Supervision for Quality Assurance in Universal Basic Education Programme in Nigeria

Oluremi, Olaleye Florence; Oyewole, Babatope Kolade

doi:10.5901/mjss.2013.v4n6p447

Cited by 5 publications

(5 citation statements)

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“…to Glanz and Heinemann (2018). Oluremi and Oyewole (2013) affirm that supervision enhances the teaching and learning process by checking professional records, giving teacher's feedback, and monitoring timetables, leading to good academic performance. Egbai et al (2015) found that school leaders should effectively supervise teachers by ensuring they are observed regularly, prepare lesson plans early, use teaching/learning resources strictly, and adequately implement the curriculum.…”

Section: Pgjsrtmentioning

confidence: 83%

School Heads’ Instructional Supervisory Skills and Teachers’ Performance

Dane G. Go,

T. Eslabon

2023

PGSRT

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The instructional supervisory skills of school heads and the teachers' performance are crucial in fostering a culture of excellence, continuous improvement, and student success within educational institutions. Effective instructional supervision supports teachers in meeting their professional goals, enhances the overall quality of teaching and learning, and contributes to achieving organizational objectives. In this context, this study aimed to determine the instructional, and supervisory skills of public elementary school heads in district IV-B, division of Bacolod City, during the school year 2022-2023. Data for this descriptive study was collected from 139 respondents using a self-made survey questionnaire that has passed the rigorist tests of validity and reliability. The findings indicate a high level of instructional supervisory skills among school heads, consistent performance across demographics, and notable excellence in teachers' performance. Moreover, instructional supervisory skills and teachers' performance remained consistent across most variables, although differences were observed in teachers' performance based on position and educational attainment. Additionally, no significant correlation was found between instructional supervisory skills and teachers' performance. The results call for school heads to prioritize fostering a learning culture through workshops and mentorship programs, encouraging teachers to pursue advanced degrees to elevate their capabilities, and ensuring that schools stay updated with best practices, fostering effective leadership and ultimately enhancing teaching effectiveness across the organization.

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Section: Pgjsrtmentioning

confidence: 83%

School Heads’ Instructional Supervisory Skills and Teachers’ Performance

Dane G. Go,

T. Eslabon

2023

PGSRT

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“…The result presented in Table 1 indicated that the majority of the secondary school teachers have a positive attitude towards the teaching profession as their response to items 1,2,3,4,5,9,10,12,13,15,16,17,19 and 20 were all positive and above the accepted mean of 2.50. The items 6, 7, 8, 11, 14, and 18 were rejected by the respondents as their mean are all below the accepted mean mark of 2.50.…”

Section: Grand Mean 263 Acceptedmentioning

confidence: 93%

“…According to Oluremi and Oyewole (2013) [13], attitude towards profession implies a person's feelings, behaviour and commitment to the profession or job. Therefore, if a teacher is committed and has positive attitude, then it is sure that his/her performance will be fruitful.…”

Section: Introductionmentioning

confidence: 99%

Attitude towards the Teaching Profession: The Secondary School Teachers’ Outlook

Eleje

Metu

Ezenwosu

et al. 2022

OJER

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Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

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“…The head teacher needs to provide positive feedback and appropriate resources for the teacher to utilize and understand his duty efficiently. To continue supporting the idea [10] conducted a study in Nigeria on supervision for quality assurance in universal education program in Nigeria and he argued that there is the need of having funds in the schools as the process of supervision and need of having adequate facilities and efficient supervisors. So this means that funds are very important and necessary to the working area especially for head teacher at secondary school.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

The Effectiveness of Educational Supervision and Quality Assurance: A Case Study in Suye Secondary School

Faustino,

Muneja

2023

AJARR

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The paper highlighted the meaning of supervision, including supervision of instruction. It mirrored the purposes of supervision and the qualities of a supervisor. The impediments to effective supervision were highlighted through a qualitative method with interviews. Suye Secondary School is the case study, with the teachers as the respondents. The paper further established the meaning of quality assurance and the relationship between instructional supervision and quality assurance. The study finds out that quality assurance can only be guaranteed and the purposes of secondary education achieved under fertile conditions, one of which is effective supervision of instruction in Tanzanian secondary schools. The following are recommended: Head teachers and teachers who have many years of field experience should be used as supervisors. The question of handling different teachers differently in the name of favouritism should be checked by supervisors, as this does not promote merit. Bumper incentives should be provided to encourage the supervisors. This should come in the form of fat salaries and allowances. It also checks for corrupt tendencies among supervisors. The provision of requisite materials that aid their work, including adequate transportation for both urban and rural areas, should be a top priority.

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Supervision for Quality Assurance in Universal Basic Education Programme in Nigeria

Cited by 5 publications

References 0 publications

School Heads’ Instructional Supervisory Skills and Teachers’ Performance

School Heads’ Instructional Supervisory Skills and Teachers’ Performance

Attitude towards the Teaching Profession: The Secondary School Teachers’ Outlook

The Effectiveness of Educational Supervision and Quality Assurance: A Case Study in Suye Secondary School

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