Supervision is at the core of every successful organization or institution. The fundamental thrust of this study is to examine the challenges external supervisors encounter and the mitigating measures they employ to ensure supervision of schools in island communities within the Krachi-East and Krachi-West Education Directorates in the Oti Region, Ghana. The study employed the mixed method approach to studying phenomena, precisely the sequential explanatory mixed method. The quantitative data was gathered from seventeen (17) participants and analysed descriptively using mean and standard deviation with the help of the SPSS software package and presented in tables. The qualitative data from three (3) interviewees was analysed based on themes that are related to the research questions. The study established that the accessibility of island schools by external supervisors was a major challenge. This was due to a lack of readily available canoes and the required accessories for safe travelling by water. The study recommends that schools in such enclaves be provided with outboard motors, canoes, and life jackets as well as operators.

The quality of teaching and learning of mathematics with girls having equal opportunities with their counterpart boys has one of the major challenges and concerns of educators. The 1960's, up to date gender disparity in mathematics performance has been a major topic also for educational and mathematical research. This study is concern with gender disparity analysis of pupils in mathematics performance as determined by the basic skills in mathematics, in the public schools in the Krachi East Municipality. Pupils enrolled from class one to the Junior High Schools, an analysis of variance found a significant difference in the total mathematics achievement across the gender desk. Additional analysis of variance revealed statistically significant difference in mathematics performance favouring boys over females with p<0.0011. Additional Analysis of variance revealed statistically significant differences in mathematics performance favouring boys over females with p<.005. Explanations for this particular result have been attributed to some social issues including Socio Economics Status, teacher's student relationships account for gender disparity in mathematics achievement favouring boys and visible role models presented by the performance in the students favouring males. When accounting for the social situations of this population, the findings are commensurate with previous studies done on this type of population.