SCHOOL-BASED SUPERVISION AS A PREDICTOR OF PUBLIC SENIOR SECONDARY SCHOOL TEACHERS EFFECTIVENESS

Abstract

ABSTRACT The study examined school-based supervision as a predictor of �public senior secondary school teachers effectiveness in Ikpoba-Okha Local Government Area of Edo state, Nigeria. The study sought to determine the level to which school-based supervision� predict teachers� effectiveness. The population of this study comprises 447 teachers and 3,585 SS2 Students in 21 public senior secondary schools� within the boundaries of the Ikpoba-Okha Local Government Area, sample� of 179 SS2 students and 23 teachers were randomly selected from the Ten (10) senior secondary schools �(6 mixed , 3 female-only and 1 male-only schools) out of the twenty-one in Ikpoba-Okha Local Government Area in Edo State. In order to achieve this purpose Correlational survey research design was adopted for the study. The instrument was a structured questionnaire which was personal administered after obtaining permission� and the reliability of the instrument was 0.731and 0.964 according to section was obtained through cronbach Alpha method , five research questions were raised and five hypotheses were formulated and tested at 0.05 level of significance, as at the time of this study. The research questions were answered using descriptive statistics of mean and standard deviation, while partial Correlation statistics at 0.05 level of significance. was used to test the five null hypotheses. Findings revealed that: school- based supervision significantly predicts teachers� effectiveness, quality of teachers� classroom management, quality of teachers lesson notes preparation but does not significantly predict teachers� teaching competence and quality of teachers- students� relationship in senior secondary schools in Ikpoba-okha Local Government Area, Benin City. Based on the findings, it was recommended that education policymakers should prioritize the implementation of effective school-based supervision mechanisms, including regular observations, feedback, and support for teachers, schools should invest in training and capacity-building programs for supervisors to ensure they have the skills and knowledge to provide meaningful support to teachers and that further research is needed to explore the reasons behind the lack of significant influence of supervision on teaching competence and teacher-student relationships and to identify strategies for addressing these gaps.

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urn:uuid:9aff33a8-f386-4a30-94b1-6fce08c4ca99