opi 147. C.S.S Edem 148. C.H.S. Umabor 149. C.S.S. Ehandiagu 150. C.S.S. Ibagwa Ani 151. C.S.S. Obukpa 152. C.S.S. Edeoballa 153. St. Cyp. G.S.S. Nsukka 154. Model S.S. Nsukka 155. C.S.S. Lejja 156. C.S.S. Obimo 157. B.S.S. Nru 158. Lejja H.S. Lejja 159. C.S.S. Okpuje 160. G.S.S. Opi 161. C.S.S. Alor Uno 162. C.S.S. Opi Agu 163. Okutu S.S. Okutu 164. Urban B.S.S. Nsukka 165. C.S.S. Ezebunagu 166. Agu-Umabor C.S.S 167. C.S.S. Akpotoro Obimo 168. C.S.S. Breme Ehandiagu 169. Edem Ani H. S Edem 170. C.H.S. Ajuona Obimo
clxxxi
UZOUWANI 171. C.S.S, Nimbo 172. U.S.S. Adani 173. C.S.S. Abbi-Ugbene 174. U.S.S. Uvuru 175. C.S.S. Nrobo 176. C.S.S. Ukpata 177. A.S.S. Nkpologu 178. G.S.S. Umulokpa 179. C.S.S. Ogurugu 180. W.S.S. Opanda-Nimbo 181. C.S.S. Ugbcne-Ajima 182. Atta Mem. H.S. Adaba 183. C.S.S. Ugwuijoro IGBO-EZE NORTH 184. Igbo-Eze S.S. Enugu 185. M.C.S.S. Ekposhi 186. C.H.S. Ogurute 187. C.S.S. Imufu 188. C.S.S. Umuogbo-Agu 189. A.H.S.Aji 190. C.S.S. Umuopu 191. C.S.S. Igogoro 192. C.S.S.Amachala 193. C.H.S. Okpo 194. C. S.S. Isiugwu 195. C.H.S. Umuida 196. C.S.S. Ette 197. C.S.S Uda 198. U.S.S. Ugbaiko 199. C.S.S Aguibeje
clxxxii
200. C.H.S. Olido 201. C.S.S. Amaroba-Inyi 202. C.S.S. Ezeaku Inyi 203. C.S.S. Amufie Umuit 204. M.S.S. Ett 205. C.S.S. Ummuagama IGBO-EZE SOUTH 206. Iheaka G.S.S. Iheaka 207. B.S.S. Ovoko 208. G.S.S. Ibagwa Aka 209. B.S.S. lbagwa-Aka 210. C.S.S. Iheakpu-Awka 211. C.S.S. Itchi 212. C.S.S Unadu 213. C.S.S. Alor-Agu 214. C.S.S. Ihunowere 215. C.S.S. Nkalagu Obu UDENU 216. C.S.S. Obollo Afor 217. Ada C.S.S. Obollo 218. C.S.S. Obollo-Etiti 219. St. Pat. M.C.S.S. Obollo 220. Comm. G.S.S. Imilike 221. C.S.S. Imilike Agu 222. C.S.S. Ezimo-Uno 223. Ezimo-Agu H.S. Ezimo 224. B.S.S. Orba 225. G.S.S. Owerre-Eze-Orba 226. C.S.S. Ogbodu-Aba 227. C.S.S. Ainalla 228. C.S.S Umundu
clxxxiii
229. C.S.S. Orba 230. C.S.S. Obollo-Eke EZEAGU 231. S.G.S.S. Oghe 232. A.B.S,S.Oghc 233. C.S.S. Olo 234. Aguobu Owa H.S. 235. Ezeagu S.S, Isiugwu 236. Model S.S. Olo 237. C.S.S. Awha Ndiagu 238. C.S.S. Imezi Owa 239. C.S.S. Obeleagu Umana 240. C.S.S. Obinofia Ndiagu 241. C.H.S. Umumba Ndiagu 242. C.S.S. Mgbagbu Owa 243. C.S.S. Umuaji Mgbagbu 244. C.S.S. Aguobu Umumba 245. C.S.S. Ogwofia Imezi Owa 246. C.S.S. Aguobu Iwollo 247. C.S.S. Aguobu Owa 248. C.S.S Agba Umana 249. C.S.S. Omughu Umana 250. C.S.S. Obinofia Ndiuno 251. C.S.S Awha Imezi 252. C.H.S Okpudo Obeleagu 253. C.S.S. Ozom Mgbagbu 254. C.S.S. Umana Ndiagu 255. C.S.S, Umumba Ndiuno 256. Iwollow H.S. Iwollo 257. U.S.S. Ihuonia Amansi 258. C.S.S. Ezema Imezi Owa 259. Comp. Tech. S.S. Imezi
clxxxiv
UDI 260. Christ H..S. Abor 261. S.T.S.S. Abor 262. C.S.S. Paul’s S.S. Eke 263. C.S.S. Ogor-Affa 264. C.S.S. Awhum 265. C.H.S. Obioma 266. C.H.S. Amokwe 267. G.H.S. Nachi 268. Comprehensive High School Ukana 269. C.S.S. Ebe 270. C.S.S. Umulumgbe 271. Comprehensive High School Udi Abia 272. C.S.S. Akpakwume 273. C.S.S. Nze 274. C.S.S. Nsude 275. C.S.S. Agbudu 276. C.S.S Amokwu Affa 277. Nachi High School 278. G.S.S. Ngwo 279. C.S.S. Okpatu 280. C.S.S. Ngwo Uno 281. C.S.S Amozalla Affa 282. C.S.S. Egede 283. Comprehensive Secondary School Obinagu
clxxxv
PUBLIC SECONDARY SCHOOLS IN IMO STATE OKIGWE ZONE 1 ISIALA MABANO L.G.A.
1. Amaraku Community Secondary School 2. Amuzari Comprehensive Secondary School 3. Anara Community Secondary School 4. Community Secondary School Osuachara 5. Comprehensive Secondary School Mbeke-Osu 6. Eziama Secondary School Osu-Ama 7. Ezihe Community Secondary School 8. Obollo Secondary Technical School 9. Ogbor-Ugiri Community Secondary School 10. Okohia Secondary School 11. Okohia-Osu Technical College 12. Umuduru-Osu Technical College 13. Umuneke-Ugiri Secondary School 14. Umenkwe Girls Secondary School 15. Umozu Secondary School Ugiri OKIGWE L.G.A 16. Agbodu Community Secondary School 17. Aku Community Secondary School 18. Community Secondary School Okigwe 19. Ezinachi Community Secondary School 20. Girls Secondary School Ihube 21. Umulolo Boys Secondary School 22. Umulolo High School 23. Umuowa-Ibu Secondary Technical School 24. Urban Secondary School Ubaha-Okigwe 25. Women Education Centre
clxxxvi
ONUIMO L.G.A 26. Community Secondary School Okwe 27. Okigwe National Grammar 28. Okwelle Secondary School Okwelle 29. Umucheke Okwe Comprehensive Secondary School 30. Umuduru Egbeaguru Secondary School OKIGWE ZONE II 31. Agbaghara Nsu Comprehensive Secondary School 32. Agbaja Secondary Technical School 33. Boys Model Secondary School 34. Community Secondary School Umunumo 35. Comprehensive Secondary School Umunakanu 36. Dioka Nzerem Community Secondary School 37. Ezeoke High School Nsu 38. Ibeafor Secondary School Umunumo 39. Nsu Comprehensive High School Umuanunu 40. Umuduru-Nsu Boys Secondary School 41. Umueleke/Umueze 42. Umueze I Secondary Technical School 43. Umueze II Secondary School 44. Umuezeala Ama Secondary School 45. Umuezeala Ogwara Comprehensive Secondary School 46. Umukabia Secondary School 47. Union Comprehensive Secondary School Nzerem IHITTE UBOMA L.G.A 48. Abueke Community Secondary School 49. Amaninyi High School 50. Amainyinta Comprehensive Secondary School 51. Amakohia Secondary School 52. Boys High School Amauzu-Ihitte 53. Madonna Science School Etiti
clxxxvii
54. Nwaeruru Mbakwe Comprehensive Secondary 55. Okata Comprehensive Secondary School 56. Uboma Secondary School Ikperejere 57. Umuezegwu Secondary Technical School OBOWO L.G.A 58. Achara Secondary Commercial School 59. Amanze Comprehensive Secondary School 60. Avutu Secondary Technical School 61. Ehunachi Comprehensive Secondary School 62. Okenalogho Secondary Technical School 63. Okwuohia Community Secondary School 64. Umuariam Secondary Technical School ORLU ZONE I IDEATO NORTH L.G.A 65. Akokwa High School 66. Akokwa Secondary Technical School 67. Akpulu Secondary School 68. Commercial Secondary School Aniche Obinetiti 69. Comprehensive Secondary School Uruala 70. Comprehensive Secondary School Uruala 71. Iheme Mmeorial Secondary School Arondizuogu 72. National High School 73. Obodoukwu Secondary Technical School IDEATO SOUTH L.G.A. 74. Amanator Community Secondary School 75. Isiekensi High School 76. National Secondary School Ntueke 77. Senior Secondary Technical School Dikenafai 78. Ugbele Community Secondary School 79. Umueshi Secondary School 80. Umuma Isiaku Comprehensive Secondary School 81. Umuoborn Community Secondary School
clxxxviii
ISU LG.A 82. Comprehensive Secondary School Amurie Omanze 83. Ebemalor Ekwe Secondary School 84. Ekwe Secondary School 85. Isunjaba Comprehensive Secondary School 86. Isunjaba High School 87. Secondary Technical School Amandugba NJABA L.G.A 88. Amucha Secondary Technical School 89. Comprehensive Secondary School Nkume-Isu 90. Girls Secondary Technical School Umuaka 91. Secondary Comprehensive School Atta 92. Secondary Technical School Okwudor NKWERE L.G.A 93. Community Secondary School Amaokpara 94. Comprehensive Secondary School Eziama Obaire 95. Owerrc-Nkwoji Secondary School 96. Nkwere High School NWANGLE L.G.A 97. Community Secondary School Abba 98. Community Secondary School Abba 99. Dick Tiger Memorial Secondary School 100. Isu Girls Secondary School 101. King Jaja High School Amaigbo ORLU L.G.A 102. Community Secondary School Umuna 103. Community Secondary School Mgbee 104. Community Secondary School Obinugwu 105. Comprehensive Secondary School Umuzike 106. Eziachi Secondary School Orlu 107. Girls Secondary School Orlu
clxxxix
108. Green Secondary Comprehensive College Ihioma 109. Ihitte Owerre Community Secondary School 110. Ogberuru Secondary School 111. Ojike Memorial Secondary School 112. Okporo Secondary Technical School 113. Owerre-Ebeiri Community Secondary School 114. Secondary Technical School Umuowa 115. Township Comprehensive Secondary School 116. Umueze Community Secondary School Amaike 117. Umutanze Community Secondary School 118. Special Education Centre ORLU L.G.A 119. Amanachi Commercial Secondary School 120. Community Secondary School Awo-Idemili 121. Eziawa Comprehensive Secondary School 122. Girls Secondary Awo-Idemili 123. Ihittenansa Secondary School 124. Orus-Ihitteukwa Secondary School 125. Umuhu Okabia Secondary School ORLU ZONE II OGUTA L.G.A 126. Agwa Secondary School 127. Community Secondary School Awa 128. Egbuoma Secondary School 1.29. Ejemekwuru/Akabor Secondary School 130. Eziorsu Secondary School 131. Izombe Secondary Commercial School 132. Priscillia Memorial Secondary School 133. St. Michaels Secondary School Orsuobodo 134. Trinity High School 135. Umunwanma G.C.S. Izombe
cxc
OHAJI/EGBEMA L.G.A 136. Abacheke Comprehensive Secondary School 137. Community Secondary school Awara 138. Commercial Secondary School Assa 139. Mmahu Secondary School Eghema 140. Obosima Secondary Technical School 141. Ohuoba Comprehensive Secondary School 142. Umuapu Secondary School Ohaji 143. Umudike Comprehensive Secondary School 144. Umokanne Comprehensive Secondary School 145. Egbema Secondary School 146. Umunwaku Secondary School ORUEAST L.G.A 147. Akatta Secondary School Oru East 148. Akuma Secondary School 149. Amiri Secondary School 150. Amiri Girls Secondary School 151. Comprehensive Secondary School 152. Omuma Secondary Technical School 153. Secondary School Awo-Omamma 154. Ubogwu Secondary Community Awo-Omamma ORU WEST IG.A 155. Comprehensive Secondary School Ozara 156. Comprehensive Secondary School Ubulu 157. Comprehensive Secondary School Ibiasgbe 158. Mgbidi Secondary School 159. Ohakpu Secondary School 160. Otulu Secondary Community School 161. Umuorji Girls Secondary School Mgbidi
cxci
OWERRI ZONE I IKEDURU I.G.A
162. Amaimo Community Girls Secondary School 163. Amatta Community Secondary School 164. Atta Secondary School 165. Community Secondary School Ugirike 166. Comprehensive Secondary School Avuvu 167. Iho-Dimeze Comprehensive Secondary School 168. Ngugo Comprehensive Secondary School Ikeduru 169. Owu-Amakohia Secondary School 170. Secondary Commercial School Eziama 171. Umudim Secondary School 172. Umuoziri Secondary Technical School 173. Uzoagba Secondary School MBAITOLI LG.A 174. Afara Secondary School 175. Community Secondary School Eziama Obiato 176. Community Secondary School Mbieri 177. Community Secondary School Umuonyeali 178. Comprehensive Secondary School Ogwa 179. Comprehensive Secondary School Ubommiri 180. Girls Secondary School Ifalaka 181. Girls Secondary School Ubommiri 182. Ifakala Community Secondary School 183. IMS Deaf and Dumb Orodo 184. Mbieri Secondary Technical School 185. Obazu Girls Secondary School 186. Girls Secondary Technical School 187. Ifakala Community Secondary School 188. Ogbaku Girls Secondary School 189. IMS Deaf and Dumbo Orodo
cxcii
190. Mbieri Secondary Technical School 191. Obazu Girls Secondary School 192. Orodo Secondary Technical School 193. Umueze Ogwa Secondary School Ogwa 194. Umunoha High School 195. Umunoha Secondary School 196. Umuobom Community Secondary School 197. Owerri City College 198. Owerri Municipal OWERRI MUNICIPAL 199. Boys Secondary School New Owerri 200. Comprehensive Dev. Secondary School Douglas 201. Emmanuel College Owerri 202. Government Secondary School Owerri 203. Government Technical College Owerri 204. lkenegbu Girls Secondary School Owerri 205. Urban Dev. Secondary School 206. Continue Education Centre OWERRI NORTH L.G.A. 207. Young Scientist College 208. Agbala Secondary School 209. Akwakuma Girls Secondary School 210. Cassita MariaSecondary School Emekuku 211. Community Secondary School Obibiezena 212. Community Secondary School Emekuku 213. Comprehensive Secondary School Amakohia 214. Comprehensive Secondary School Emekuku 215. Comprehensive Secondary School Orji 216. Development Secondary School Mbaoma 217. Eghu Comprehensive Secondary School 218. Emekuku High School
cxciii
219. Emii Secondary Technical School 220. Naze Secondary School 221. Ogbeke Obibi Secondary School 222. Uratta Secondary School 223. Obube Comprehensive Secondary School Ejbeluobube OWERRI WEST L.G.A 224. Amakohia Ubi Secondary School 225. Ara Secondary School 226. Army Day Secondary School Obinze 227. Comprehensive Secondary School Emeabiam 228. Comprehensive Secondary School Avu 229. Eziobodo Secondary School 230. Ihiagwa Secondary School 231. Ndegwu Secondary School 232. Nekede Secondary School 233. Oforola Community Secondary School 234. Orogwe Community Secondary School 235. Secondary Technical School Irete OWERRI ZONE II ABOH MBAISE L.G.A
236. Community Secondary School Lagwa 237. Comprehensive Secondary School Amuzu 238. Lorji Community Secondary School 239. Mbaise Secondary School 240. Mbutu Secondary School 241. Nguru Secondary Commercial School 242. Nguru Secondary Technical School 243. Oko-Ovoro Secondary School 244. Okwuato Secondary School 245. Uzunorji Community Secondary School
cxciv
AHIAZU MBAISE LGA. 246. St. Patricks Secondary Ogbe Ahiara 247. Ahiara Technical College 248. Ahiazu Secondary School Afor-Oru 249. Community Secondary School Obodo Ahiara 250. Community Secondary School Arnuzi 251. Ekwerazu Girls Secondary School 252. Okirika Nweke Comprehensive Secondary School 253. Oparanadim Comprehensive Secondary School 254. Secondary Community School Otulu i\hiara 255. Secondary Technical School Obohia 256. Uuokirika Secondary Technical School 257. Patek Nosta Secondary School Ekwerazu EZINITITTE L.G.A. 258. Chokoneze Secondary Technical School 259. Community Secondary School Itu 260. Community Secondary School Ohizi 261. Eziagbogu Secondary School 262. Eziduo Girls High School 263. Eziudo Secondary Technical School 264. Ihitte Ezinihitte Secondary School 265. Ime-Onicha Comprehensive Secondary School 266. Obizi High School 267. Oboama Secondary School 268. Okpofe Secondary School 269. Onicha Secondary School 270. Udo Secondary Technical School NGOR-OKPALA L.G.A. 271. Amala-Ntu Secondary School 272. Community Secondary School Mbato 273. Comprehensive Secondary School Umuokwune
cxcv
274. Imerienwe Girls Secondary School Nor 275. Logara Secondary School 276. Ngor-Okpala High School 277. Nguru-Okpala High School 278. Obiangwu Secondary School 279. Orishieze Community Secondary School 280. Owerri Grammaer School Imerienwe 281. Umuhu Comprehensive Secondary School 282. Umuohiagu Secondary School
cxcvi
PRINCIPALS’ UTILIZATION OF SUPERVISORY SKILLS FOR QUALITY ASSURANCE IN PUBLIC SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
BY
CHIGBU, BAPTISTA CHINYERE PG/Ph.D/12/62350
DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA
NOVEMBER, 2016
cxcvii