CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the key to national development of any country, and in every educational system, the teachers constitute a very vital component. Despite the remarkable advancement in technology in all areas of teaching and learning process through the production of instructional materials, the teacher is still an indispensably significant factor for motivating and imparting knowledge to the learners at each level of education. The extent to which teachers achieve this important role of imparting knowledge is contingent on their effective job performance.
Teachers’ teaching effectiveness involves all the activities carried out by the teacher to achieve the desired effects on the learners. It involves the extent to which the teacher participates in the overall running of the school in order to achieve the expected objective and goals of the school. Accordingly, Adetula (2005) the state of affairs in our schools is totally unwholesome and non-professional behaviour of teachers appears to be indices of lack of supervision. Given this scenario in the school, it is the duty of the management or school head to coordinate such activities through effective supervision which is necessary in recent times because of the importance attached, without which, effective teaching may not be accomplished easily.
Supervision according to Osakwe (2010) is concerned with the provision of professional assistance and guidance to teachers and pupils geared towards the achievement of effective teaching and learning in the school. The supervisor provides a professional guidance to teachers in order to improve their competencies for effective teaching process to enhance the learning and growth of the learners. The school principal in carrying out their duties assist the teachers to perform effectively in the areas of preparation of lesson plan and lesson notes before lesson delivery, good use of instructional methods and teaching aids, keeping and maintaining of school records, classroom management, among others. Through supervision the supervisor can provide meaningful feedback and direction to teachers that can have profound effect in the learning that occurs in the classroom.
Based on these, it has become vital that supervisory techniques be properly directed for effective/efficient job performance of teachers. This can only be possible through effective supervisory techniques. Fritz and Miller (2001) opined that, the responsibility of ensuring that effective teaching and learning take place and the extent to which instructional supervisors carry out their duties is by employing various techniques to enhance teachers’ job performance. Accordingly, Obi (2004) outlined many strategies available for supervisors to help teachers improve on the job; and also to facilitate effective instruction in schools. Supervision Techniques and Teacher’s Teaching Effectiveness in Primary Schools.
Some of the strategies include self-appraisal method, micro-teaching, classroom visitation, clinical supervision, workshop, demonstration method among others. These methods provide feedback to the teacher on the various learning outcomes of the educational system, and also help to realize the goals of teaching and learning. This study therefore is carried out to examine the relationship between supervision techniques and teacher’s teaching effectiveness in primary school in Ika Local Government Area of Akwa Ibom State.
1.2 Statement of the Problem
The ability of teachers to render co-operative effort willingly determines the extent to which schools will achieve their goals and objectives. This is so because, it is the teacher on whose shoulder lay the actual work of pedagogy and the attainment of educational results. However, some teachers cannot perform their jobs creditably without being effectively supervised to ascertain whether their performance meet the required standard. Teachers in primary schools in Ika Local Government Area are expected to prepare lesson notes, teach pupils, and evaluate performance during and at the end of term. The extent to which teachers carry-out these functions depends on how effective their instructional supervisory roles are performing. Such roles include checking on teachers’ lesson notes, scheme of work, pupils’ attendance register, lesson delivery observation and others (Affianmagbon 2007).
It is observed in the study area that there is laxity on the part of teachers in their professional role performance. Many teachers are merely staying on the job to look for better jobs outside. The constant cases of absenteeism, persistent lateness to school, irregular and unauthorized movement from duty post and other forms of indiscipline constitute a big problem to the attainment of educational goals in primary schools. Moreover, the unwholesome and non-professional behaviour of teachers such as absenteeism, lateness, malingering, trading and the general low level of commitment to duty is as a result of lack of supervision.
It is against this background that the study seeks to investigate the relationship between supervision techniques and teacher’s teaching effectiveness in primary schools in the study area.
Originally posted on May 18, 2021 @ 6:53 pm
