SUPERVISORY ROLE OF PRINCIPAL ON TEACHERS DUTIES IN SECONDARY SCHOOLS

SUPERVISORY
ROLE OF PRINCIPAL ON TEACHERS DUTIES IN SECONDARY SCHOOLS
TABLE
OF CONTENTS
Definition
of Terms- – – – – – – – –
CHAPTER
ONE: INTRODUCTION
1.1
Background to the Study – – – – – –
1.2
Statement of the Problem- – – – – – –
1.3
Objectives of the Study – – – – – –
1.4
Research Questions – – – – – – –
1.5
Hypotheses – – – – – – – –
1.6
Basic Assumptions – – – – – – –
1.7
Significance of the Study – – – – – –
1.8
Scope of the Study – – – – – – –
CHAPTER
TWO: REVIEW OF RELATED LITERATURE
2.1
Introduction – – – – – – – –
2.2
The Conceptual Framework of the Study – – – –
2.2.1
Meaning of Supervision – – – – – –
2.2.2
Meaning of Supervisory Role Performance- – – – –
2.2.3
Concept of Duty – – – – – – –
2.3
Supervisory Role Performance of Principals on the
Punctuality
of Teachers and Students – – – – –
2.4
Supervisory Role of Principals on Teachers
Design
of Lesson Plan and Lesson Note – – – –
2.4.1
Purpose of Lesson Plan and Note – – – – –
2.4.2
Designing a Lesson Plan – – – – – –
2.4.3
Preparation of Lesson Plan and Lesson Note – – – –
2.4.4
Marking Of Lesson Plans/Notes By The Principal – – –
2.5
Supervisory Role performance of Principals on Teachers’
Evaluation
of Students – – – – – –
2.6
Supervisory role performance of Principals on Conduct of
Extra-Curricular
Activities – – – – – –
2.7
Supervisory role performance of Principals on Teachers
Adherence
to Curriculum Content – – – – –
2.8
Empirical Studies – – – – – – –
2.9
Summary – – – – – – – –
CHAPTER
THREE: RESEARCH METHODOLOGY
3.1
Introduction – – – – – – – –
3.2
Research Design – – – – – – –
3.3
Population of the Study – – – – – –
3.4
Sample and Sampling Technique – – – – –
3.5
Instrumentation – – – – – – –
3.6
Validity of the Instrument – – – – – –
3.7
Pilot Study – – – – – – – –
3.8
Reliability of the Instrument – – – – – –
3.9
Administration of the Research Instrument – – – –
3.10
Procedure for Data Analysis – – – – – –
CHAPTER
FOUR: PRESENTATION OF DATA ANALYSIS
4.1
Introduction – – – – – – – –
4.2
Presentation and Analysis of Data – – – – –
4.3
Principals’ Responses on the Assessment of Supervisory Role
Performance
ofPrincipals on Teachers’ Duties in Secondary
Schools
in Kogi State – – – – – – –
4.4
Testing of Hypotheses- – – – – – –
CHAPTER
FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1
Introduction – – – – – – – –
5.2
Summary – – – – – – – –
5.3
Conclusions – – – – – – – –
5.4
Recommendations – – – – – – –
5.5
Suggestions for Further Studies – – – – –
References
– – – – – – – –
Appendix –
– – – – – – –
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Supervision
is as old as the school system. Supervision has undergone series of evolution
since the colonial era. It is directed towards sustaining teaching and learning
process in the educational system. This is because education plays an essential
role in the growth and development of any nation socially, politically and
economically (Akinwumi, 2002). Ojogwo (2001) opines that supervision is the art
of overseeing the teaching-learning process making sure that the school is
administered and managed that will lead to an effective achievement of
educational objectives He stressed that supervision as a field of educational
practice with clearly delineated roles and responsibilities did not fall from
the sky fully formed, rather supervision emerged slowly as a distinct practice,
always in relation to the institutional academic, cultural and professional
dynamics that have historically generated to the complex agenda of schooling.
Kochhar
(2007) opines that the principal holds the major position on the supervision of
teachers through effective and efficient supervision of teachers’ lesson plan
and lesson note, punctuality, adherence to curriculum content, evaluation of
students and conduct of extra curricular activities he stressed that principal
as the head of a school is the architect of the quality of activities in the
schools and the quality of academic achievement of students and teachers
dedication to duties depend on the supervisory role of the principal.
It
becomes obvious that principal supervisory role should be done diligently in
order to influence teachers’ duties. The desired expectation in education could
only be achieved through effective and efficiency supervision since it creates
the awareness of sound education.
Some
of the supervisory role of principal as stated by Dianne (2004) includes:
i.
Supervision and monitoring the work and behaviour of teacher in order to
improve individual teachers competence no matter how proficient they are deemed
to be and provide students with quality learning.
ii.
Instructional leadership and curriculum development
i. Staff personnel
administration
ii. Students
personnel administration
iii. School community
relationship
iv.
Organization and structure.
According
to Fullan (2000) supervisory role of the principal includes:
i. Supervising
teachers lesson notes and making sure teachers use appropriate teaching methods
and instructional aids.
ii. Organizing
mini-teaching within the teachers and allowing teachers to go for conferences,
seminars and workshops.
iii. Monitoring of
teacher’s punctuality to school and to teach in the class.
iv. Supervising
teachers’ evaluation of students and conduct of extra curricular activities.
v.
Establishment of cordial school and community relationship.
The
principal oversees the activities of both teaching and non-teaching staff in
the school system using various supervisory techniques that conform to the
generally accepted principles of education. He also sees that high standards
are maintained in school.
Raines
(2004) opines that overwhelming responsibilities and demands of the principal
professional positions are constant challenging. In this age of increased
accountability he added that principals are expected to manifest exemplary
performance in an ever increasingly number of fronts. One of such fronts is the
area of professional development of teachers under his command.
A
principal who performs his supervisory role is responsible for monitoring and
coordinating the activities of teachers and students in a friendly atmosphere.
The
International Institution for Educational Planning (IIEP) believes that the
broadest approach to understand “supervision services”, as covering all those
services whose main functions is to supervise, control, evaluate, advise, and
to support teachers and students. Nakpodia (2006) defined supervision as that
part of school administration which has particular pertinence for the
appropriateness of instructional expectation of educational programs.
Akinwumi
(2002) sees supervision as all efforts of designated school officials towards
providing leadership to teachers and non-teaching staff aiming at the
improvement of instruction. It involves the stimulation of instruction. It
involves the stimulation of professional growth and development of teachers, a
selection and revision of educational objectives, materials of instruction,
methods of teaching and the evaluation of instruction.
A
teacher is a person charged with the responsibility of helping others to learn
and behave in new and different ways. Teachers who are committed to work are
enthusiastic about their topic and delight in sharing what they have learnt. No
system of education can rise higher than its teachers. The way to child
centered education can only be through teacher. He stands at the most important
point in the educational process. Therefore the principal as a supervisor has
to constantly monitor or supervise the teachers in order for them to be
committed to their duties.
Fisher
(2012) asserted that effective supervision of teachers can reinforce and
enhance teachers’ commitment to duty, teaching practices that will contribute
to improve students’ academic performance and have a profound effect on the
learning that occurs in the classroom. He stressed that supervision is one of
the most critical functions of the principal.
David
(2009) stressed that a teacher who is committed to their duties demonstrate
zeal to work, punctuality to school, have full knowledge of the subject to
teach and getting lesson plan ready before teaching. He further stressed that a
committed teacher is always full of confident, stimulating and responsible and
willing to perform their duties diligently.
In
the same vein, Olowo (2000) and Kochhar (2007) elucidated the technical and professional
qualities of teachers in the following manners:
i. Mastery of the
subject matter
ii. Enthusiastic
about the subject of specialization through research and further studies.
iii. Adequate
planning before teaching and during implementation.
iv. Effective
management and control of the class.
v.
Prompt use of reinforcement.
vi. Use of problem
solving and inquiry methods.
vii. Love for and
commitment to teaching profession.
viii. A sound
knowledge of methods.
ix. Effective use of
instructional materials.
x. Use of questionnaire techniques.
xi.
Command of language of instruction.
It
is obvious that the position and importance of supervision in schools can not
be overemphasized considering the history of school supervision in Kogi State. It
is against this background that the researcher has interest to study the
assessment of supervisory role performance of principal on teachers’ duties in
secondary schools in Kogi State.
1.2
Statement of the Problem
In
the light of this research the following problems necessitated the research in
carrying out the research.
In Kogi
State Secondary Schools, there have been series of non-challant attitude of
principals toward their supervisory roles which has led to many teachers and
students not being punctual to school. According to Jimoh (2007) opines that
Failure on the part of the principals supervision of teachers preparation of
lesson plan/note before teaching has made them not to organize their lesson
properly which

references
www.kubanni.abu.edu.ng

online payment nigeria HOW TO ORDER FOR COMPLETE PROJECT MATERIAL

STEP 1

Complete Project Price: ₦3,000 (We accept mobile tranfer)

» Bank Branch Deposits, ATM/online transfers (Amount: ₦3,000 NGN)

Bank: FIRST BANK Account Name: OMOOGUN TAIYE Account Number: 3116913871 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 OR Click Here

Bank: ACCESS BANK Account Name: OMOOGUN TAIYE Account Number: 0766765735 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here

Bank: HERITAGE BANK Account Name: OMOOGUN TAIYE Account Number: 1909068248 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here

STEP 2.

Send Your Details and Project topic To us by filling this form.

Be the first to comment

Leave a Reply

Your email address will not be published.


*


+ 67 = 76