INSTRUCTIONAL SUPERVISION AS PERCEIVED BY TEACHERS IN PUBLIC BASIC SCHOOLS IN POKUASE EDUCATION CIRCUIT IN THE GA-NORTH MUNICIPALITY, GHANA

Ruth Enyonam Abla Mensah, Kweku Esia-Donkoh, David Kwame Quansah

Abstract


 

This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools.

 

Article visualizations:

Hit counter

DOI

Keywords


instructional supervision, types, benefits, challenges, measures

Full Text:

PDF

References


Aguba, C. R. (2009). Educational administration and management: Issues and perspectives. Enugu: Tons and Tons PDS Publishers.

Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of school heads’ direct supervision on teacher role performance in public senior high schools, Central Region, Ghana. IAFOR Journal of Education, 7(2), 9-26.

Archibong, F. I. (2013). Instructional supervision in the administration of secondary education: A panacea of quality assurance. European Scientific Journal, 8(13), 15-27.

Asafo-Adjaye, P. (2012). Private returns on education in Ghana: Estimating the effects of education on employability in Ghana. African Sociological Review, 16(1), 121-139.

Baffour-Awuah, P. (2011). Supervision of instruction in public primary schools in Ghana: Teachers’ and headteachers’ perspectives. Murdoch: Murdoch University Press.

Brink, P., Bäck-Pettersson, S., & Sernert N. (2012). Group supervision as a means of developing professional competence within pre-hospital care. International Emergency Nursing, 20(2), 76-82.

Bryman, A. (2012). Social Research Methods (4th ed.). New York: Oxford University.

Burton, L., Carper, K. C., & Wilburn, V. (2011). The sociology of educational supervision and evaluation. Journal of Cross-Disciplinary Perspectives in Education, 4(1), 24-33.

Carroll, M. (2007). One more time: What is supervision? Psychotherapy in Australia, 13(3), 34-37.

Choy, D., Chong, S., Wong, A. F. L., & Wong, I. Y. F. (2011). Beginning teachers’ perceptions of their level of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation? Asian Pacific Educational Review, 12, 79-87.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London and New York: Routledge.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, California: Sage.

De Grauwe, A. (2016). Educational planning for the 2030 agenda. International Institute for Educational Planning (IIEP) Letter, 32(2), 1-3.

DeWitt, W. (1977). Instructional supervision. New York: Association for Supervision and Curriculum Development. Retrieved on 17th March, 2020 from http://www.ascd.org/ASCD/pdf/Journals/ed_lead/el_197705_dewitt.pdf.

Esia-Donkoh, K., & Ofosu-Dwamena, E. (2014). Effects of educational supervision on professional development: Perception of public basic school teachers at Winneba, Ghana. British Journal of Education, 2(6), 63-82.

Eya, P. E., & Chukwu, L. C. (2012). Effective supervision of instruction in Nigerian secondary schools: Issues in quality assurance. Journal of Qualitative Education, 8(1), 1-6.

Ghana Education Service (2002). Circuit supervisors’ handbook. Accra: Ministry of Education.

Glatthorn, A. A. (2001). Supervisory leadership: Introduction to instructional supervision. Glenview, IL: Scott, Foresman/Little, Brown Higher Education.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). Super vision and instructional leadership: A developmental approach (5th ed.). New York: Pearson Education Inc.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). SuperVision and instructional leadership: A developmental approach (6th ed.). New York: Pearson Education Inc.

Gwaradzimba, E., & Shumba, A. (2010). The nature, extent and impact of the brain drain in Zimbabwe and South Africa. Acta Academica, 24(1), 209 241.

Hammond, V. M. (2017). Perception of teachers on instructional supervision in public basic schools in Ablekuma Central sub-metropolis, Accra. Unpublished Master of Education Dissertation, University of Education, Winneba, Ghana.

Ismail, M. (2015). Instructional supervision. Retrieved on 18th March, 2020 from www.slideshare.net/ismailsami/instructional-supervision-45064742.

Ivancevich, J. M. (1998). Human resource management (7th ed). Boston: Irwin McGraw Hill.

Kotirde, I. Y., & Yunos, J. M. (2014). The supervisor’s role for improving the quality of teaching and learning in Nigerian secondary school education system. International Journal of Education and Research, 2(8), 53-60.

Kpatakpa, E. (2008). Supervision of basic school teachers in Jasikan district. Master of Education Dissertation, University of Cape Coast, Ghana.

Leavy, P. (2017). Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. New York: The Guilford Press.

Mankoe, J. O. (2007). Educational administration and management in Ghana. Amakom- Kumasi: Payless Publication Limited.

Mudavanhu, Y. (2015). Differences in perceptions of the importance of subject matter knowledge and how these shaped supervision and assessment of student teachers on teaching practice. Journal of Education and Training Studies, 3(1), 98-107.

Ndebele, C. (2013). Prevalent supervisory styles in primary schools in a remote rural district in Zimbabwe: Strategies for reconciling them with teacher preferred supervisory styles. Studies Tribes Tribals, 11(1), 55-66.

Oduro, G. (2008, September). Increased enrolment does not mean quality education [Electronic version]. Ghana News Agency. Retrieved on 4th June, 2016 from http://news.myjoyonline.com/education/200809/20151.asp.

Okendu, J. N. (2012). The influence of instructional process and supervision on academic performance of secondary school students of River State, Nigeria. Academic Research International Journal, 3 (1), 147-151.

Okorji, P. N. (2010). Actualising the universal basic education objective through effective supervision of nomadic education schools in Anambra state. Journal of Counselling and Communication, 1(3), 75-84.

Okorji, P. N., & Ogbo, R. N. (2013). Effects of modified clinical supervision on teacher instructional performance. Journal of Emerging Trends in Educational Research and Policy Studies, 4(6), 901-905.

Olembo, J., Wanga, P., & Karagu, N. (1992). Management in education. Nairobi: Education Research and Publication (ERAP).

Oliva, P. F., & Pawlas, G. E. (2008). Supervision for today’s schools (8th ed.). New York, NY: John Wiley & Sons.

Owusu-Mensah, J. (2014). The value of mentoring for Mathematical literacy teachers in the South African school system. International Journal of Education Science, 7(3), 509-515.

Oyewole, B. K., & Ehinola, G. B. (2014). Relevance of instructional supervision in the achievement of effective learning in Nigerian secondary schools. Global Journal of Commerce and Management Perspective, 3(3), 88-92.

Sergiovanni, T. J., & Starratt, R. (2007). Supervision: A redefinition (9th ed.). New York: McGraw-Hill.

Stark, D., McGhee, M. W., & Jimerson, J. B. (2017). Reclaiming instructional supervision: Using solution-focused strategies to promote teacher development. Journal of Research on Leadership Education, 12(3), 215-238.

Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching: Strategies and techniques (4th ed.). Thousand Oaks, California: SAGE.

Tassa, A. (2017). Instructional supervision in schools: Perception of teachers in public basic schools in La-Nkwantanang municipality. Unpublished Master of Education Dissertation, University of Education, Winneba, Ghana.

Terra, T., & Berhanu, E. (2019). Practices and challenges of instructional supervision in government secondary schools of Wolaita Zone. Journal of Education and Practice, 10(13), 37-51. DOI: 10.7176/JEP

Tesfaw, T. A., & Hofman, R. H. (2014). Relationship between instructional supervision and professional development. The International Education Journal: Comparative Perspectives, 13(1), 82-99.

Thobega, M., & Miller, G. (2008). Perceptions of supervision practices by agricultural education student teachers. Journal of Agricultural Education, 65(49): 65-75.

Tshuma, R., & Bhebhe, S. (2016). The extent to which collegial supervision is utilised in Zimbabwe’s 2-5-2 teaching practice towards continuous improvement of student teachers’ teaching skills and competencies. IOSR Journal of Humanities and Social Science, 21(2), 1-9. DOI: 10.9790/0837-212101009

Tsui, M. S. (2005). Functions of social work supervision in Hong Kong. International Social Work, 48(4), 485-493.




DOI: http://dx.doi.org/10.46827/ejes.v7i6.3132

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Ruth Enyonam Abla Mensah, Kweku Esia-Donkoh, David Kwame Quansah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).