ADMINISTRATORS’ SUPERVISORY SKILLS AND TEACHERS JOB PERFORMANCE
IN SECONDARY SCHOOLS IN ABA SOUTH LOCAL GOVERNMENT AREA OF ABIA STATE
DEPARTMENT OF EDUCATIONAL
ADMINISTRATION AND PLANNING
ABSTRACT
This study was aimed at investigating the level of application
of quality assurance in public and private secondary schools in Aba
municipality of Abia State Nigeria. The systems theory and the human relation
theory x and x McGregor and scientific
management of Frederick Taylor were used as foundation of the study,
four research questions were raised and covered of four research hypothesis to
pilot the study. A sample of 144 teachers was drown from seven public and
secondary school in the Local Government Area of study this was carried out
using the simple random sampling technique. Twenty (20) teacher were selected
from of the selectee secondary schools the four hypothesis were analyzed using
Pearson product moment correlation (coefficient and tested at 0.05 level of
significance. The findings rejected all four null hypothesis and the alternate
hypothesis upheld, revealing that application of school facilities modern
technology teachers welfare condition and instructional supervision
significantly relate to quality assurance in public and private secondary schools.
It was recommended that the government should provide the basic facilities for
schools to enable them meet up with the era of globalization.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The importance of
Administrators’ Supervisory stalls in Secondary School in Aba municipality of
Abia State cannot be over view Administrators
in Secondary Schools are leaders, (Bikpong 2002) indicated that
leadership deals with having a comprehensive view of the activities’ and
problems of the institutions; with view in mind, the Administrators as a head
of a organization of teacher’s in schools system has the function of
conversation with the teachers in order to improve learning, with this method
the students’ through instruction supervision they sees instructional
supervision as one of the process where
by school administrators try to achieve a meaningful standards of performance
and results, instructional supervision is quality tool control in the system activities
of school administrators which directed to primarily the achievement of appropriate expectation of educational system
according to Nakpodia (2011).
Peretomode, (2004) in view that
instructional supervision is seen as activities carried out by the
administrators to inhence instruction at all levels of the school system
–Dittirainga, 1999 state that the role of administrators is to facilitate the
implementation of the various Leaving Situation Teachers where new or old on the job need necessary support
in implementing the instructional programmes’ Administrators as a school heads,
need to provide effective support to teachers’ they have to be involves in the
implementation of instructional programmes by over viewing that teachers are
doing with the student.
It is an administrators he should devote
himself to supervise the teaching learning process in his schools.
The administrators as the supervisor is
the one who oversees the activities’ of teachers’ and other workers’ in the
school system to ensure that they improve to the general accepted
administrators’ and practice of education. Denga (1986) sees’ administrators as
some one who’s provide “supervision” to the school in terms of perceiving
deniable objectives, maintaining a balance in the curriculum and rendering help
to teachers regarding teaching methods are other instructional problems that the encounter.
The National Policy on Education (2004) states that, to
ensure quality control in the school, it is necessary to have good teachers and
supervisors. The primary responsibility of the supervisors’ is to see that high
standards are maintained and the schools are run in accordance with the land
down regulation.
The Ministry of Education, State Universal Basic
Education and the Secondary Schools Board should appoint administrators to
conform and maintain standard in our school through their supervisory function.
The board appoints people that are mainly experienced in the teaching
profession for the purposes of supervising the teaching learning activities.
According the Peretomode (2004) suggested that the
following purpose of instructional behaviour or supervisors in the school
a. To
directly influence the behaviour of teachers and the teaching processes
employed to promote student learning.
b. To
ensure that each individual teachers within the school system has been
performing the job of which he was scheduled.
c. To
co-operatively develop favourable climate for teachers performance teaching and
learning.
The
use of instructional supervision skill is a means of helping the teachers’ cope
with the problem of large student population and development in the education
setting. Instructional supervision skills are important. The skills help to
inhence the teachers’ on their job performance and to facilitated effective
materials , example, micro teaching and workshops, classroom communication,
students’ evaluation classroom management, inter-school visitation among
others. In this study, the researcher to find out how that the above mention
supervision skill can influence teachers’ job performance in secondary schools
in Aba municipality.
1.2 Theoretical framework
1. Theory X and Y McGregor
2. Scientific management theory
Theory X and theory Y
These theories deals with human
motivation created and developed by Douglas McGregor at the MIT stoan school of
Administrative in the 1960s that have been used in human resource
Administrative, organizational behaviour, and organizational development. The
describe two contrasting models of workforce motivation.
Theory X of McGregor
In this x and y theory,
Administrative assumes teacher are inherently lazy and will avoid job if they
can and that they inherently dislike job performance. As a result of this,
Administrators believes that teachers’ need to be closely supervised and
comprehensive systems of controls developed.
A hierarchical structure is needed with
narrow span of control at each and every level. According to this theory
teachers’ will show little a inbition without a enticing incentive program and
will avoid responsibility when ever they can according to Dr. Kumi Mark, if the
organizational goals are to be met, theory x Administratively heavily on threat
and coercion to gain their teachers’ compliance. Believes of this theory lead
to instruct, highly restrictive supervision, and a punitive atmosphere. The
theory x Administrative tends to believe that everything must end in blaming
some one. He or she thinks all prospective teachers are only out for
themselves.
A theory x Administrative believesthat his or her teachers do
not really want to work, that they would rather avoid responsibility and the it
is the Administrative’s job to structure the work end energize the teachers.
One major flow of this Administrators style is it is
much more likely to cause diseconomies of scale in large picture.
Theory Y
In this theory,
Administrators assumes teachers may be ambitious and self-motivated and
exercise self-control. It is believed that teachers enjoy their mental and
physical job performance. According to than job is a natural as play.
The possess the ability for creative problem solving,
that their talents are under used in most organizations. Given the proper
conditions. Theory Y Administrators believer that teachers will learn to seek
out and accept responsibility and to exercise self control and self-direction
in accomplishing objectives to which they are committed.
A theory Y Administrators believes that, give the right
condition, most people will want to do will at work. They believe that the
satisfaction of doing a good job in strong motivation. Many people interpret
theory Y as a positive set of beliefs about teacher.
A close reading of the human side of enterprise reveals that McGregor simply argues for
Administrators to be opened to a move positive view of teacher job performance
and the possibilities that, this creates. He climate of trust with teachers
that is required for theory Administrative to develop the climate of trust with
teacher that is required for teacher development.
It’s teacher development that is a crucial aspect of
any organization. This would include Administrators management openly with
subordinates, minimizing the difference between supervisor subordinate
relationship, creation comfortable environment in which subordinate can develop and use their abilities this
environment would include sharing of
decision making so that subordinates
have a say in decision that influence them.
Theory x and theory
combined McGregor
Has identified theory x
and theory y differently for the basic characteristics stated previously in the
above sections of what these theories represent- theory x assumptions are that
individuals dislike their careers. Theory x people have to be supervised.
As for theory y assumption are that
individuals like their careers and willing to take part in responsibility.
Theory y people don’t need supervision and can be expected to turn good
productive value in their jobs.
1.3 Statement of the problem
In Nigeria, education is on the concurrent
list of government and this makes the issue of instructional supervision to
vary from one state to another. However, some states have adequate arrangement
in place to effectively supervise instruction at all level of education
particularly in secondary school whereas some states failed to put necessary
machineries in place to effectively supervise instruction in their secondary
schools.
Currently most administrators
neglected their duty as educational supervisors but concentrated on managing
and administrating schools, instead. Cawelti and Reavis (1980) found that
adminstrators spent less than a third of their time in supervision. They
reported to have used only 20% of their time for visiting classes, curriculum
related task and staff development activities. Ministry directives (No 3/1987)
clearly stated that as professional leaders, school administrators are
responsible for successful curriculum implementation in their schools. This
objective could not possibly achieve unless the administrators systematically
supervise and make it a top priority to do so.
Although, supervision can help to
improve the effectiveness of teaching and learning activities in classrooms,
but not without problems. Abdul, (1988b) observed that some kind of conflict
drifted the teacher being observed and the Administrators apart. Probably due
to teachers attitude and perception that the administrators are under qualified
and from a different discipline of studies. However, this study intend to
evaluate the influence of administrators supervisory skills and teachers job
performance in secondary schools of Aba south local government Area of Abia
State.
1.4 Purpose of the study
The purpose of this study
is to investigate the effect of Administrators supervision skills and teachers’
job performance in teaching effectiveness in Abi municipality.
Specifically, the study was design to find
out.
1. Administrators’
supervisory skills and teachers’ job performance use of instructional materials
2. Administrators’
supervisory skills and teachers competence in classroom management
3. Administrators’
supervisory skill and teachers competence in students’ evaluation
4. Administrators’
supervisory skills and teachers disciplinary abilities.
1.5 Research questions
The following research questions were design to give
guide to the study. They include.
1. To
what extent does Administrators supervisory skills affect of teacher’s job
performance using of instructional material?
2.
How does Administrators’ supervisory skills influence teachers’ performance in
classroom management.
3. To
what extent does administrators’ supervisory skills relate to teachers’
competence in students evaluation?
4.
How does Administrators’ supervisory skill influence teachers’ ability to
discipline student?
1.6 Statement of hypothesis
To establish the direction of this study the following
hypothesis where formulated.
1. There
is no significant relationship between Administrators’ supervisory skills and
teachers’ job performance using instructional materials.
2.
There is no significant relationship between Administrators’ supervisor skills
and teachers’ performance in classroom management
3. There
is no significant relationship between Administrators’ supervisory skills and
teachers’ competence in student evaluations
4. There
is no significant relationship between Administrators’ supervisory skills and
teachers job performance in disciplinary abilities.
1.7 Significance of the study
We believed that this study may lead to the revelation
that some administrator approaches in their supervisory skills may not improve
with the school setting and he may decide to change his approach based on what
may emerge from these studies.
The involves helping teachers’ to be properly prepared
and be guided before coming to the class to enable him/her successful carried
out his assignment of teaching and learning. To meet up with the expection of
Nigeria educational philosophy.
For student, the finding would be to them, for it would
stand as a basic for onward day to day teaching which help enhance adequate
preparation by teachers as they are assessed by the Administrators. It’s
expected that this study will surely lead to improve teaching and learning by
teachers and students’.