The Role of Instructional Supervision on Students’ Academic Performance in Injibara Administrative Town General Primary Schools

Abstract

The purpose of the study was to assess the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. This study would provide to some insight to improve the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. The study was mainly focused and delaminated on the role of instructional supervision on students' academic performance in Injibara administrative town general primary schools. Different literatures related to the issue were used to strength the study. Descriptive survey research design was used and data was primarily collected through questionnaire interview and document analysis from primary schools. Out of 7 government primary schools, 5 schools were selected through simple random sampling technique. From these schools 107 teachers were selected through stratified random sampling technique and supervisors and principals of sample schools were taken by using comprehensive sampling technique. The findings of the study showed that the role of instructional supervision practice reported mean was lower than expected results and as the result the students achievements was above average and nearest to the expected mean. Negative and insignificant relationship was observed between school supervisors' practices and students' academic achievement in Injibara administrative town general primary schools (-.029). The conclusion drawn from this study showed that the school supervisors' practice was lower than expected mean but the result of the students' achievements was at average level.