The success of any organization or institution has never been achieved inadvertently. It is realized by putting in place necessary mechanisms among which supervision plays a fundamental role in all the processes. This study was specifically conducted to assess the supervisory practices opted for by supervisors of SHSs in Adansi Education Directorates in the Ashanti Region of Ghana. The study employed mixed method concurrent triangulation design involving both qualitative and quantitative data collection and analysis. Thus questionnaire and interview were the instruments used while Headmasters, teachers, students and External/Circuit supervisors formed the population.
The study attested to the fact that effective instructional supervision ,both the external and particularly, the internal types are sine qua-non to the achievement of effective and efficient teaching and learning in secondary schools; which in turn translate into higher students’ academic achievement.
The findings revealed that during supervision, headmasters in particular and external supervisors assessed teachers’ scheme of work, lesson plans, instructional times, punctuality, attendance and methods of teachings in the classrooms. They ensured that teachers had the necessary materials for teaching and organized in-service training for teachers to promote effective teaching in their respective schools. It was found that supervisory practices adopted by headmasters and external supervisors depended on performance of students in their terminal and external final exams. The study also discovered that supervisory practices opted for by headmasters in particular, and external supervisors improved teaching and learning process, students’ performance in internal terminal and external final exams. It was also revealed that there were inherent challenges posed by teachers, students and government that confront supervision which needs to be urgently addressed through collaborative effort of all stakeholders for the achievement of quality education. The study has recommended that contemporary supervisory models emphasising motivation and autonomy of teachers should be embraced for optimum teacher-output to optimize students’ achievement.
Table of Contents
CHAPTER ONE: INTRODUCTION.
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: RESEARCH METHODOLOGY
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Research Objective and Topics
The primary research objective of this thesis is to assess the supervisory practices adopted by Headmasters and external/circuit supervisors within Senior High Schools (SHSs) in the Adansi Educational Directorate of Ghana to determine their effectiveness in enhancing teaching and learning outcomes.
- The nature of instructional supervisory practices in SHSs.
- The rationale and factors informing the adoption of these supervisory methods.
- The impact of supervision on classroom teaching performance and students' academic results.
- Identification of inherent challenges and barriers to effective instructional supervision.
- Development of alternative strategies to improve supervisory practices.
Excerpt from the Book
1.1 Background to the study.
“Education has moved up the political agenda ...and is seen as the key to unlocking not just social but economic problems (Mulford, 2003, OECD). “Society’s most important investment is increasingly seen to be in the education of its people – We suffer in the absence of good education: We prosper in its presence (Mulford, 2003, OECD). It has been argued that if qualitative education is seriously desired in the school system so that standard of education can be highly improved, School supervision must be highly prioritized. This underscores the urgent need for all countries to strengthen their systems of school supervision with particular emphasis on instructional supervision as part of the overall quality assurance system. In essence, instructional supervision is a means of detecting the presence or otherwise of effective teaching and learning in schools to ensure that standards are improved at all times for the achievement of quality education.
It is a fact that the level of quality in education differs from one country to the other. This could be attributed to a number of factors which do not preclude instructional supervision system which is meant to ensure effective teaching and learning at all levels of education. What makes it more imperative on developing countries to be more proactive and committed to strengthening their systems of school supervision to improve the quality of education is the developmental gap between them and developed nations where supervision systems are believed to be robust and effective at all levels of their educational system and therefore, quality education is considered to be their hallmark.
Indeed, the higher level of confidence reposed on educational system of the developed nations as compared to the developing ones, points to the fact that there are fundamental challenges associated with the educational system of the developing countries.
Summary of Chapters
CHAPTER ONE: INTRODUCTION: Outlines the background, problem statement, research objectives, and the scope of the study regarding instructional supervision in Adansi secondary schools.
CHAPTER TWO: REVIEW OF RELATED LITERATURE: Provides a comprehensive conceptual review of education, the history and types of supervision, and theoretical frameworks including McGregor’s Theory X and Theory Y.
CHAPTER THREE: RESEARCH METHODOLOGY: Details the mixed-method concurrent triangulation design, sampling procedures, and instruments used for collecting data from school stakeholders.
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION: Analyzes the quantitative data from questionnaires and qualitative data from interviews to assess supervisory effectiveness and challenges.
CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the major findings, presents final conclusions, and offers policy-oriented recommendations for educational stakeholders.
Keywords
Instructional Supervision, Headmasters, Senior High School, Academic Performance, Quality Assurance, Teaching and Learning, Adansi Educational Directorate, Educational Leadership, Theory X, Theory Y, Classroom Observation, Professional Development, Educational Management, Student Achievement, Teacher Performance.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on assessing the instructional supervisory practices utilized by Headmasters and external supervisors in the Adansi Educational Directorate of Ghana to improve school quality.
What are the central themes of the work?
The central themes include the nature of supervision, the impact of these practices on student outcomes, the factors influencing the adoption of specific models, and the logistical or systemic challenges encountered.
What is the primary research goal?
The primary goal is to examine how different supervisory practices influence the quality of teaching and to identify ways to enhance these practices to achieve better academic performance.
Which scientific methodology does the author employ?
The study utilizes a mixed-method concurrent triangulation design, collecting both quantitative data via Likert-scale questionnaires and qualitative data through semi-structured interviews.
What is covered in the main body of the work?
The main body covers the conceptual literature on education and supervision, the detailed methodology, the presentation of survey and interview data, and a thorough discussion linking the findings to management theories.
Which keywords characterize this thesis?
The key concepts defining this study include Instructional Supervision, Senior High School (SHS), educational leadership, Theory X/Y management philosophies, and quality assurance.
How does McGregor’s Theory X and Theory Y apply to this study?
The author uses these theories to classify supervisory styles: Theory X represents rigid, control-based supervision, while Theory Y represents supportive, collaborative, and autonomy-focused leadership.
What specific challenges to supervision were identified?
Significant challenges identified include inexperienced teaching staff, overpopulated classrooms, inadequate teaching and learning resources, and negative student behaviors.
- Quote paper
- Musah Mohammed MUSTAPHA (Author), 2018, Supervisory Practices adopted by Headmasters of SHSs and External Supervisors in the Adansi Educational Directorates of Ashanti Region, Munich, GRIN Verlag, https://www.grin.com/document/502556
