University of Nigeria Research Publications

NNOLI, Chinwe Juliana

Auth

or

PG/M.ED/S/92/13219

Title

Perception of Secondary School Teachers on the

Supervision of Instruction by Principals in Anabram State

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

December, 1996

Sign

atur

e

TITLE PAGE

APPROVAL PAGE

Ext emal Examiner

iii.

NNCILX, JULIANJ. CHINVE, a post graduate in the

i;epartment of Education w i t h 9egf s t r a t i o n Kuanlaer

FG/L . 2L/. i /32/l3249, has eat i s f a c t o r i l y completed the

requirements f o r course, and research work f ~ r the

d e g r @ ~ of ,caster of &ducation in 2 % x m t i a n d

kdni ni s t r a t i on and I:l mning.

The work embodied In this pro jec t is original

and has not keen subaitted in p a r t or f u l l f o r any

sther tiiplamo or degree of t h i s or any stbes university.

iv.

This t h e s i s is dedicated to tbe blessed

memory of my late brother Klochulrwu

13an%eI i'lm3.i.

In my ungiri efforts to produce this

sought for feets, suggestions, pieces af advice 2'

exgected qtaarte~s, Need 1 may that 1 a l s o experienced

many harrowing strains that often ercconapany s a d

pursuits. 'f'o all who inspita o f my worries lent me

the ir knowhow with readfama and enthusiasm, I hemby

express rrty sincere gratitude,

';9y fmerasa gratitude goea to lay projec-t adviser,

Dr. 3, G. N w o ~ g w , a superviear of Ngh stamding who made

available to me his years of experience m d all necessary

equipment which b P p t d me in t h i s work, tiis encourage-

ment reduced the frustration and fears X entxxmt@red

througlasut the period of this work, 1 am most grateful

to him,

I aw also w r y grateful to my husband, As. T, C,

Onuora for me the necessary help in tfds work.

Wy appreciation also goes to my parents, Chief

and ib!rs, A, [ I . Mmli, whaaa moral support carried m e

through all t h e periods of ecademic pursuit in the

University.

i grateful to the prfncipa3s and teachers of

various schools used in this work for t h e i r kind

vi . co-operation because i n s p i t e of t h e i r other pressing

needs, they still were patient emugh to, gatre me the

beat of attent ion always.

I am highly grsteful to my beloved brothcm ~ n d

sisters f o r the encou ement they gave me during the

period 1 was working on this project ,

i wish t~ express my sincere m d profound grati-

tude ku my children, Amarachukwu, Ghukwemeks, CNnenye

and Chinazm Urruara, whose patience support cars1 ed

me throughaut my course of study in the University and

towards the comple%ion of t h i s work.

rinally, I, thank my God for Wis grace towards are,

exercise is w e l l carried out, tt has a t

influence on teacher cffectf reness. riowever, the state

of affairs in most secondary s@fiaols i n f%mmbra State

is deplorable. bor example, there are many cases of

poor academic performance, amti -social behaviour in and

outside school on the part of the atudents axid lack of

job satisfaction on the part of teachem. 'ike need for

urgent solutf an to this very undesirable state of erffaf rn

has motivated the researcher to question the q u s l i t y sf

supervision by pr inc ipa l s i n these schools, This study

set out therefore t o iderrkif y the perception of teachers

of the supervisory role perfarmarice of secondary school

principals, Speci f ical ly the study invest1 geted the

1 evoJ of perfomarnce of princf pals on three identlf i e d

teacher variables. T h i s wars done wLth a view to

identifying and asssssiw tbe stmngtha and we

of the pr inc ipa l s in their efforts to improve teaching

and learning. The study was thought to be of immense

educational bemfit as it ul t imatdy places the principal

in a pos i t ion to make a cmparfson between h i s pereelptlon ?

dii.

of himself in h i s role e m f perception of

him. i his could help him make stments for better

educational inpu%/outpu @ports made by

teaehers in such an evalua exercise w i l l , i n the

least, make t h e princip s i t up and apply themselves

better to t h e job ai improving instmctian,

it is a l s o thought that in response to publ ic demand

for accountabil i ty in education what the principals do

as supervisors o f instruction in t h e i r schaols is mrkh

studying using t eachars and principals as ref erenee

points . '.ihe subjects of the study were 20 pr inc ipa l s

and 200 teachers f r o m An bra State. The main instrument

used in the study was the questionndre. The eats

generaked fraa the study was tallied and alysed using

the descriptfve statist ice of mean and t-test. The

study yielded the following results:

t h e opinions of teachem d id differ s i p i f i e a n t l y

f m m the opinion of principals on the stimulation af

p mf essf onal growth i n teachem.

the opinions of principals and teachers d f d d i f fer

significantly on review and selection of instructional

objectives, materiels end strategy.

the opinions o f principals and teachers did d i f f e r

ix.

slgnf f i c a n t l y on evaluation of instructf on. The

prirlcipals rated themselves such higher than the

teachers raked them.

4. there i s no s ign i f i cant differences i n the opinions of urban and wral secondary teachers on stimulation

of prof essi anal gmvbth.

;iQWeVer, t h e y d i f fered an review and aek?c;tion of

instructional obJectives, materials and strategy and

evduatf on o f instruct1 on. The urban secondary

teachers rated t h e i r principals much higher than

the msal secondary teachers on these areas.

Ir: view of tk~e results of the findings . I -

recommendations end suggestions for further study were

made in this study towards the improvement o f education.

Approval a,$@ ... Dedication . . . ... Acknowledgement ... ?b s t i-rt c t, ... . . . f a b l e of . o n t ~ n t s ... L. i st of 'I abl es *..

S t w ~ ~ t u r e of upervislan ... . ., I ' u rpoue and a r o b l a of !?uperrvision , .. i unct i O Y ~ S of the :;upernisor ... iunc t ions of :;upervision . . . . . 'b'kip r i r cif:sl 2nd Srlperrision Sumnary of Lit eraturc iieview o e a

m . . 15 -.. 15 21

a 9

* a * " * kt

xi *

Page

i-iypothesis One .,. Iiypothesis T w ... Hypothesis Three . . . ! ? y p c ; t h \ ? ~ i ~ YOUS ...

Discms ion 0.f Res~l'lts . . . . . . 1mplicatJ .ol~s of t h e htudy ... ... Ll rn i t a t ion r ; of t h c Study . . . . . . Suggestions for F u r t h e r S t u d i e s . . .

I J ~ s%ributi on of secondary schools end tearh:..rs In the s e l e c t 4 schoolo in Anambra State. 5%

e return of quastionmire hy each cat E & O P ~ n f respondents . 614. :'urmnry of mean scores of prir-vA~als and t eechers . 65 Calculation of rntsetn scores of items on the cuestiannaire as responded by secondary school teachers. 4%

Calcula t ion of mean scores of i tems on the qi"testionnaire as reanondm3 by secondary school pr inc ipals , 68

Computation of T-value betweer; means of p r i n c i p a l s and teachnm on the stimulwticm sf professiorial growth in teachers, 70

ompu put at ion of T-vnlucs between the means of principals and teachers in the review ~ n d selectjon of instructional obJecti ves, zateri n l s of i n s t r u c t i o n and strategy 7 1

Gorriputation oi' 3'-value between the mews of principals and teachers c>n the evaluation of instruct,ioa 72

Calcula t ion of mean scores of items oat the questionnaire as responded to by urban secondary school teachers, 74

4. '10. ~.omputatkon of 1 -value between means ~f urban and rusal sacondary sckmcl teachers in the review and selectiort of S.nstruct ion,.i? ob,lactives, matcsi ;.lz m d strategy. 77

4.11. Corrput a t i n n of T-value between means r i t I - ur?-brn rural secondary s~!ld(.wJ te~chers on evaluation of ins t ruc t ion . 78

aLl ef f arts of de +i~ :na t m-2 schciol of fi ci Isls toward nraviding leadership L a teachers and other educationerX workers in tkte im;;rovmer~t af ins t ruc t ion ; involves the stimul. a t i o n of prof essiorlel g r a d 3 and the devsl aprclent of t eaekier; the selection

and reviaion of educational shJectf ves, materf a2.s of instruct ion and nethod of instruction and meth~c! of teachin t k a evaluation of f nstrtzction.

Ugunsaju ( A%?) observes tkmst supemf s i o n ir; today's

curious to know the functions of the ~ u p ~ ~ i r w ~ s ~ r s f n our

eciucational system and thus they ask queertioris from

educators in order t o s e t i s f y t h e i r curios i ty . ?hey have

been asking intrig,uinrp; questions such a what Ps the

cause of the f a l l i n g atarrdasd in our sehools? rho should

be h e l d accountable fo r the fa l l ing stand ? kiy does

'ghat do they do5 ?thy do we supervise? instmctions

should the teachers folfaw? b9ha-t hope is there far the

future of the school. system?

Gven the s~-ealled non-enlight;ened who am general1 y

l e b e l l e d the i l l i terate in our soc ie ty also seem t o be

raising sf milsr auestions as those of t h e enlightened.

'thus various authorit ies in the f i e l d of educ&ional

supervis ion slave corns up with d i f f e r e n t d e f i n i t i o n s of

supervis ion.

'aery :%oops and i4'ussel E:. Johnson ( 1967) sees

supervis ion as a co-operative, continuous process

involving 311 certificated personnel and directed ~ Q W R ~ ~ S

i nvol ves an trnderst andi ng of chi1 dren, stirrtul at ion ol

professional gmwth and development of teackrs; corttrol

of the physics9 equipment and evaluatf on o f ins t ruc t ion ,

)upervisiora if affected by ins ight i n t o the aims of

education and the re le t ion of aducatf on to the socf e ty

in which it isxists by tkw sc ient i f fc method and by the

democrat ic philosophy.

kwmgu ( 1980) also defined supervision of i n s t ruc t ion

as:

One of the techniques of educati on31 administration necessary i or the achievement of educational obgectives, It is a ;iPQCeSS of nelping, guiding, advisf ng and stimulating growth In teachc3rs in order 210 f r~grove the q u d i t y of t h e i r work - tesching.

ins t ruct ion mas a 1st to do w i t h t h i n g s w h i c h primary

and direct1 y condition learning. tie saw supervi aiun es

an e v e r t technical service p r i m m i l y concerned w i t h

4. s tudy ink and h t t e r i n g t h e conditions 'that surround

learnin& ,and pupil growth and the person respomf b l e

for s u ~ e r v t r a ion process, personnel ndmini a t r a t i o n and

evd.usti on.

ihe above purposes of instructiond supervision

were f u r t h e r support @d by 3:ye, %etzer, and Krey in Seg,un

Igunsa,-ju (1983) who asserted, wsupervisisrt of instmc-

t i o n i s t h a t phase of school adminis t ra t ion whieh

focuses ;.rirnasiTy upon t h e achieverd~nt of t h e appropriate

i n s t r u c t i o n a l expectations of educational systems. " if this definition i s critically examined, it w i l l be

no t i cec t t ~ a t the definition is based upon three major

assuanytions showing the rel atioarrhf ps of administration

and supervi .;ion, 'I'krase sssuzptlons w e :

?hat st;;ervision is a :.base of admin$stret;ian.

'&hat supervision i s canceirned with t h e appropriateness

of ins tmct ia r ia l ex~ec ta t ions ,

rha t supervision is t h a t phase of administration

wkri cfi has par t i cu lar pertinence for the expectations

(products ) of educational systems,

. . g b o d i I e (7986) sees supervision as a service help

teeacner' or a rocess of giving, receiving hcly. in

effort to improve i n s t r u c t i o n . Supervision i s

5.

concemod w i t h the content , time f o r i n s t r u c t i n n , the

i n s t n ~ c t o r , the learner and the mathod applied in

carryinrz, out t h e ins t ruc t ion ,

fllivw (1976) fotrnd t h a t supervision is a continui

and necessary service t o Lcackiers. it is es sen t i a l to

all t c sch r s whettrer experienced o r imxperi~ncecf,

ef feelive o r i n e f dcctiare. : ' i h l l ~ t radfield ( 1959) found

t i iat t!!e a c t u a l assistance receiv-?!! by teachers from

su:tervisor was mare of ten concerned w i t h m u t i n e

admini a t r8ti-w matter t h e n w i t h instruct ionel leadership,

r'roct the above d e f i r ~ i t i o n s , supervision can hcp

deduced to m 6 . m 8 service t o help t~echers Ln improve

pert'oxmance and to resolve ;?roblens the! occur between

teachars and s tudents or a c t i v i t i e s aiaed a t iri luenci

tho 33'3SLiLy of t € ? ~ e h i n g and learnirna, process in scf'bool

administrat ion,

'ravinq cU.scussed SO much on s u p e r v b ~ i o ~ , it is

per t inen t therefore to see wi'lo a supervisor Sa within

the school system. Thus, a supervisor can be def ined

by the nature of the work done and the se??v.ice rendered;

r a t h e r t.k.an acccrding to any t i t l e . AS rioted by Adams

and . ' i c k e y i r ! ';egun "gunsaJu ( 9983). A oup~rvisor may

be a ;? r incfpa l of" a school .in a small system, the

6 ,

buildin? ~ i s i n c i p a l in a large system, supervisor of

a S P P C L P ~ f i e l d , such 85 phy~Ica.1 M ~ c a t i o n , a r t or

music, the i:tirectqr of i n s t r u c t i o n in a country or,

c i t y school system, the country 0: . city sckool superin-

tendent o r a i i e l p i ~ i g teacher. According t o 4 1 e s

(1875), a supervisor is "a person formally dcsigneted

by the organization to Interact wi th members of the

teaching behaviour system in order to i:qmtve the q u a l i t y

of learning of students, ** A n administrator in a school

system rilay bra c n l l e d a headmaster, a ? r i nc iga l , vice

p inc ipa l , head teacher OP chair-person; nnd a rlerson

doiw> t h i s type of work in the ministry mAy bc called

a supervisor, an inspector or a consultant. lgwe

( 1984) commenting an the need .for effective supervisors

asserted, supervisors require Ugh stan3ard of academic

and prof essiond trainin , r i c h experience in the art of teaching and research, warn hearted human relations,

profound schalership and humility.

'Ihe s u ~ e n r i s o r is conceptualized as an individual

whose r?r ia lary role is the improvement o f instruction

and the curricultam, through individual and

assistzinc& to tl;achers, To remain up-to-date and to be

assured of h i s effectiveness, the supervisor J l ~ u l d

7.

part i c ipate in in-service mctivitics for M a own

professim& development as a supervisor, and regular1 y

and systematically request teach.ers to evaluate h i s

effectiveness. As in t h e case with teachers supervised,

the supervisar must stay current in h i s s p e c i a l t y

which is supervision ( ~ P i v a , 1976).

~ t : c secondery school pr inc ipal should tk-ierefor-e

perforLn effect ively by promoting teaching and learning

t h r o u g h p r o p e r supemision, f o r according to ~ i o y and

W , i s k e l ( 1991 1 , the i n s t i t u t i o n a l leader is responsible

for ar°ticulating t h e mission of the organioa%P~n,

shaping its culture, and protecting md mnintaining its

i n t e rg r i t y , They further contended that leaders are

effective when t h e i r behaviour provide subordinates

with t h e guidance and rewards necessary for satisfaction

and prfaxmnnce. Their actions are seen as ways to

influence subordinates, perceptions of the c l a r i t y of

the paths to goals and the d e s i r a b i l i t y of 'the goals

themselves. 2 ' k i . i ~ ideal s i tua%ion is yet %a be achieved

in the ' t igeri~n echle&tional systm considering t h e

public o u t c r y aver poor perf'omiance of students in

senior qcf-1o~1 certif'icat e examinstion, indiscipline,

and exmina t ion mdpractices. 'rherefar~, f o r t@aching

8.

and learning Lo be effective, principals and teachers

must work together. The princ ipa l aust bear student

achievement i n m i n d and direct h i s efforts toward t ha t

and. ::e sbmu3.d therefore promote teaching axW learning

th rough pmper supervision.

l n suanary, it can be said that m y professionally Uhb

t r a i n & : j r incipal within the school system,,can render

advisory services for the purpose of ecadernically

improving both the teacher m d the pupi l can be c a l l e d

a 'fstapesvisor, "

Statement of the I.-.roblem: - 'iiie u l t i m a t e goal of education i s Lo i

learner. Supervision of instruction i s an important

avenue for aci-tiavinp, t h i s goa l . 3tudlezr have sham

that for the filigeriart teachers, every au;;ervisory

vis i t is 2 pe r iod of criticism md frustratdon

( OgunsaJu, 1983). The ins t mctional supervisor should

aim at improving a11 areas that will f dicilitate

e f fec t ive teaching and learning so t h a t the parformanee

of both teachers and pupils may be iqmmed. The

problm 'of t h i s study is - do p r i nc ipa l s r e a l l y superarise instructions?

In a s i t u a t i o n where i n s t r u c t i o n d . supervision

e x e r c i s ~ is w e l l carrled out it has a Iremendous

influence on teacher performance, fbldever, the state

of af fa i r s in most secondary schools in slnarabra State

is very g l ~ ~ i i i y . For instance, there are many cams

of' ;mor academic performance, anti-social bshaviour in

and outs ide school on the pa& uf the studants and

lack of job satisfaction on the part of t;eachers.

here is need f o r an urgent sslu'kian to this undesf rable

state of affairs.

inerePore, it was the purpose of %his study to

f ind out tlie perception of secondary school, teachers on

the supervision of i n s t r u c t i o n by principzds in Anrsrabm

.itate secondary schools. It sought a lso t o f ind out if:

? ~ r . i n c i ~ ~ l s stimulate professional gmwttt in teachers.

! riiicipels a s s i s t teachers i n the revierw end

selection of instructionel obJectives, materials

and strategy.

Pr inc ipa l s assist teachers in evaluation of

i n s t ruc t i ons .

Some suggestions f o r improvement could be edopted .

It was hoped t h a t the f indings of t h i s study would

11~17: estnbl . ish better supervisory s k i l l s for purposes

o f i ne rov i ng t h e st ~ n d n r d of education in Ancmbra

S t ~ t e in part i culer and in higer i a in general,.

Signif icar~ce - of the Study: ':'his s t u d y sought t o find out how p r i n c i p a l s

s u p e r v i s s i r istmctions in 32c~ndaT"y schools =md how

t.eachers pwcefve the s k i l l s of yrincipdls in car ry ing

out i n s t r u c t i o n a l supervision. It was hoi+ed t h a t its

finding,^ auld be useful in effectPng changes t h a t

would k e l ~ in improving supcrvlsfan of i n s t r u c t i o n ,

t h e r e b y l e a d i n g to improve educational s tandard as

errvisstg~d by t h e government of p'igerf a.

ihe stu,!y i s also s ign i f i cant because

7 . Teachers' cl~ssroon performance w i l l improve.

I encp ti-.py will experience Jab sa t i s fac t ion .

2, Students as a r e s u l t w i l l enjoytheir lessons and

improve their achievments o f instructional objectives,

3 . 131e r~resen t depression and anti-social hehaviour

characteristics of school failures will mi nimise,

I+. h'~lkti3~es o n the p a r t of the government and parents

w i l l be saved because teachers and s t u d e n t s

achieve goa1.s.

5 , Te.ic,l;.ers nttg;ative attitude to instructionnl

superv i sS on wj.l.1 def i n i t p l y improve, 'I'berefore

local supervisory personnel w i l l he able to

e s t ~ b l i s h a good rapport with teachers leading to

success in t h e i r work.

~ l d ~ s t u d y w u l d also i d e n t i f y the principelt s

i n s t m ~ c t i o n e l sqervisory s k i l l s and so mot iva te the

agencies of' educat ion t o improve t h e l o t of' ;:r.incipkils.

It was )zoi>ed that teachers would work more closely

with p ~ - l n c i p a l s for the irn~.rovment of the standa&r?s

of' s ~ c o r ~ d a r y eA~ca t i on .

!;esearch :YuesLi uns: ---"

'The research questions which t h i s s tudy posed and

sought to answer were

1. t o vhi7t extent do principals as instnlclional

supe+rvisors s t i m u l a t e professionaf. grtlwth in

-7 teachers as rated by teachers and p r i n c i p a l s ,

2. t o what extent do p r i n c i p a l s assfst teachers in the

review -m-l selection sf i n s t r\~ctional objectives,

ma:krials of i n s t ruc t ion and strategy as ra ted by 7 teachers and prif ic ipals .

12.

in :=&I& areas do pr inc ipa l s assf st teachers in

the eva3.uation of ins t ive t ion as rated by teachers?

what is t h e di fferenee between the r a t i n q s of

t e e c h e r ~ in urban avd ru ra l secondary schools i n

each of i n s t r u c t i o n s l supervisory a r e ~ s s "

and t~achers on the s t i m u l ~ t i o n of p r o f " e s s i o n ~ 1 growth

in t sschers .

; : 02 : 2 h e r e w i l l be no significant difbfermce between

t h e :ne-lir; score o f y r i n c i p z l s and teachers in the review

2nd se lec t ion of i r ~ s t r u c t i o n a l objectives, materials

~f in:;tructior: and strategy,

Jm3: ~riere w i l l be no significant diffasence between

t h e mean score of p r i n c i p a l s and teachers on evaluation

of i n s t r u c t i o n .

1!04: ' l 'hera w i l l be no significant difference in the

mean scores of teachers in urban and rural secondary

schools in each of the instructisnal supervisory areas.

Scop~aird -- Llelimitatioa of the Study:

lhis study w i l l investigate t h e extent of the

s k i l l s atxhibitetd by principels as supervisors o f

instructions in achaols. 'the study w i l l be carried

out in 20 secondary schaols in hambra State. The

number was considered adequate because u t i Z i zation

of m n y schools would l i k e l y make collection o f data

d i f f i c u l t .

in t h i s chapter it is worthwhile to l o o k i n t o

the mrks ~f others for :nore insights i n t o tke problem

of t h i s irivestigatfon. It should be indicated t h a t

there is general ly a skiortage of literature solely on

i n s t r u c t i o n a l supervision. Yh+s was observed by

Adesina in ( k g u n (jgunsaJu 1983). According to him,

s ince the publ icat ion of b'afunwa and Aderalegbe' s

book, lowards Letter Administration and Swrvision

of i n s t r u c t i o n , in 1977, very little h a s bnen added

to t h e literature on educational supervision within

trle context of %he j d i er ian educational system.

:owever, c3gumajut s i4.ducationa1 bupervision:

erstjective and Practice in hifieria ( 1983)

r e l a t e d l iterature ware found useful and satisfactory.

Yhe review af literature relevant to this study

is carried o u t and organized under the f o l l o d n g

sub-headings:

1. 2 lie nature of supervision.

2. i'uryose an6 problem of supervision,

15.

Supervisor's role in t h e school system or funetSms

of the supervfsor.

2 ile func t ions of supervision.

I'he :vi neip a1 end supemi sian.

5ummary of l i t erature r~view,

"'he +. G a t u r e of S ~ ~ ~ ~ s ~ o n : --. -..-...------,-

!:.iscussing the nature 0.f supervision ' ~ i l e s and

i oveli ( 1975) show t h a t supqrvi - -- sinrl f qi r~lensiniz - -a= teacher's A -

poten t i t d l . People a r e 'born with di f f erent capaci t ies , but no

matter how l i m i t e d or- how extensive t h a i r potential,

no one wer develops all, that he has, A person with

s u f f i c i e n t positf ve exgerhnce develops a self-concept

that enables him to be more open to e ~ e r i e n c e .

%cause he feels adequate, he does not fear strangeness

and we1 comes new probl.crns, sematisns, o-frpo~*unitics

and wdlenges,

'the s t u d i e s ~f motivatfon of teachers @ . a . by Ralph 3avage (796'7) made a study of teacher satisfaction P ~ A

/ d i s a t i s f action in t h e educational organization. He I found out t eachert s posit ive self-concept leads to

achievment l eve l and job sat isfact~om. 'file implication

16.

for supervision is that supervisors should rscogni ze

the worth of a teacher in success of school and

encourage him to use h i s creativity in his w o r k . A

source o f rmwcr is tne esteem that teachers have for

t h e i r supervisor . if they value his competerice and

t r u s t his motives then they will value his suggestians,

f deas and desires and thence, increase the supervisor3 s

power in the group. Conversely, if Pie has not earned

t h e i r esteeq through interactions then there is l i t t l e

chance t h a t the oupervisar w i l l be highly i nf"luenti 91

person.

'The supervisor who wishes to release human potan-

t i e 1 uses his power to create a warking envimmen%

bearing 'the following elements in m i n d ,

I . u e r s o n s h a a a sense of belung&g.

Teachers want t o feel. that tkiey belong t o the

group w i t h which t h e y work. Stuclf es of work group in

i n d u s t r y have found that t h i s desire is one of the

most impor t sn t i n determinirig how a person ;traduces,

Supervisors have to be careful in fostering ci.:mgtz end

fnnovatitsns, so that they do not destroy the psycho-

logical support of the group that already exist .

I n( l iv ir lwl i n t egret adions valued. 2, . - - - - -

r.otentia1 is released if the i n d i v i d u d is

encouraged t o develop his own Judgements. reachers

are prof essi o n a l l y t r a i r'ted and their educnt ian has

prcrlaret? then to make ~ ~ r o f e a s i o n a l judgements, not to

be xsoht;s foIl .o~drig a preschedul.eti rout ine . If p.

s u p e r v i s n r wa >ts to re1 ease potent ia l , he w l u e d prof ~ s s i r ~ ~ i n l j ~dgment , ha encourages quest ioning of ex is t ing p l i c y end practices, and he values h i s

diversity o f or inion %hat is the product of different

b a c k ~ r n u n d s .

4. -&wi~h l:+ersonal problems.

r*eople w i l l grow Sntellecruelly and professionally

througi.: the in teract ion lnvolved i n solvinl; educational

problms i f ' t h e y are d e e p l y t r aub led w i t 1 1 personal

~ r o b l m n s , A persons p o t e n t i a l l o r growth is rmt

releaseti if he i.s under emotional tension. Actions

by i-.q;exvisors to reduce t e n s i o n c o n t r i b u t e U,.I the

releas5 i r k ' Iius l.tn p o t e n t i a l . Teachers need t ,.s, help

t t : e y can g e t in iiiaintaining t h e i r smationa-i health.

::q~ervisors m s t realize t h a t L i e y canxicat ko;le to work

w i t h t h e teacliefr or! tk:e improvement of teacidng unless

otiier v,urries nnd disturbances are decreased t o the

).:oint wklere t h e y are not pareamount in tr~e +Leachert s

mind, 'l'eachers do rmt t u r n to smeone t r w y d i s t r u s t ,

so!lleor~e they cannot respect ss en individual , someom t h e y fee3 is 1.acking in whrmth and sympathy. A

s u p e r v i s a r i -~ust be the type of person they want f o r a

frieriri. f e must be approachable, genuine, and

sensit ive to t h e way others feel.

Sup ~.r,vJ ~LC)J!_I-~.. I eaders hip. 1 eniear~~hip behaviour is defiwc?. as 3eh~,viour on

tow ,iqrt of orte i n d i v i d d a l which influences Lke -0

behevio!~r of o t h e r ind i v idua l s . i heref ore, leadership

behaviour i s assuaed to be one important cLe21ent sf

instructional supcfvi sory behaviaur. As a supervisor

i ns to work i n the organiz&iond. behavriour system

it would 'be helpful to have a functional concept of

leadership, a clew picture of the influence pasitlop

he wishes to attain , and an explicft view of the way

he plans t o use t h i s pos i t ion ta influence the behaviour

of others i n the arganiza%ion. Accordingly, it i s the

purpose of this discussion to develop a concept of

leadership Mhetviour as one aspect of instructional

?he Nature of Leadersfiic.

In general the studf es of leadership have

invcstf gated questions suck as who attempts leadership

and why'? 4-i~ is effective in that s f t u n t i ~ n m d why?

The following wnclusion which applies to superrviaory

leadership has been reached,

1. Leader is a gmup role.

?:a ~uj'ervisor is a leader w&ki down the street

by himself. be is able to exert leedemhir, only &krrough

effective relationship w i t h teachers who are members

of the educatf anal organization.

30.

2. Lesder~hip ather things being equal, depends upon

t h e f recpency of f n*eraction'.

f f a person usually shuts himself behind the

office door and does not have time to i n t ~ r a c t

frequently with the staff, he probably w i l l , not exert

much leadership in the group.

3. Leadership qualit ies and fallowershfg q u a l i t i e s

ere interckmngeable. The supervisor who is an effective

leader is also an effective follower. T h i s is because

he does recognize and appreciate the worth and

contributions of teachers. he listens to t h m and

inamhalls U s leadership course along democratic l i n e s .

4. fhc feeling that teachers h ~ l d a b u t a supemisor

is a fac tor whether they w i l l use fcis hehavLour as

leadership.

A supervisor's behaviour within the school system

must be such that teachers must accept him as a person

o f worth if they are going to give h i s contribution

adequate consPdarad9on. If supervisors w a n t to be

effective in working with teachers, they w P l l work i n

terns of' how teachers feel about ac t ion that Zhi

o car ri ng .

SUP(TI"~F~SOF' 8 [{ole in the School. System or P'unctions of the :iurterviaflon:

In h i s view OgunsaJu (1983) holds t h a t a supervisor

personnel is affective in his role when he detlilonstrates

t h e following qual i t i e s , A supervisor in h i s own

capacity is regarded as an instructf onal leader. Xi@

is expected to ;,erf'orm certain functions arad to f u l f i l

the expectations aspi rations, needs arid demands of

the society Ir, Jl ich he operates, ifor a supervisor

to b e successful; he needs t o possess certain q u a l i t i e s

tha t 1:!i11 put him over those under h i s supervision.

iic must be true to h i s own ideals but at the s m e

time flexible, l o y s l , respectful of' the beliefs,

rights and dignfty of those around him.

in t h e same vein, he must be strong-willed,

consistent, and f a i r in his dealings w i t h other people.

11e w r ~ s t be open in h i s decision-making and respect

peoples ' opinions on matters aff acting the school system, ile must be prepared for opposit ion but should

handle opposition without malice. I n the f i n a l

analys is , a good supervisor must be sincere, f i n n ,

approachable, ready to help people solve t h e i r problems

a n d maintain a relaxing atmosphere that w i l l encour

st ialulate , and: inspire people around hin to work

hamoniousl y.

d i l e s and Love11 (1975) i n addition maintain that:

As an of f f cial leader in the organization the supervisor

has certain prescribed authority, status and l>osi t f on

that o t t e r s i n t h e group do rmt have. It i s important

to use this source of' power t o provide a work climate

that supgort;s leadership attempt, quest ioning,

information giving, end challenging fmm dl members of

the staff, I t is t r u e that such authority wntributes

t c r the leadership power of the supervisor. but, It is

t rue t k m t if au thor i ty is used to threaten, cut p e o p l e

dawn, inhibit, an6 b e l i t t l e staff membe~s it can

reduce the eIfoctiveness of t h e supervisor. This is

because leadersllip success i s part ly a funct ion of

t h e e s t e m the group members hold of the suparvisorts

without which he can never achieve his f u l l po tent ia l

as a leader.

'i& supervisar*~ first step i s to win aceqtance

as a member of the group. As an outsider given

charge of the group, he is viewed w i t h suspicion by

the =embers of the group and w i l l he so regarded

u n t i l he proves himself by the way he works with them.

her&. s research ( 7949) indicates that only as the

l eader i s accepted as a wortrirq member can be hoped

to exert maximum inf luence on t h e group's direction

and pumosas,

If a supervisor begins h i s t c ~ r k by te l l ing the

s ta f f what he has d e c i d e d they must do, there is a

high n r o b a b i l i t y t h a t he and h i s goals w i l l he rejected.

I f he has g o d s tbwt he hopes tc QC.&&~Q, hc contributes

them as ideas for group consideration sfter he has

been accegted as a working member of the group. But

he i n v i t e s fa i lure if he offers h i s point of view

as a staternrnt of o f f i c i ~ l pos i t ion or direction.

If the supefvSsar acts in terns of evidence from

leadership research, he uses his influence ta depend

teacher's ins ight I n t o t h e methods of group thinking,

and f n t o t h ~ importance of building the programme on

scientif ic evidence gained through experimsrrtation,

His e%phasis is on constant improvement, u s i q the

starting point,

T n t i t* pmoeas of improvement, he conat a r i t l y seeks:

to increase the u n i t y of a group, ta encourage diversity a n d the &xperi- mental gproach, to enrich the group thinking, to build the security and self-confidence of the group, to help the group see clearly t h e boundaries

of its authority, to increase inter- action a d sharing of experience, and t o extend opportunities for 1 eadership .

As off ic ia l leader, the supcrvlsor wants to

spread t h e leadership i n t h e group, because he

recognized that sharing leadership helps the members

g r o w i n a b i l i t y m d thereby increases the stre

the group- :re works $0 keep the organizatlan of the

group fmra! concentrating responsibi l i ty in a few

people.

After the supervisor has been accepted by the

group, he may raise questions that nay cause other

members of the group to re-examine t h e i r position and

p r a ~ e d r r r e s ~ Ou% of the staff a concern may develop

that it w i l l lead t h e group to undarkake an improvement

in the phase of t h e programme about which the of f ie i s l

leader r a i s e d a doubt, !jut he cannot force the gmup

t o accept his concern. it must be a concern of the

group, not of the supervisor alone.

i t supemri sar has the r@sponsibf l i t y of helpf ng

a staff to establish or improve the argani;ea%ion

necessary' to study and improve the programme, It may

not be easy. I he elcistin$ organization nay not have

24

made provision for curriculum study, research experi-

:nentation, or in-service edticatfon. The plan of

organization may have been derived to provide for

carrying out, directives but not for parricipation i n

problem i d e n t i f i c a t i o n , decision-meking, o r p o l i c y

planning. The supervisor in many situations w i l l f i n d

it necessary t o tRke t h e initial s tep to secure a

modification in the organizational structure then

rnakes poss ib le wider pa r t i c ipa t i on in t h e leadership

and in others to pmpose to the teaching staff

p a r t i c i p a t i o n in developing a new plan.

An organization c a m t be forced on a group.

&odi f icat ian of any @xi s t i n g structure grows out of an

a t tempt to decrease Aissrrtisf actions. The first s t e p

of t h e supervisor is to provide opportunity fo r

dissatisfactions to be stated and then to create

channel through which suggestions can be made concerning

an organizatioa that will decrease the dissatisfactions.

F i t f a l l s Su~erv iaors Should Avoid.

'tri.e first p i t f a l l is not rnoving; on a pl~'c&Ierzl

w h e n it arf ses. F'retendinp, t h a t s ~ r a b l e : t ~ w i l l go

away, if it is ignored doesn't make it go away, If

a vital problem is ignored. by offf c i d leadership,

26,

feelings begin t o b u i l d , and the a c i d s of anger and

fear b e g i n to enrode the obJkctivity of the paft9ciyants.

'She second p i t f a l l is not sharing t h e information t h e

supervisor has. It works two ways: riot keep3 rig the

person above Uili in the l i n e of ~ u t h o r i t j , informed

and suddenly having him discover an action of which he

knows nothing; and secondly, not k e e p i n g the people on

his staff informed 05 a11 the facts. ' . e has the

responsibility of keeping them informed if he hopes they

will assume msponsibility, co-operate, or supj~nrt hi%.

The third, p i t f slf is f o r the supervisor not to he sure

of h i s @ ~ i d i n g principles as his day-to-day decisions.

in terms of t h e leadership research, these ti;widing

principles boil down to three:

As fa r as possible, bring people into the making

of decisions t ha t w i l l affect them. ako inclus ive

approach instead n f exclusive approach,

Xespect t h e personalities of 911 those wkm are

involved. Gonsult the other person before t d i n g actiota

which w i l l af fsct him, base decis ions on evidence, using

the best ~)roblm-solving techniques avail able,

3 u ~ e r v i s i o n Is Cummunfcatian:

car1.y Kelly ( 1957) defines conmuriication as "the

27.

process by wkli.ch cine hurr,an being can to a degree know

what sri17ther thinks, feel' or believes. It is t h e means

by which an i n d i v i d u a l ' s need f o r others cari be

sa t i s f i ed , Jt is the source of all growth except body

bui ld ing , and the key to human relatedness,"

The lm$Jcwtion kor Supernislog:

Lt is obvious from t h i s conceptualization that

if the supervisor wishes to influence or be islfluenceef

by teachers, he must comwunieate. %inmunbcati!-n is the

means of learning and grawth and therefore, a funda-

manta1 element of the supervisorp s effort. It he

f a c i l i t a t i on of supervisor-teacher, teacher -teecher,

and teacher-student, cotnwunication must become a basic

focus of' the sirgsrvising hehaviour system. st

concepts of cammunicatkon knclude a sender, receiver,

messagp, ch2nnels, nediurn and effect.

If the coal7;.unicatic?n is gnod, reenent s wi 11 be

understood, diswrement w i l l be clearer, pimple w i l l

value each other more or less, public corxficnts and

p r i v a t e comments w i l l be more similar, nd the formal

and i r i f o m n l mrms of a working group w i l l be more

a l i k e .

For the supemisor this means:

trist he w i l l work t d bui ld gmup acceptance and trust, that he w i l l s u p ~ o r t the r igh t of individuaEs to dif'ifer; t h a t he w i l l de-emphasize social status; that he w i l l provide t i ~ e for group %embers to interact ; that he w i l l seek uneoerced, concensbs i n decision m & f ng; end that he w i l l see h i s role as a helping and service f urlct ion rather than directirig , rat ing and controlling operation. Com~onting on r o l e of supervision,

(4969) asseded t h a t supervisors nust be teachers at teachers dio serve as consultmts on t e ach ing and 1 a . 'The supervisor should a s s i s t the teacher in selecting educat ional ob,jectivas, diagnosing learner characteristics and chcmsin~ from dternativt; instructional stra%egi@s in order to acklieve soice prescribed leerner outcme.

%he supervisor should ensure t h s t there is positive

of sugervision of i n s t r u c t i o n eff ectivctly t h e y need

high standard of academics and ~ro fe s s iona l t r a i r i i ng ,

rich experience in the a r t of teaching ~ n d research,

warm heerted human re1 ations, profound scholarship

; m s i r i i ( '1979) asserted t h a t supervision of

i n s tmc$kan in j ~ r i m a r y schools chrange from the autocratic

insp?c ' t i sn to weed teachers, to modern concept of

supervfi sf on w h i zh 1 ays ei;rlpkwsi s on t h e asp l ica t ian of

the :nethot4 &rd coflt'..riku'tion o r science in education, 8

pre-occupntiorl w i t h t h e ideals of' ueaocraq and an

understan-ling that elements rlf improved t eachirig l i e

w i t h i n t h e teacher hirnsel f . '\'osi r'i FuPtk,er contended t h a t a su~.ervisor should avoid tnuking hi.~seZf a m a n i g u l ~ t o r

of g;E?rSOTiSs 8 t h e r a p i s t , p s y c h i s t r i s t o r a c ~ u n s a l l o r .

5 l i v a (1979) found t h a t the supervisor acts as a

l i n k between programmes ~ n d between people. 1-he

supervisor serves in a consulting cappacity, as a s p e c i a l f a t

in curriculum, I.rtstructf on, and teacher developrent end

may render service to b0ti.1 i n d i v i d u a l teacl~ers and t o

grnuy of teachers. A t titnes, he asserted, t i e supervisor

may s i m p l y furriish necessary Inf'cwma%Ssn and sug~sstisns

to t;eaclters while at other times rnsy be caller? on to

demonstrate p a r t i c u l a r tecnnlques either insiue or' outs ide

a clessroorn s e t t i n g . As sn evaluator , the supxvisors'

main trust is t h e assistance to Leetchers i u t;he evaluation

of i n s t r u c t i o n and the curriculunu.

w i t l n g on the need for motivating the teachers f o r

bet ter rierf'omance, t9:oslri ( 1979) contended t h a t the

teachers should be given all their entitlements for

t eack~ers wl~oae wants and neeas are in agree;nent with their

33

superwiaors ' i.xysctt;trtic-!m express Mglner jab sat i s fac t ion

than tF4ose meeds are in c o ~ f l i c t ttieh the a u t h o r i t i e s

no matter t i le e f f o r t s pr;t i r ~ t j the. siqervisors.

'L ---* he 2 lrrlctioris .- ... ---.- eg-i-isio~:

Rccc trd i r~ t o Oraeaesi i 198Ci:, tne prusspeetive teacher

may well a k what func t io r :~ are j~erZonned by s q e r v i s o r y

;,ersonn~;1, keeyirg in mind thet they i r -c lude adminis-

t r a t i v e su;:ervisors, genera l s:~ytervLsors, se*eci 81-

s u ~ ~ e r v i s o r : ~ m d tlmse wkto may be k m w . by thc titles of

teacaer and insvector, col'laboratar, consultarrt, currieulua,

co-ordinator, of director of instrl?ctiori. /is a general

answer to t h i s question, it is the business of a

supervisor t a work probZem that w i l l most d i r e c t l y

improve the efPecLiveness of the in s t rucLionckt and

1 earninit F>roc@ss. . :ore s ~ e c i f i e d l y, the fux~ctions

perfon~ied by s ~ e r u i s a r y personnel for the a t t e i anen t of

better inat ruet ion and 1esrin.g are:

'>r?ient,ation And .4..ustmentr 9 - - '0th experienced teachers who are new to c shoo1

systm nnd inexperienced teachers who a r e J u s t Beginning

t h e i r ~~ ro fe s s i c ina l careers need some assistance and

ar ien ta t ion during their i n i t i a l year of employment.

the syster. I k e y are provided relevant l i t e r a t u r e and

e f fo r t s are made to acquaint them the n a t u r r mc..i

resources of the cornmunit y. ::mcetimcs tS:ey azLe assii2:,ned

to R corr~panion of teachers who assist t h m w i t 1 1 r o u t i n e

responsihil i t ies and look after tne i r socia l contracts

in the cor?rnuni%y. The school system a3.s~ assists to

resolve Lke following types of ::robleas which are

encounte&d to a greater or lesser extent by new arrivals:

rle~eilfia- classroom o b s e r v a t i w s , on- tkws; to t a i d ,

f oll.ow up discuse i on of t @aching pr-ucedures are

o t h e r mcthcl used in the orientation and adJustmcnt

~2 rag rmm P . ,bsearch and invest ifyati on h ~ v e S ~ L O W ~ t h a t r ~ e w

and Deginrdng te~chers w h o receive the b e n d its of

338

p l a n e d orient a t ion and adJustaent pmgr

better relrtptianrs with stuthnts, colleagues and peep143

in t ias comaunity et happier in t h e i r work, feel that

they ape in Job campetencf es and in the pmfessfoa.

( 7 ) DefinPtian o f Mucq-n Ptar"p~s8~:

'dhere teaehers do not have R clear, d e f f Lzite

understanding of the purposes for which they are teachirig.

It is m use ta expect the msuStsr we would l i k e in

-,igeri an earncation. Teaching f nvolves much more than

covering so much materials in a term ar a hearing

recitalbons , giving exmil nations, and issuing A s o c i d studies teacher may clsim that U s puryose is

to teach citizenship, the lish teacher may state that

apprec is t ion of l iterature is an end t h a t he seeks ,

whereas the science teacher t a l k s about t e develo~ment

of scientific attitude. Statmerits l i k e these mean

very l i t t l e uriless they have broken into carefully

defined description$ of f iow tsitudents think and a&, who

are good citf zens, appreciate literature, or approach

s in ea scientif ic way. :kreover, these general

statemmts bear l i t t le relcrtioaship as a rule to the

curriculum itself - its organization, matarfa3.s and methods.

9.b It is apparent to any criti observer that

competent teachers know exactly they want to

accomplish with their students. Their puq)oaes, arc

usua l l y expressad fn terns of certain desfrab3.e changes

in the th inkin end beheviour of children, Sa an extent

t h a t these cha es became an integral part of their

d a i l y living. LWortunately; p r e s e m i ce preparation

alone, rarely pmducess a teacher who *hi

i n terns of behaviaus c: es in students, It is h e m

t h a t the supem9sor enters the scene as are who is

q u a l i f i e d Lo assist the b e g i d teacher direel U s

thinking and endeavours towards estsblisttecf

obJeetives. bn;less teachers know exactly what they are

t r y i n g to mxomgf f sh and work in unity for the s a m ~

purposes, confusion, conflict and waste w i l l be

generated,

!.ducat ionad psycholo Ssts have for many years

considered effective instruction as the product of the

teachers inter@& in h i s work, hf 8 knowledge of subject

tnatter and h i s a b i l f t y st inulate the student and

guide Ma learning by m e e m of appropriate tserchfng

methods ;nd techniques. l o these competonrias must be

odaed to the teacher's understmdb of the Ieasner*~

needs, interests, and capacity for gmdh, scithout

underst anding the physical inkellectual , a t i o n a l end social aspects of the students personality, the teacher

cannot ass i s t M m in t h e acklovement of his greatest

possible development.

I t is rare ta f i n d beginning teachers Jmse

preparation is adequate i n t h e study of pupils.

Relatively few of the o lde r teachers fall into t h i s

group. :so bath the baginning and oldef teachers need

encouragement and s k i l l f u l assistance of supervisors

in fol lowi t h e pr inc iple of teathf the student

through subject matter rsther than teaching s u b J s t

nsatter to t h e s tuden t , 'I hey niust. b e taught mt on ly

how t o obtain infomatiox-1 about a studenti s home back-

ground, nat ive a b i l i t y , interests, h ~ a l % h , social

relations, motional s t a b i l i t y , special t-dents, future

outlook and learning problems but also t o use this

i n f o m ~ t i o n in adapting methods end materials to

i n d i v l . d u ~ l . diifewnces. rlelping teachers t o study

students and to adjust l e a r n i n g experiences to their

needs, interests and capac i t i e s is a r'umction of

sur emision in r e a l sense.

3

A teacher who has a f a i r l y precise knowledge of

w h ~ ~ t ho is & t a p l i n g to accmpldsh, and is able to

d e t e m i n ~ how nearly he has approxIm~te8 h i s purposes,

the way is then o p n to him to analyze strengths and

weakness in h i s method8 and materials af instruction.

le w i l l w m t Lo f i nd out for example, why certain pupils

showed l i t t l e evidence of change a d whether t h i s failure

is relsted to the methuds and materials used by the

teacher me! the ~upil, t%rkxags the teacher may discover

t h a t he is t h i n k i n g iflore in tams of aubJsct matter

t!jan of u p l l s ' a c t i v i t i e s and pupilst growth. sir it

;;ray be that he has l i t t le or riothing available in t h e

way of supplementary b w k s an8 rnnteri als suit able for

meetini( the weds end interests of the 9lualent. :: is

f a i l u r e msy be in the l a c k o f planning w i t h students

the definite ~rocedurss to be foJ.lc3weti i n assirnilatin&

certain mate r i a l s or in a t t a c k i n g the grotplern ef a

subject ,

'l'he d i f f i c u l t y however, may be elsewhem he nay be

using unsatisfactory methods n f evalu;s2;ing stuuent

prf-gress. *mcIi t e s t s used may be emphasizing subdect

matter at the expense of mre important thiws, and

they ;;lay lack other q u a l i t i e s that rnetke the& reliable

measure of progress, The teacher may not understand

how to analyze t e s t results and by such m n l y s l a inipmve

h i s messiiririg instruments. Fie may have mistaken ideas

about nlsrks and marking n a r t i c u l a r l y w i t h respect to

t h e i r meanit1 nnd use. in nuruerous other ways errors

in judgement, lack of knowledge, or i n d l f f erence in

matters nf meesurement and marking may constitute the

source of the general l a c k cat' efficiency LPwk has been

d i sc losed .

The teacher may neglect t h e p h y s i c a l conditions of

the c l a ~ s r o o ~ , and may overlook erztirely the relation-

s h i p between the heal th and physical welfare of

i n d i v i . w d s and :!their achievement in schrsals. 'L he

d i f f l c u l t y .nay also reside in a lack of ability in the

more f undment a1 tcchnf ques of t eachirs-%eack;ilap,-student

pl arming, directing study, questioning, encouraging

y)upils me! nrotiv~ting work. 'ihere xay be a lack of

knowlwige of any ty;.e of lesson other t h a n the

traditional quast i o n and answer procedure, individual

differences tnsy be ignored because of i n a b i l i t y or

unwilling,,lness to see so lu t ; inns to the pmble:ns presented

4. -n& ." .--- Pnd 1 mproving I . , e a r x l i r - n d f ti or.s i - ~ u ~ ~ e r v i s c ~ y f'uncti o ~ , a1 so involves develcrp,i.ng,

a ~ p r a i sl fig m r i improving the 1 ~ a r n l n g ex;?eri0,nce ~f

pupils. 'L'his f ' tmctiw Is nore genera l ly referred to as

c u r r i culu~ri revi si or; and dsvelopnent . 1% grows o u t of need f o r k e ~ l d n g ~ t h e curriculum up to date, utilizing

t h e f i n d i r a s of research: experimenting newer practices,

r e f i n i n g successful srocedures and p r e p a r i n g students

f o r l i f e in contemporary Y O C ~ & Y . hesponsibility for

leadersliip in curr iculun~ study belongs t o supervisory

personnel, while the ac tua l process of changing ond

i -nproving 1 % a group effort involving teacfiers,

supervisors , stsycholegists, adminf s t r a t o r s , laymen and

o t h e r s who have a c a n t r i h u t i o n to make for educatiorld

advancement . 'the supervisory personnel recognizes t h e fact t h a t

expectations of 1;eople is t h e w m m w a i t y change w i t h time.

39.

Students need also may have t o change. Since the

development, of know1 edge rwnnins const ant, ideas for

new pprsgrammes usual ly eraanate from t h i s progrsnuaes

a l s o change constarrtly rand t h i s requires t h e development

of new i d e a s , appra isa l of the ideas, vis-a-vis the

entire curriculum plan, trying out the new ideas, and

essessirig the t r i a l . The supcsvisory s t a f f is aware

sf the fact that curriculum reflects the societal needs.

tor example i n drawing up a c u r r i ~ u l u r n for schools in

Awka school district, t h e planners w i l l t ~ k e i n t o account

the fact that tjie pmzple of /\wka are by and l a rge

craft srnen an(: bl acksrnfths and so the curriculum far the

l o c a l schoo:Ls skoulc? reflect these t r a d e s . '4 he i n s t i t u -

t i o n of public educatlsn as a sub-system a£ the society,

receives iqwt or feedback fro3 t h e society it serves.

I he s o c i e t y in t u r n establishes and s u p p r t s SOlie of

i t s sut- -syst~! !s with the 'belief that these sub-systems

contribute to t h ~ growth and advancanent of the society .

'J he ~ r e r n r ~ t i o n of prospective teachers durin~d;

col1et~e ,years .-mi under academic condiLions i s necaosariP y

l imi ted in scope and theoretical in nature. { .n ly a

smc ll amount of time is devoted to study of guidance

tes t ing, extra-curricular a c t i v i t i e s , parent-teacher

association, disc ip l ine , end similar phases of the

total school Frogramme. ihe practical experiences

gained in working with ycrungatsrs d u r i n g teaching

pract ice are scare ly adequate for the rl;sy:.ons~bilities

t h a t lie akaesu, arid seldota are they presented with down-

t o-earth problem f o r which f.mrnebi~nLe so lut ions are

de~arrded.

t n addition, the chmginp, nature o f w t ~ a t is to be

t a u g h t and the methodology it requires, dmand the

deve10jsr:ient o.f new understanding and skills oa the p a r t

of t e a c h ~ r s , A'MS w i l l 3ake it poss ib le for teachers

to aspire t o new r o s i t i e n s of r-esponsibi l i t ies and also

be able to face ti-,@ chall-wges of new scnmes. ine

cornpirtence of t eackrers can be f u r t h e r imp rovsd through

some certificate and diploma courses, f o r example the

Assrsci a t e s h i j ~ ~ e r t i f icnte i n cducat.ic.m md postgraduate

1 iplomn in I ,ducation, Aandwich yrogramrne run by some

u n i v e r s i t i e s irk the country, corafcrences, study groups,

l e c t u s ~ s , irrtnr-school v i s i t a t i ons , mr? mr'kshops are

al l p a r t of such impraventent courses. Aost school

systexs s t i o ~ l d endeavour to upgrade their staff , 4any

oversea countries r e q u i r e t h a t teachers take an

fc? . a d d i t ~ o n z l cows@ every three or f o u r years i f they

wist 1 to have t h e i r certificate renewed. i:rnernesi (7988)

formal ly at marnbra d t a t e College of ducati ion Awka

underscoring the importance of in-service prograxtme

o b s ~ r v e d t ! ~ a t : ">as a vehicle licence expires, so as

i - k i . certif lcatr may be deemed expilred if in t en years,

tile i!. ,lder does nothing to update Liis kno~l.cr3ge in

trie fi~ICi.'' :ban 2.C. i1 c e r t i f i c a t e w i l l be i~hased

o u t and the holders w i l l he reqd ired t o upgrade it t a

. < . , . l eve l , the minimum crusl i f icat icn to teach in ' i g ; e r i an priaary schools. l o sum it up, stagnation is

higki1.y discouraged; and the higher i n s t i t u t i o n s in t h e

country ilave t h e i r slogan: "fJubl ish or per1 ski. " For

tnesr. rcasana, new teachers nust receive additi.onal

t r a in in j ; In the schools where t cey are employed i f

t :ley are t c! acquire competence and prof essionail growth.

ider teachers wmse y o s i t i o L s are grstected by

ternre l w w s , need on-the-job t r a i n i n g just as much as

keginnirrirf t enchers. ;b any of thein receive inadequate

I, rp-semi CP : ~ r e u z r a t i o n and have done notldn,i:, tkie

y e ~ r - 7 tr ~ u > j - l ~ r m t t t h e i r t r a i n i n g .

:hey have been wi l l ing t~ ~ r o c e e d w i t h &hat f;my

know -mi rlave l ea rn t o u t of d a i l y exparience, Laking

i v ~ 9 u $ i q ; the ::utcome of t h e L ~ w n i n g -a1 --I-*. *I-* "/-.-lX-r--I-lr_.- - - -PI--*

! efare l e a r n i n g e m be great ly improved, it is

necesssry t h a t the teacher be able to determine how

closely he has come t o t h e realization of h i s j x ~ r ~ ~ -0se8.

The evs l t~a t fon of i n s t ruc t i on w i l l t e l l t h e teachep the

degree t.n wklich he has ap~zmxfraated h i s goa1.s. the

effectiveness of the teaching a id8 and a c t i v i t f es used,

and t h e valued of the conditions under wt~ich learning

has t aken rdnce. ;..nowing what he is looking 20s in

his evaluation of the learnirg process, the teacher w i l l

select methods and techniques that y i e l d the evidence

upon which h i s judgements are based. I te may use tests

and measuring devices constructed in terns of h i s

purposes recorded observation of individuals and groups

cf inclivi&wls inventory ana lys i s of student; achievement

and several. other means or securing p e r t i n e n t i n fo rma t i on.

ihis is not sn easy task because t h e concepts and skills

involved flay he beyond the understandirg and i 3 b i l i t y

supe rv i so ry o r ~dmin i s t r a t ive purposes, or bo th . From

the s u p e r v i s o r stand p i n t , teaching is analyzed rjnd

j u d g ~ d irt order to f fnd out the quality of teaching

being #'one, and at what. point remedial measures are

needec in order t o ensu re improveme&. If the eim is

admin i s t r a t ive , the appraisal of teaching is related

t o qx. i~st , i~~;~; inv01vinq t e n u r e and dismissal , r,romotion,

salnr-y nntf merit: r a t i n g . lrm-e R r e two yrirrcipal types

of n p r n i s ~ l asus3 1 y e m ~ l o y e d by ndmi n i s t rat, 3rs and

supcrvi sors. I hey are here in " i g e r i a

1, i k w teacher rating scale or score card, and

2. i tin eva2:lation of student progress.

o f p u p i l ' s i e a r n i n ~ . Althougkj desirable b~rmefi ts result

o f f i c i a1 leader and f i n a l a u t h o r i t y i n t.hc bu i l dink!. . . the pivotal . f igure in supervision" .

i l ~ e f tmct io~ls of t h e ~;;r'incipstl i nvu lves s k i b l s In

l eadershi p , k t u n ~ n re3 a t i o m , gmup ~ : I " ~ ~ c ~ D s G s , ;:orso-me1

a d m i n i s t r a t i o n and eva lua t ion (i."iles, 1367j: ' t o

supervise his school successful ly, the p r i n c i ~ a l m u s t 1

develo:-t his poww of w s u p e ~ v i s i o r ~ + ' , the c;b$iJity to see I

t h a t "'ti.:e key to a successful school is an effective

princ.Lpa1. i o r effectiveness, Ericker ( 1978) 1 osf t ed

tha t sckmol principals srlould establish m i l C u d l y bene-

fi ci a l re1 a t i o n s h i p hetween t h e howc and the school

and ef f ectiva i n s t r u c t i o n a l ~rogssmrnes. tkizt w i l l r e s u l t

in p o s i t i v e tsachllng and learn in^ e x p e r l e n c ~ . 7 he

princiF-lsi has to release the c rea t iv i ty af individu:-11

teachers sa t h a t eact: can focus an t h e bes t possible

46 way t3 achewe the desired goal of t h e school. his

can b~ achieved by the dtzweloprnent of good interpersonal

re la t ions . i .e needs cultivate human skill which

comprises no ti vat ion, percept ion , communicai;ion, working

w i t h i l l a yoiu;.r s t r u c t u r e , , bu i ld ing and maintaining

a u t h a r i ty, bu i ld ing iooral , establ ishing good group d y n m i c s , decision-rutkirig and leadership. According to

I \ . . z ig i (19/7) tkie p r i n c i p a l as a supervisor stmulrl be a

l eads r , a ,notivator and a soclrce of dernocra'tic power.

Shuster ant? .-;tewalrt ( 1973) saw the yr i r i c ipa l p r i m a r i l y

as an e i f ~ c a t i o ~ i a l leader charged with Llie r e s y . o n a i t i l i t y 1

of fr?stfiering educational objectives , but who ioust funct i s r l f isst as an administrator t o i n i t i a t e a c t i o n

and s t i r s u i a t e staff growth and advancesent. Lol~ment i~p; 1

on 7 ~ 1 : cipal. effectiveness, Jacobson et al ( W ' 3 )

observed t h a t tl12 true1 y effective p r i r ~ e i p a l today

reco,;nises ?,hat h i s effectiveness is based on some

important but s inple pr inciples :

1 . Q:e tias teen charged w i t h the managemerit of the sc l~oo l ; t h r e f o r e , he does not reed to, nor sh3ul.C he ask

f c r ;-rof'essicrr!al Jubgenunt necessary t c parfom h i s

t a s k .

2. 1.e seeks advice but is not bound t o accept a l l of it,

49. posi t ion v i s i t o r s in front and at the centre of the i r

desks at distances ranging fnqa f ive te t

i n stfucturi the r~nvlroniment, only the evidence of

pernand itms distinguished b&ween t h e groups, The

office of promotable principals as compared to no*

p ro~,toot%bles, contained numerous personal itms - photographs, peintinga, c i ta t ions and asaorted knf cknacks.

In additions, mvimnraentaP noise and inter

tended to be higher in the offices of no-promotables.

,in teacher influence on the p ~ i n c i p a l , ilarnett

( Pound t h a t principials are l i k e 1 y to be dependent

on teachers who have access to certain resources,

e spec ia l ly i n f o~mation, In exchange for tlrsse resources,

teachers can influence principal bahsviour. h m p h i l l

(1536Erl4) revealed that priracipals who are effective decision

agSe in a large mount af ;melimlnary work:

t h e y seek more f ~f omatinn, they d i f ferentliats betwean

f e d and opinion, and they frequently obtain the view

nf othem. r)rL the other hand, principals o tcake quick

yes or no decisions witlmut preparations tend t o be Less

effective. Eossert (1988) i d e n t i f i e d four charac-

teristics. of effective 8chosl principals, Phese are

g o a l s ~ n d production emphasis, power and stm

9.

making, effective management and stm human re1 ati ons

skills. r.'ram the e.ffective scPlooPs research, 1-

generalizations are supported; the adrninlatratlvca

behaviour of t h e principals f s i%portant t o sefiool

effectiveness, end no single a t y l e OX raansg

appears appropriate far dl schools ( iasnaert, Llwgrer,

dowen, and Lee, 4982).

~-:dwealcws know th& chfldr@n laasn gart i cular

patterns behaviour. from interaction with other peuple .

Ti:e teclinical and psy&oPogiclllI aspects of the community

should be well wndersload By the nmdern pr inc ipa l . L'or

a l l oractical puwoaes, he is the representative ctf the

people in the community, and he must know what kind

of education they want and are w i l l i n g to sup~ar't for

their children.

Shuster and 3tewrL, (1973) sug$ewt.ed f w r areas

o f respmsibf l i t y f o r the principal in the cofylmunity.

1, f he principal is responsible for securf rig cummunity

support f o r h i s school.

3 . h e princ ipal i s responsible for d e f i n i n g and

establ i shing certain basic problems and issues in

school and comunity.

3. *;he principal is responsible for using the t o t a l

51.

resources of t h e community for educational

pUYpoJe8

. )he p r i n c i p e l is responsible for meetf d changing its hebavious in

certain respects.

I t i s the r e s p o n s i b i l i t y of the p r i n e i p d t o

recognize hindrances to full publie support of the

school and its programme. l h e principgil should help

people reeogni ze thef r educational tasks, ':'he principal

should sustain his role as a community leader by mai-

ta intr ig community enthusiasm.

Yhe I ' r i n c i u i i o l e 'lodsy:

Z he principal as an educational leader charged

with t h e r e s p o n s i b i l i t y of furthering educational.

o b j e c t i v ~ a , must function ff rst as an administrator to

i n i t i a t e action and stimulate staff g m h and advance-

ment. tds staff w i l l respond to the leadership he

furnishes , which w i l l determine to a great extelit the

effectiveness of the educational progr

'Lhe pr inc ipa l of today should be versatile and

should Fe:

1. a leader in curriculum who among other things knows

sources materials which help in curriculum develop-

:nent , u t i l i z e s the conamnity resources in irnplerrient?l the curriculua and encourages the experimental

52.

approach to teaching.

2, a l e ~ d e r in ] ~ . l e r & o ~ e l ocrfm has the a b i l i t y to

accept and t o respect the itndivfdud teacher as

&I worW-rwhile members of facu l ty , recogni zcs teaclier strength and weaknesses, and mrnpl&~~en-ks and lends

d d far irngrsvement through personal caunsell lng

and fostcrs, stimulates, and give dimetion to

professional growth in each teacher, and is a lso

wi113.w to learn.

3 . R l eader in publ i c r e l a t i o n s who uses the I "'1. I;.

m d similar organizations to pmmote pupil health

and welfare, uses increasi ly student par t i c ipa t ion

in t h e school public re lat f ons progrwme and watches

constantly how to Improve an know the school

communicates with t h e community.

4. a leader in the erea of pupil-teacher relalf oriships who sets an example for the school in his o m

relationsships w i t h each c h i l d recogntzirng Ldm as

an indf vidual and maintains student records,

organizes a reference system and encourages

perioctlcal teacher reports on the pupils.

5. a lsader for mn-inatmctlond. persom-ml who

clarifies dut ies for mutual underst.sndinga and

53.

l oys the psychological approach t o individwel and

roup m a n a g a e ~ by encoweging , part ic ipst i making them feel a necessary park of t he total school,

6 . a leader in hf s relationes with the central office who

understands and tries to accept t h e policies,

situations and condit ions under which the centrd

of f i ce works and establishes rapport b e t

school and the central office,

7. e leader in guidance who understands the t o t a l child

in re la t ionship ta h i s ad;iu$t,rlent and is aware of t h e

irkterest patterns and a b i l i t i e s yeculi ar to each

child and uses these patterns to further the learnir

process.

8 . a leader in articulation with other schools who keeps

h i s staff appraised with other pro

relationships and has an objactive professlotrsl

at t i tude towards co-workers,

9. a leader in t h e areas of school suppl ies , p l a n t and

equipment who knows what supplies ancl aguipweat are

available a& informs staff of available items and

a l l o t s i tms and fair ly and i w p a r t i d l y ,

10, s leader and an orgamnfzer who organizes the school

in such a way t h a t its purpose .and functions gay well

!&*

be accomplished; pa&icularly, so that "growth" of

the children in learning apd otherwise take place and

maintains as far as possible an organization that

pmnotes ~ e n t a l hea l th and emotional s t a b i l i t y of

tot nl- school personnel.

Discharging these furactions ef f ieientl y and practicably

is basic to successful primrcipelshiy ( ~ h s t e r and Stewart ,

1973; ;Jliva, 1976) . 'ihe . iger ian principal needs t r a in ing in the areas

of curri.cu1ui-n development, inst~uctional technology,

clinical supervision, huroan re1 a t ions , micro-t eachirg, commilriica3tion s k i l l s , measurement and evaluation and

classroom management mong other areas mapped out by

univers i t i e s i n education so t h a t a wholef c l ~ i l d may be

produced.

ihmmary of Literature H_eviewr

The above literature review skmws the direction f r o m

which previous researchers viewed the issuet of Sastmc-

tional supervision in a school system, it; reveals that

former studies focussed essentially on the following areas:

9 . The nature of supervision.

2. Purpose and problm of supervision.

55.

Stlprvisorl s role in the school s y s t m or functions

of the supervisor.

r k~e f u n c t i n n s of supervision.

'I'tie princif. .al and supervision.

B~munnary ~f l i t e r a t u r e review.

. owever, owing to a general shortage of s tudy in

the p e r c q t i o n of secondary school teachers on the

supe rv i s ion sf instmcticm by pr inc ipa l s , the present

research is undertaken to s a t i s f y t h e need, in order

words, to f i l l t h e existing gap. Ihe influence cf

i n s t r u c t i c n a l twpervlsion en teachers f s investf gated in

selected secondary schools in Anambra S t ate?.

2 1 e pr incipal is the central figure of t h e i n s t i t u t i o n

who t s required to play a great role in promoting teaching

and leara?ing through proper supervision, is piwsonality

is -levant in educational management for, he must

es tab l i sh r a p p r t with dl school personnel and community

members w i t h whom he works and comes in contect. lie must

lnaintain close contact w i t h the student of kis school.

dupervis ion of i n s t r u c t i o n should f a c i l i t a t e teecher

effect1 veness and promote student perf ornance. The

principal h a s t o ensure t h a t them is positive school

climate which encourages teachers and learners to a t t a i n

t h e goals set down by the school. Principals have to

seek ways of bringing divers4 materials and methods to

the improvement of instruction,

'!'L?P po?tlti?tinn f a r .t . .ki~, ~ t u E y w ~ s car"rier7 cut i i n

tRs Ptv? ed1.1mt.l or! zones r,% Anwzbra *;e&e. L-t f s from

the g~~-~ t7~ :?T i - ?n tha t t h e ss3;9pl.es of 297~-f nt::~,aSn enr?

200 te.\*:!ters s f f;cci?xrdary 3cbs.aols in knr, a3rs 6 : ~ t a t ~ w s

9+918~t'?:f ;

Simple r~nborn sampling 'technique was used in

dandorn sampling tcrcmque weas used ta collect qO,?

of the experienced t eacliers, CnZ y experienced teachers

that were holders of N.G.E, H,A. or f i . 3 ~ . ar 1.. Ed.

or higher degrees were given the qucsstionnaires. This

was because these teachers were l i k e l y to have t i t @

ability t o rate t h e guastionnaires satisfactarfly.

Table 3.7: MstributZ on ~f ~ e c a n d o r ~ Schools end 'teachers in the Selected School s in hrimbra Sta te ,

pel iabi l i ty of Westionnai~e:

'fo ascertain t h e r e l i a b i l i t y of the instrument, the

researcher conducted a p i l o t study using principa2s and

teachers in Awka South Local Cov~rmerrt Area. ?'ha

result o h t a i r ~ ~ d from t h i s p i l o t s t u d y sh~wer? -that the /

i tems on the avestionnaire cot~lr! be understood arid e a s i l y \

rated .by respondents.

60.

JaPidatlan__qlf rastmmant : - 'io ascertain the! v a l i d i t y of t h e instrment used

for t h e study, t he questionnaire was given to experts

. hzestLor+mire C, es already mentioned has e igh t

items showing r.vduation af ins t ruc t ion . +Iethoddogica ly

t h i s im1ii.s a study of the perception of secondary

i.e. total sum of scores Nuqber of respondents

rYJp s w n a r y of the m e a n smrees of all. mspandients

taken t,agether was also oCtaiksd as ~ t i ~ m 1.n table 4.1.

The items were then ranked according t o t h e i r mean

scores. k i i i s shows the relative degree to which

responderit s rate the suyervPso~y activities t h a t p r i r d g a l s

carsyout in schools. r o r any o f She items to be accepted

as sf p:ni.ficawtl y effective i t oust score a marl r m t l e a s

t h a n 3.0. 'Ah@ faregoing a n ~ l y s i s was carried out f o r

a31 categories of rrsspondcnts. Items whose mean scores

are less thm 3.0. were considered contributczry to

p r i n c i p a l s ' ineffectiveness.

)'he data analyses and results are based on these

research nues t ions and hypotheses. The first research

question intended to f ind out the extent to which

p r i n c i p a l s stlrnul ate professional grawth in teachers.

jesearch question 2 sought Lo f i n d out the extent

to which pr inc ipa l s ' assist teachers in the review and

selectior of i n s t r u c t i o n a l objectives, materials and

strategg.

:lesewcii question 3 sought to f ind out the extent

t o which 3rirrcipals a s s i s t teachers in t h e evaluation of

i m t r r r c t i o n .

rlese~rch question 4 intended to f i f i d out the

63*

d d f f erencc between tne ratings of teachers in u r b m

and rural secondary schoolsr in each of l t r l ~ t r u c t t i ~ n a

supemi sury areas.

Flyrsotheses '4, 2 and 3 sought to f i n d out the same

aa above as rated by principals and teachers respeclively,

!;ypotl.~eacs 4. sought to find out if there will. be

any sieniflcant difference between the rat inqs of

teachess in urban and mra2 secondary schools i n each

of the instruct ional supervisory areas,

in malyzLng the date, the number of teachers

respondf np in each category of response for* each i t e m

was OM ai ried f mn; t h e q u e s t i anndre returned. k ' r a m

these, the t 7 tn l points for each it was edculmted by

dividfr~g w i t h t he to ta l nmbcr of msgondents e.g . For

s t i i : ru l a t inn of prof esaianal gmwth, c l u s t e r 8 , number t , (inform teachers of school p o l i c y ) , 36 teachers t i cked

'ou.t;sta;ding\ 98 ticket! 'very goodt, 53 t i c k e d lgoodv,

1'4 tf ctter.! ' f nir' and 02 t i c k e d 'poorf . To otPt,ein the mean score, the number of respondents f n each cakegory

of response was multiplied by its corsespondf ng number

of ?o inks i r : tth Like* Scat . . 'Phis gave t+he t o t a l

number 03" r-oirits wkslch was then divided by %lie total

rlunlber of respondents Lo obta in the mem score i.e.

'ihe mem score abtnincd were then ranked to show

t h e re2:ttiva degree to which t h e L~achera t h i n k t h a t

t h e i r corresponding items an the questionndse were

being., af fer;t.ively carried out by the pr inc ipa l s . la

f irid out which su-pemi sary rol.as were effectively

carried out on supe rv i a inn of instruction, the cluster

a l e 4.7 : S.;wi:mary sf leeah Sea r.es of P ~ i n c i gaI and Teachers .

A,

S t i r n ~ 11 st ion of t2rof ess ior ia l Growth

--.- .-*--a.

Ti,

ijeifiew a i d select ion r ? f ' ins t ruc t iona l o b > = c t i v ~ % , materials and st r a t ei;y

-" .. - *. -. *_" ..+ " l- -̂*- C.

I : v d ~ ~ : ' i o r , UP" lnstmct ion

Result%:

Fmm table e.2, it is dear that seven items

nmely 3, 4, end 5 in cluster A, items 10 m d 33 in cluster b and items 22 and 23 in cluster @ were

considsretd by teaohers as deterrent to supentiscrry

effectf veness. T b rank position of the items ahwed

that i t e r n number 24 in cluster C, dea19ng with,

maintenarmcs of school relationship w i t h cczfamunlity in

s c h ~ o l affaem by gr2ncipals was considered exfective

by teacksm, followed by item number 15 in clu

dealing with ssterblf s h e n t of good rappart with teachers

and it- nmber 1, duster A dealing ~ 5 t h inf~nring

teachers of school policy was conaidered signiffcant

with mean actom of 3.78.

4 Stimulation of Professional Gmwth

B devi ew and Selection of h s t r u c t i o n a l Ubjectlves, Mat eri a1 s and St rat eg y

C Eveiluation of

Instruction

F r o m t a b l e 4.3, it is clear that pr inc ipals believed that they were very effective in their supervisory

act iv i t ies . The least ereae of yerfommee was in

(Lluster A ) item 3, dealing with 'the principal

explaining to teachers the need fo.. thm to part i c ipate

in in-service %rainin&, followed by itam 4, dealing

with organizir~g workshop to ixiprave s k i l l , and l a s t l y

in item 5 , dealing with readi for, prafessional

Journals and periodicals, 'lkeae areas were considered

by prf nc ipa l s as atn areas of deficiency.

70.

Xo t e s t the Mull Hypothesis, the t - t e s t of

signi ficsnca was used to detkmfne if any si@ficant

differences existed in the opinf on of the p r i u c i p d s

and teachers on the issues raised f o r tire study.

These were all tested at 0-05 level of significance.

iio 1: There w i l l be no signiff cant difference

beeween the mean score of principals and

Z eachers on the st imulratisn of Prof essiornal

Growth in Teachers for Clirstep A ,

2' able 4.4: Gomgutatian of 2 -value XWween .wans of Pr inc ipa l s and Teachers on the Stimulation of Professional Gmdh in T eachess .

Deci sian:

3ince the calculated t- of 2.55 is awe than the

t a b l e value sf t 2.12 at df f6 and at 0.05 l eve l of

significance, we fall to accept the null hypothesis that

them w i l l be no signf Ficant difference between the mean

score of' prirrcip ls and teachers on the stfmuXetlon of

prof essiona3 growth in teachers.

kio.2. "there w i l l be no significant difference

between the mean score of P r i m i p a l s and

Teachers on the Review and Selection of

lnstwctionel ObJactives, i a te r ia l s of

P n s t n ~ c t i o n and strategy.

Table I.++ 5: Cbraput ation a t 'L-value b e t ween %he? i+leeno of Principals and '.teachers on t h e ikvicw and Selection of instruction O'B-,Ject ives, h;ater ids of Instruction and Strategy.

1kcl sf on:

Slncs the calculated t of 2.38 is more than the

table v&ue of t 2,145 at &P 14 arzd at 0 , O s level of

significance, we f a i l to accept the null hypathsals that

there w i l l be no significant difference be-tween t h e

mean score of principals and teachers on the review and

s e l e c t i o n of f nstructionel objectives, materials o f

Snstructian and strategy,

Hcr, 3: 'Lrn~ere w i l l be no significant difference between

the mean score of Principals and Teachers on

Table I4,6: Computation ~f 'I'-value L'aans ok: Principals and 'i'aachws on the bvaluistion of Inst~u&ion.

DQ?cIsi~n:

since the calculated t of 2.35 is mare than the

table value of 2.145 a t df 14 and at 0,35 Isvel of

significance, we regect the null hypothesis o f no

signif icant difference betwen the inem score of

p r i n c i p a l s and teachers an etvaluation of ins t ruct ion.

Hesults: I

P r o m the L-test of significance carried out for

otheses, them are significant; differences on

the principals ' supanrisisn of instructian as rated by teachers- Pn other wrds the teachers consider

each of the clusters as equally s i g n i f i c

a f f ectirq.; the principals imt ruc t iona l supewf sion.

) !owever, t h e cluster raeans f ndicate that evaluation

of i n s t r u c t i o n with a mean of 3-19 is most significant

followed by review and se lect ion sf instructional

objectives, materials and strategy w i t h a mean of

3.13 and l a s t l y , stimulation of yrofeas i~nal growth

w i t h R mean of 2,68,

Tablcz 4.7: Cdcu_fation of i-'tean Scores o f it W : ' u a s t i onnai re as i:.csponm T'rban .;econdary School Teach=. -

cluster ( j

A. St imu la t ion

of ; r u f essl ortai i ~ r o v ~ t tl

R . ' i e ~ f e l ~ m d e l e c t i o n of

i n s t r u c t i o n a l 5bJ ect ives ,

atr eri a1 s and "t r ~ t egy

I!o 4A: I here w i l l . be no s ign i f ican t difference between

Since t l ~ e obtained t of 4.53 f a l l s below the given

cr. , i t ical vhlt.,~ i?f 2.12 at df 16 an; at O,CJ .~ l e v e l of

s igrt i f i c~nce , we accept the hypatkesis t k l a t tnere will

?>P rlcX :;i@.ficmt difference between the IiieW sccrres

of ur%an and r u r a l secondary sclloal teachers on the

s t i i n u l a t i n n of p r o f e s s i o n a l growxh in teaeners. lhis

means thxC urbm secondary sckmol t aachers WLLG obtained

a higher n e m of 3.33 c h d not score -their pr iuc ipa la

s ign i f i cant ly better than r u r a l secondary scimol teachers

who obtained a lower wean score of 2.87. There is not

much difference Between the performances af prlneipcltls

i n the t l rb~n secondary schocls and that of principals

itl the m ~ d . secondary schools on t h e s t i ~ r ~ u l a t i o n of

crof'essi nil31 ymwth.

r I Q J~~ : A r ere w i l l b e ,lo s i ~ r ~ i f i c a n t differences

between t b ~ neln scores of ; f rb;m ;n:l . ~ . r e l

": ' z~pcor rds r~ :;choai , oachara on Ifivj.rw ~ n d

f i ~ l e c t l or% -,of L [:st :wet iorm2 Obzecti v ~ s , ,"at erial

znd L t r;.;tt@gy.

'A a b l e ic. 1G:

-- %... Decisicn:

'Jince t h e obtained t of 5.52 is above the given

critic~f value of t 2,945 at df 14 and a t 0.05 l eve l of

s ignf f i cance we r e j ec t the null hypothesis tmt there

w i l l 139 no signiffcant difference, between the mean

scares ~f u r b m nnd r u r o l wcon&ary ~ c k o 0 1 teachers on

78.

the review and selection of i n s t ruc t i ona l obJectfves,

materials and s t r ~ t e g y . ':his wans t h a t th