EXPLORATION OF THE EFFECTS OF SUPERVISORY SUPPORT ON TEACHER INSTRUCTIONAL EFFECTIVENESS IN NIGERIAN SECONDARY SCHOOLS.

Abstract

The study investigated the role of supervision in effective teachers’ classroom instructional delivery in Nigerian secondary schools. The study adopted a descriptive survey type which was guided by three research questions and one research hypothesis. The population comprised of all the public secondary school teachers in Anambra East Local Government Area; utilizing the purposive 
judgmental sampling technique, 104 teachers were sampled. The instrument used for data collection was a Today Teachers’ Supervision Questionnaire (TTSQ), validated by two experts, and 0.71 reliability index was ascertained using the Pearson Product Moment Correlation Coefficient. The results of the study were presented in tables and analysed using mean and chi-square. It was discovered that effective supervision of teachers’ classroom instruction is an indispensable tool for improving the teaching and learning process among secondary schools. The study further revealed that effective supervision has a positive effect on teacher 
instructional effectiveness, as it propels the best out of teachers and help them improve their instructional methods. However, the study also found that supervisors do not frequently visit schools, and supervision not effectively carried out. It was recommended that supervision should be frequent and effectively carried out, supervisors should see themselves as advisers to the teachers and not fault finders.