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University of Nigeria Research Publications
NWOUSE, Victoria Omaka A
utho
r
PG/PM.ED/93/14957
Title
Principals’ and Teachers’ perception of Constraints
to the Effective Supervision of Instruction by Principals in Secondary Schools in Imo State
Facu
lty
Education
Dep
artm
ent
Education
Dat
e
February, 1997
Sign
atur
e
P R I N C I P A L S ' AND f E A C t i c R S P E R C E P T I O N OF C O N S T R A I N T S TO THE E F F E C T I V E S U P E R V I S I O N OF I N S T R U C T I O N
BY PRINCIPALS I N SECONDARY SCHOOLS I N JMO S T A T E .
NWOSU V I C T O R I A OMAKA ~ ~ / ~ ~ ~ / 9 3 / 1 4 9 5 7
DEPARTMEF:T O F EDUCATIOM, U N I V E R S I T Y O F N I G E R I A ,
IrlSUKKA.
FEBRUARY 1997-
, I _- .C
PRINCIPALS' AND 'rEACHERS PGRCEPTION Or' CONSTRAINTS TO T d E EFYECTlVE SUPERVISION OF INSTRUCTION
BY PRINCIPALS I N SECONQARY SCHOOLS I N IHO STATE,
A PHOJEC'I' HEPORT PRES&NTCIJ TO THE DEPARTMGNT OF EDUCATLOM UNIVEHSITY- O Y N I G E R I A ,
NSUKKA.
f'7 Qd* * 'cr $ 0 I N PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD . OF THE DEGREE OF MASTER O F EDUCATION,
CERTIFICATION
NWOSU VICTORIA OMAKA, a post graduate
student in the Department of ~ducatiom and with the
registration Number ~ ~ / M E ~ / 9 3 / 1 4 9 5 7 has satisfactorily
completed the requirements for course, and research
work for the degree of master, The work embodied
in this project is original and has not bgen submitted
in part or full for any Diploma or Degree of this or
any other University, .-
PROF. 3, OKPALA DR. TOO, MGBODILE HEAD OF DEPARTMENT SUPERVISOR
, ' , , . , < * f . * . p , 3 t t 4 T ' .
This work is dedicated to my lovely mother
Mrs. Agnes Wosu who slept in death in the course
v of t h i s studyo
ACKMOWLEDGEHEMT
The r e s e a r c h e r m o t n o t f a i l t o t h a n k t h o s e uhooa
fmnmnmt c o n t r i b u t i o n s l e d to the s u c c e s s of t h i s work,
The r e s e a r c h e r is -st g r a t e f u l t o D r . T,O.
Hgbod i l e , h e r B h e a i s s u p e r v i s o r f o r h i s e x p e r t
a u g g a a t i o n s and c o n s t r u c t i v e c o r r e c t i a n o ~ h i c h ~ g u i d e d
h e r t h r e u q h t h i s work,
H e r profound g r a t i t u d e a also go t o h e r l o v e l y
p a r e n t s Mr I nrs S i a e o n Nwosu; h e r b e l a v e d b r o t h e r
M r , sac, Hvosu whose u n t i r i n g f i n a n c i a l , moral and
8pir3tu. l o u p p r t o k e p t t h e r e s e a r c h e r o n t h e move. r
H e r t h a n k 8 also go t o h i s w i f e and c h i l d r e n . Tha
r e s e a r c h e r f i n ~ i n c e r e and l o v i n g a p p r z c i a t i o n also go
fo h e r dear b r o t h e r Louis Wwoou and h i s w i f e , her
sisters, R o s e l i n e , Christians, Chioaa and k h e i r re8pective k families who c o n t r i b u t e d immensely to t h e 8ucce88 af
t h i s work,
She fo g r a t e f u l ,, t o ,< .... 4. +.l1 5t ., c 5 1 # h e r c o l l e a g u e s e s p e c h l l y
P a u l i n u s , and Stel la , h e r chri t s t fan 8 i e t e r s and
b r o t h e r s r h o c o n t r i b u t e d i n one way or the e t h e r i n
&he 8 u c c e . s s f u l c o m p l e t i o n ef t , h i s work e s p e c i q l l y 4' .. .L
~ w a k i r t ~ s f a m i l y and b r o t h e r ~ k p e b i , ~ h a n k r t o M r ,
Attamah F r a n c i 8 who t y p e d t h i s work.
TABLE O F CONTENTS v i .
. TITLE PAGE APPROVAL PAGE CERTIFICATION DEDICATION PAGE ACKNOWLEDGEMENTS TABLE O F CONTENTS LIST OF TABLES ABSTRACT
CHAPTCii uNE: INTRODUCTION
B a c k g r o u n d o f t h e S t u d y S t a t e m e n t of t h e P r o b l e a s P u r p o s e o f t h e S t u d y S c o p e o f t h e S t u d y S i g n i f i c a n c e of t h e S t u d y R e s e a r c h Q u e s t i o n s H y p o t h e s i s
PAGES - i ii iii i v v v i v i i i i x
CHAPTER TWO: LITERATURE REVIEW . . O . 10 ,
T h e C o n c e p t a n d n e e d o f I n s t r u c t i o n a l S u p e r v i s i o n . . .. 1G
T e a c h e r s ' A t t i t u d e towards S u p e r v i s i o n , , .. 16
M o r a l e / M o t i v a t i o n a n d I n t e r n a l S u p e r v i s i o n s . . 2 3
E x p e c t a t i o n s of P r i n c i p a l s as I n t e r n a l S u p e r v i s o r s . . . . 31
Summary o f L i t e r a t u r e Rev iewed . .. 42
CHAPTER T tIREE: HESEARC;~i.,.H?%SGGDWRE/METHODOLOGY . . 46
Research D e s i g n Area o f S t u d y P o p u l a t i o n o f S t u d y S a m p l e a n d S a m p l i n g T e c h n i q u e I n s t r u m e n t f o r Data C o l l e c t i o n
11 - V a l i d a t i o n of t h e I n s t r u m e n t R e l i a b i l i t y of t h e I n s t r d r w n t A d m i n i s t r a t i c n of t h e I n s t r u m e , ~ t Method of u d t a A n a l y s i s
v i i 0
TABL'E OF CONTENTS CONT'D
CHAPTER' FOUR: RESULT/PRESENTATION AND DATA A N A L Y S I S
S u m m a r y of F i n d i n g s . rn
CHAPTER F I V E : D I S C U S S I O N , I M P L I C A T I O N , RECOMMENDATION AND CONCLUSION
D i s c u s s i o n of F i n d i n q s . S u m m a r y of t h e S t u d y o
I m p l i c a t i o n s of t h e S t u d y . . R e c o m m e n d a t i o n s . rn
L i m i t a t i o n s of t h e S t u d y o
Suggestions for f u r t h e r S t u d i e s ,. I
C o n c l u s i o n .. I REFERENCES
A P P E N D I X .
LIST OF TABLES
T a b l e s
~ i s t of ( 9 ) L o c a l G o v e r n m e n t Areas i n O w e r r i Z o n e w i t h t h e i r r e s p e c t i v e number o f P r i n c i p a l s a n d T e a c h e r s . . L i s t o f (5) L.G.As i n Ok igwe Z o n e w i t h t h e i r r e s p e c t i v e number o f P r i n c i p d l s and T e a c h e r s . . L i s t of ( 7 ) L.G.As i n O r l u Zone w i t h t h e i r r e s p e c t i v e number o f P r i n c i p a l s a n d T e a c h e r s . . T h e d i s t r i b u t i o n o f t h e S a m p l e d Numbers of P r i n c i p a l s a n d T e a c h e r s i n t h e S e l e c t e d L o c a l G a v e r n m e n t Areas . . T h e Summary of r e s p o n s e s o n t e a c h e r s a t t i t t i d e s / r e a c t i o n s t o w a r d s s u p e r v i . s f o n .. C o n d i t i o n s t h a t r e d u c e s / i n c r e a s e s t h e m o r a l s / m o t i v a t i o n o f t e a c h e r s a n d t h e m f o r e make t h e m less/rnore r e c e p t i v e t o s u p e r v i s i o n . . The summary of t h e P r i n c i p a l s t s u p e r v i s o r y p a t t e r n that cons t i t u te supervisary p r ~ ~ 3 i crrx 0 .
S u m m r y on how a d m i n i s t r a t i v e c h o r e s c a n p r e v e n t e f f e c t i v e s u p e r v i s i o n 3f i n s t r u c t i o n . . C h i - s q u a r e ( x L ) test cornpa r i sm o f t h e r e s p o n s e s o f teadtTefk"'gn"d p r i n c i p a l s . .
~i i i .
Pages
4.5.1 Areas o f ~ i s a g r e e r n e n t i n t h e p e r c e p t i o n of p r i n c i p a l s a n d t e a c h e r s . . 6 9
ABSTRACT IX '
T h e s t a n d a r d of o u r f a l l i n g a t a n a l a r m i n g
ra te , F o r i n s t a n c e , t h e r e h a s b e e n m a s s f a i l u r e i n b o t h
j u n i o r a n d s e n i o r cer t i f ica te exai i i ina t i o n . New f o r m s o f
e x a m i n a t i o n m i p r a c t i c e s come o u t dbefy y e a r ' ( i i k e j e 1991 ) . Most o f t h e s t u d e n t s do n o t l e a r n a n d c o r i s e q u e n t l y d o n o t
a c h i e v e a n y t h i t l g a t t h e e n d of t h e i r s e c o n d a r y s c h o o l
car r ier d e s p i t e 211 e f f o r t s by ii)? government to i m p r o v e
r d u c a t i m , P? T t t~es r cnt-iai t i o n s m d d e t i l e r e s e a r c h e r t o
w o n d e r i f t h e p r s c e d u r e s s t i p u l a t e d f o r a c h i e v i n g b e t t e r
e d u c a t i o n wers r i o t f o l l o w e d . T h i s p r o m p t e d t h c r e s e a r c h e r t o
i d e q t i f y some o f t h e c o n s t r a i n t s to t h e e f f e c t i v e s u p e r v i s i o n
o f i n s t r u c t i o n , u s i n g P r i n c i p a l s a n d T e a c h e r s a s r e s p o n d e n t s .
S i x e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n e n c o u r a g e s
e f f e c t i v e t e a c h i n g , i t w i l l h e l p t o correct t h e f a l l i n
s t a n d a r d of e d u c a t i o n . I n c a r r y i n g o u t t h e s t u d y , f o u r
r e s e a r c h q u e s t i o n s a n d m e h y p o t h e s i s were f o r m u l a t e d f r o m *
t h e l i t e r a t u r e r e v i e w . Uues t i o n n a i r e was u s e d to col lect . s ~ * T .I. .,Ad*
r e l e v a n t d a t a , T h e m p l e o f 7 6 .principals a n d 2 7 3 t e a c h e r s
were r a n d o m l y s e l e c t e d f r o m a t o t a l p o p u l a t i o n o f 294
p r i n c i p a l s a n d 7 , 4 5 5 t e a c h e r s r e s p e c t i v e l y i n Imo S t a t e .
Mean a n d S t a n d a r d D'evia t i o n were employ& i n a n s w e r i n g
t h e r e s e a r c h q u e s t i o n s w h i l e C h i - s q u a r e w a s u s e d t o . t e s t
t h e n u l l h y y o c n e s i s a t 0.05 l e v e l o f s i g n i f i c a n c e .
X.
The 8tuQy among that teacher8
bare negative auperviafatn,
and that Chin problem to
khe ?ri~cip~lm. It furt revealed that m a t Principal.
are autocratic during superviaions that.nome of the
principals are fault finders and do not co-operate
with their teachera during supervision, so this make.
the teachers to resist sup~rvision which in turn crea0e8
supervisory problems to tha principals. his otudy
further finds that most teachers refuse to be supervised
bcc~umc they feel that they are experienced and 8~3 do
mot need'aupervision, In addition, poor condition aC
rervice, irregular payment of ssalaries and lack of
reward/recognition lower the motale/motivation of
b Beachern theraby making them to be resistant to
8upsrvioion, Finally, the findings of this work
indicated that lack of tine due-to other administrative .. ,,.. .*l. .). *> ' I l Z ' .
chorea and no delegation of authority pose eneblrlaour
problems to the principalsD supervisory efforts,
Recommendations were made based on the above finding#, ,( - .C
CHAPTER O N E
INTHOUUCT~O~
B a c k q r o u n d of t h e s t u d y
E d u c a t i o n h a s b e e n u n i v e r s a l l y a c c e p t e d a s t h e
i n s t r u m e n t f o r n a t i o n a l d e v e l o p m e n t , N i g e r i a h a s
a d o p t e d e d u c a t i o n a s a n i n s t r u m e n t f o r t h e a c h i e v e m e n t
o f s e l f r e l i a n c e a n d n a t i o n a l d e v e l o p m e n t . I n order
t o a c h i e v e t h i s , t h e N i g e r i a n g o v e r n m e n t c h a n g e d t h e
i n h e r i t e d e d u c a t i o n a l s y s t e m w h i c h w a s f o r e i g n b o t h t o
t h e c u l t u r e o f t h e p e o p l e a n d t h e i r e n v i r o n m e n t , S h e
w a n t e d t h e t y p e o f e d u c a t i o n t h a t w i l l e n s u r e t h e
, ' g rowth o f t i l e n a t i o n b o t h s c i e n t i f i c a l l y a n d t e c h n o l o -
g i c a l l y . . T h i s i n e f f e c t h a d l e d t o t h e b i r t h o t t h e 8
N a t i o n a i P o l i c y o n E d u c a t i o n i n 1977 , w h i c h among o t h e r
t h i n g s h e l p e d t o re-s L L - u c t u r e o u r e d u c a t i o n s y s t e m f r o m
6-5-4, to 6-3-3-4 s y s t e m . T h u s , t h i s r e v i e w e d p o l i c y E
i s e x p e c t e d among o t h e r t h i n g s t o i n c u l c a t e t h e
a c q u i s i t i o n o f a p p r o p r i a t e s k i l l s , a b i l i t i e s a n d .,,,.... f . n ' . , . * t * .
c o m p e t e n c i e s b o t h meqtal a n d phy; . : ica l a s a n e q u i p m e n t
f o r t h e i n d i v i d u a l to l i v e i n a n d c o r l t r i b u t e t o t h e
d e v e l o p m e n t o f h i s s o c i e t y ( N a t i o n a l P o l i c y o n E d u c a t i o n
T h e g o v e r n m e n t h a s s p e n t h u g e sums o f money f o r
t h e i m p l e m e n t a t i o n o f t h i s programme, E f f o r t s h a v e also
b e e n made by t h e g o v e r n m e n t t o see t h a t a c c o r d i n g t o
w h a t was s t a t e d i n WAC n a t i o n a l p o l i c y on e d u c a t i o n ,
t h a t N a t i o n a l C e r t i f i c a t e on b : d u c a t i o n (NCE) s h o u l d be
t h e minimum t e a c h i n g q u a l i f i c a t i o n or c e r t i f i c a t e .
O p p o r t u n i t i e s h a v e a l s o b e e n made a v a i l a b l e t h r o u g h t h e
s a n d w i c h programme so t h a t teacllers w i t h g r a d e I1
c e r t i f i c a t e a n d o t h e r Low q u a l i f i e d o n e s u p d a t e d t h e i r
c e r t i f i c a t e . T h e r e a r e more t e a c h e r s now i n o u r s e c o n d a r y
s c h o o l s t h a n i n t h e p r e v i o u s y e a r s .
S a d t o s a y t h a t a l l t h e s e e f f o r t s made by t h e
g o v e r n m e n t to e n s u r e q u a l i t y e d u c a t i o n h a s a l m o s t
p r o v e d f r u i t l e s s . The f a l l i n t h e s t a n d a r d o f e d u c a t i o n
i s on t h e increase. T h i s w a s a f f i r m e d by U k e j e (1991)
when h e s t a t e d t h a t t h e s e c o n d a r y . s c h o o l l e a v i n g
c e r t i f i c a t e i s l o s i n g i t s c r e d i b i l i t y . T h i s i s
t r u e e s p e c i a l l y when w e c o n s i d e r t h e ra te o f e x a m i n a t i o n
, m a l p r a c t i c e s t h a t t a k e p l a c e i n o u r s e c o n d a r y s c h o o l s b o t h
i n i n t e r n a l a n d e x t e r n a l e x a m i n a t i o n s . T h e s e n i o r .,,#'..!. . l . , > " i * ' .
s e c o n d a r y c e r t i f i c a t e e x a m i n a t i o n r e s u l t h a s a l s o b e e n
d i s a p p o i n t i n g a n d d i s c o u r a g i n g most o f t h e t i m e . Even
most o f t h e s t u d e n t s who managed t o o b t a i n a n i c e r e s u l t
cai'lnot de tenc i i t when employl&d.-air e v e n when g i v e n a d m i s s i o n .
They may e n d u p f a i l i n g o u t o f t h e h i g h e r i n s t i t u t i o n
p r o b a b l y b e c a u s e t h e y g a i n e d t h e a d m i s s i o n t h r o u g h f o w l
3
means w h i l e mdny others who were n o t o p p o r t u n e d to
i n v o l v e t h e m s e l v e s i n e x a m i n a t i o n m a l p r a c t i c e , f a r e
b a d l y . F o r i n s t a n c e t h e e d i t o r i a l o f May 5, 1992 o f
t h e New N i g e r i a n Newspapers p o i n t e d o u t s u c h a s a d
s i t u a t i o n w h e r e o v e r 60% o f t h e s t u d e n t s t h a t s a t f c r
t h a t 1991/1992 S e n i o r S e c o n d a r y Cer t i f i ca t e E x a m i n a t i o n
(SSCE) had .a below a v e r a g e pe r fo rmance .
T h i s i s a s e r i o u s p rob l em which w e s h o u l d n o t t o y
w i t h e s p e c i a l l y when b o t h t h e d i r e c t a n d t h e i n d i r e c t
costs o f e d u c a t i o n a r e b e i n g c a l c u l a t e d . I t r e a l l y
i n v o l v e s a l o t o f s a c r i f i c e s on t h e p a r t o f t h e gove rn -
ment and p a t e n t s . P a r e n t s who r e l y h e a v i l y on t h e i r
c h i l d r e n ' s e d u c a t i o n a f t e r much s p e n d i n g and s a c r i f i c e s
end u p o n l y i n b e i n g d i s a p p o i n t e d i n t h e f u t u r e when
t h e y r e a l i s e t h a t t h e i r c h i l d r e n h a v e l e a r n e d o r .
, a c h i e v e d n o t h i n g . T h i s d r a s t i c a l l y a f f e c t s t h e s e
g r a d u a n d s ' employment. The e r i ~ l o y e r s on t h e o t h e r hand ., ,, ..*a. .<. ., , 4.. ' .
a r e e q u a l l y d i s a p p o i n t e d when t h e i r emp loyees c a n n o t
p e r f o r m e f f e c t i v e l y . I n f a c t , t h i s i s a b i g t h r e a t
to o u r f u t u r e economic deve lopmen t . I t s u r e l y n e e d s an
i m m e d i a t e and of c o u r s e a ser"iousL a t t e n t i o n .
I n t h e p r e s e n t Imo S t a t e as w e l l a s o t h e r s t a t e s o f
t h e n a t i o n , many f a c t o r s are b e i n g h e l d r e s p o n s i b l e f o r
4
t h e s e blames. S u c h f a c t o r s i n c l u d e among o t h e r t h i n g s ,
p o o r t e a c h i n g s t a n d a r d , s t u d e n t s n o n - r e a d i n e s s to l e a r n
a n d p o o r a d m i n i s t r a t i o n . Among a l l t h e s e f a c t o r s ,
p o o r t e a c h i n g i s a m a j o r f a c t o r w h i c h c a n hamper t h e
a c h i e v e m e n t o f q u a l i t y e d u c a t i o n , I n s u p p o r t o f t h i s ,
Nwaogwugwu 61987) s t a t ed " i t i s n o t n e c e s s a r i l y t h e
number o f e d u c a t e d p e o p l e t h a t c a u s e s e d u c a t e d
u n e m p l o y m e n t b u t a l so w h a t t h e y h a v e l e a r n e d a n d how' i t
h a s b e e n t a u g h t " . I f now t h e q u a l i t y o f i n s t r u c t i o n
.which i s among t h e ma in t h i n g s i n e d u c a t i o n i s i m p r o v e d ,
t h e n o t h e r p r o b l e m s s u r r o u n d i n g i t c a n be c l e a r l y 'I
i d e n t i f i e d a n d t h e r e f o r e f a c e d s q u a r e l y .
T h e a b o v e i n d i c a t e s t h a t t e a c h i n g is o n e o f t h e
w a y s to correct o u r e d u c a t i o n a n d t h i s c o r r e c t i o n
can o n l y be e f f e c t e d by a d e q u a t e i n s t r u c t i o n a l
s u p e r v i s i o n . S u p e r v i s i o n o f i n s t r u c t i o n i s d e f i n e d a s
" t h e p r o c e s s o f b r i n g i n g , . ~ b o y t i m p r o v e m e n t i n i n s t r u c t i o n
by w o r k i n g w i t h t h e p e o p l e whc a r c w c r k i n g w i t h t h e
p u p i l s . I t is a m e a n s o f h e l p i n g t e a c h e r s to h e l p
t h e m s e l v e s t ' , (Nwdogu -1980). . I -- .L
T h e p r i n c i p a l a l t h o u g h f a c e d w i t h many o t h e r
a d m i n i s t r a t i v e work i s t h e k e y i n s t r u c t i o n a l l e a d e r i n
t h e s e c o n d a r y s c h o o l . Among t h e most impor t a n t work
.
5.
expected Of the principals is Hbuilding a team of
competent teacher8 and facilitating the professional
development of teachersn. (Whitaker, 1983). The role
of principals is a very crucial one especially because
he/she as an inhecnal supervisor is at a very close
range vith his teachers unlike his counterpart, Che
external supervisor who visits the school just once in
a blue moon, Yormally, he does not know whatever thing
that transpires in his absence immediately he leaves the
school compound. A capable principal however, fs a
I always there with his teachers. He also knows their
abilities and weaknesses and therefore uses discernmant
ho know the teachers ha ought to spend more of his time
vith for the improvement of instruction. Hunt and
db Pierce (1958) agreed with the above statement when they
pointed out that it has proved helpful when the principal
identifies a special service which accords with the ,, ,*.. .d. *. ., , 'C ' .
teachers interest and abilities and assist hia/her
to make the studies and develop the professional
Ecng+tency essential to its effective performance. , I .- .C
Having seen the important roles played by the
Principals in the instructional improvemdnt, it becomes
very necessary to check and sea if there are any
6 o b s t r u c t i o n s t h a t w i l l impede t h e e f f e c t i v e s u p e r v i s i o n
o f i n s t r u c t i o n by t h e p r i n c i p a l s so a s t o know how and
w h e r e t o b e g i n i n t a c k l i n g t h e p rob lems .
S t a t e m e n t o f t h e Prob lem
The backg round o f t h i s s t u d y h a s shown t h a t a l l
e f f o r t s h a v e been g e a r e d by t h e gove rn r i~en t t o w a r d s t h e
improvement o f e d u c a t i o n i n s u c h a way t h a t t h e
g r a d u a n d s w i l l f e e l t h e i m p a c t o f e d u c a t i o n , F o r
i n s t a n c e , t h e s c h o o l c u r r i c u l u m t h a t was g e n e r a l l y
c h a n g e d i n o r d e r to meet t h e c e u n t r y ' s need a s s t i p u l a t e d
, r i n t h e N a t i o n a l P o l i c y on E d u c a t i o n o f 1977. T h i s has
a c t u a l l y f a k e n a l a r g e s h a r e o f t h e g o v e r n m e n t money.
Y e t t h e s e expenses h a v e n o t been commensu ra t e w i t h t h e
q u a l i t y o f t h e e d u c a t i o n a l o u t p u t .
F u r t h e r m s r e , more q u a l i f i e d t e a c h e r s are b e i n g
t r a i n e d a s e a r l i e r i n d i c a t e d . Our s e c o n d a r y s c h o o l s
h a v e a g r e a t e r number o f q u a l i f i e d t e a c h i n g s t a f f t h a n
i n t h e p r e v i o u s y e a r s . -"~??kpi't!'e ' a l l . t h e s e improvemen t s ,
t h e r e h a s been mass f a i l u r e s i n b o t h t h e j u n i o r and
s e n i o r s e c o n d a r y e x a m i n a t i o n s . N e w f o r m s o f e x a m i n a t i o n
m a l p r a c t i c e s 'come o u t e v e r y
T h i s s t u d y t h e r e f o r e h e l p e d to i d e n t i f y some
o f t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f
i n s t r u c t i o n by t h e p r i n c i p a l s a s p e r c e i v e d by b o t h t h e 8
p r i n c i p a l s and t e a c h e r s who are d i r e c t l y i n v o l v e d i n
t h e s y s t e m ,
P u r ~ o s e o f t h e S t u d y
The main p u r p o s e o f t h i s s t u d y was t o f i n d o u t
t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f
i n s t r u c t i o n by t h e p r i n c i p a l ,
S p e c i f i c a l l y t h e s t u d y sets o u t : * I
1, To. i d e n t i f y t e a c h e r s 1 a t t i t u d e t o w a r d s s u p e r v i s i o n .
2. To d e t e r m i n e t h e f a c t o r s t h a t r e d u c e t h e m o r a l e /
m o t i v a t i o n o f t e a c h e r s which impede e f f e c t i v e
s u p e r v i s i o n o f i n s t r u c t i o n by t h e p r i n c i p a l s .
3 . To i d e n t i f y t h e p r i n c i p a l s 1 s u p e r v i s o r y p r a c t i c e s
t h a t c o n s t i t u t e a p rob lem t o t h e e f f e c t i v e s u p e r v i -
' . s i o n of i n s true ti on^;*""" "' " "'*
4. To d e t e r m i n e how a d m i n i s t r a t i v e c h o r e s p r e v e n t
t h e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n by t h e
p r i n c i p a l s . , _ ..
Scope of the Study ,
This study was designed to cover all the
secondary school . principals and teachers in I m
State, It looked into the teachers' and principals*
perception of constraints to the effective supervision
of instruction by the principals.
The factors that reduce the morale/motivation of
teachers was considered, The study also covered the
identification of teachers attitude towards supervision
and also how administrative chores prevent effective .d
supervision by the principals,
Sianif icancc of the Study
According to Gay (19?6) "A problem identified is
half solvedw, This study wiii lead to the identification
& of problems that impede the effective supervisory
practices by the principals, Consequently, attempts
The findings of this study will be a useful
reference material to both the teachers and the
principals who would want to implement the recommenda- I t - .i
tiona made in this work.
I t i s a l s o hoped t h a t s u g g e s t i o n s made i n t h i s
s t u d y , w i l l l e a d t o an improved s u p e r v i s o r y programme
a n d p r a c t i c e s w h i c h w i l l make better i m p u t s f o r t h e
r e a l i z a t i o n o f n a t i o n a l o b j e c t i v e s o f b o t h p r i m a r y
and s e c o n d a r y e d u c a t i o n ,
R e s e a r c h Q u e s t i o n s
The f o l l o w i n g r e s e a r c h q u e s t i o n s w e r e c o n s i d e r e d :
1, What a re t e a c h e r s ' a t t i t u d e t o w a r d s s u p e r v i s i o n ?
2. What f a c t o r s r e d u c e t h e m o r a l e / r n o t i v a t i o n o f
t e a c h e r s ? Y
1' 3 . What a r e p r i n c i p a l ' s s u p e r v i s o r y p r a c t i c e s t h a t
c o n s t i t u t e problems t a t h e e f f e c t i v e s u p e r v i s i o n
4. H o w 30 a d m i n i s t r a t i v e c h o r e s l i m i t o r p r e v e n t t h e
e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n by t h e
p r i n c i p a l s ,
T h i s n u l l i l y p o t h e s i s w a s t e s t e d . T h e r e i s n o
s i c j , l i r i c a n t d i f fererrce bc tween t h e mean rh t l n g of k h e
p e r c e p t i o n o f p r i n c i p a l s an3 t h q t of t e a c h e r s on t h e I t - .-
c o n s t r a i n t s to t h e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n
by p r i n c i p a l s ,
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The importance of the concept of instructional
supervision has attracted many authors in education
both here in Nigeria and in foreign co.untries. Based
on the idea of the purpose and research questions of
this study, related literatures are hereby reviewed
and organised under the following areas:
- The concept and need of instructional supervision; - Teachers attitude towards supervision; - Morale/motivation and internal supervision;
II - Expectations of principals as internal supervisors; - summary of literature reviewed.
The Concept and need of Instructional Supervision
Different experts have defined instructional
supervision in various ways; though they were all
pointing at the same thing - Improvement of instruction ..,.I *
by helping taachers-'td%&tch t'he right thing at the
right time. Using the right method in order to achieve
the over-all goal of the education of the child. For
instance,. Moorer (1952: 1) desc-~ibes supervision as one
of those activities which is primarily and.directly
concerned with studying and improving the conditions
which s u r r o u n d t h e l e a r n i n g and g rowth o f t h e p u p i l
and t e a c h e r s . Udoh, Akpa and Gang (1990) s u p p o r t e d
the above ' s t a t emen t when t h q s t a t e d t h a t t h e p r e s e n t
d imens ion af t h e s u p e r v i s o r y work d e a l s w i t h t h e
s u p e r v i s o r working w i t h t h e t e a c h e r by t r y i n g to
u n d e r s t a n d t h e i r p e r s o n a l i t i e s t e a c h i n g s t y l e s and
o b j e c t i v e s and e n c o u r a g e t h e i r deve lopment and s e l f
u n d e r s t a n d i n g . I n o t h e r words, t h e g e n e r a l c o n c e p t of
s o d e r n i n s t r u c t i o n a l s u p e r v i s i o n i s t o e n s u r e and
improve t h e q u a l i t y of i n s t r u c t i o n by working d i r e c t l y d
' w i t h t h e t e a c h e r s who w i l l i n t u r n u s e t h e knowledge
a c q u i r e d t o h e l p t h e i r s t u d e n t s .
However, t h e , modern c o n c e p t o f s u p e r v i s i o n hais
d e v i a t e d from t h e o l d - f a s h i o n e d i n s p e c t i o n which was
;nore o f f a u l t f i n d i n g , " i s s u i n g of o r d e r s and commands
l i k e o t h e r i n s p e c t i o n p r o c e s s e s i n t r a f f i c , army and
p o l i c e w , (Nwankwo 19fj4&.ZEl,).,,to .a modern t y p e of
s u p e r v i s i o n which e n c o u r a g e s a good r a p p o r t between
t h e s u p e r v i s o r and s u p e r v i s e e ( t e a c h e r ) .
A d d i t g o n a l l y , t h e need f o r . i n s t r u c t i o n a l s u p e r v i s i o n I( < .C
to a i d i n t h e r e a l i z a t i o n of e d u c a t i o n a l objectives
c a n n o t be o v e r - s t r e s s e d . I n f a c t , t h e r e a l i z a t i o n o f
i m p o r t a n c e of t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n is
12.
t h e r e a l i z a t i o n o f g o a l s o f s e c o n d a r y e d u c a t i o n ,
One o f t h e most i m p o r t a n t f e a t u r e s o f s e c o n d a r y
e d u c a t i o n is t h e f a c t t h a t t h e c h o i c e o f f u t u r e
career depends f u l l y o n t h e knowledge a c q u i r e d d u r i n g
t h i s p e r i o d , It is w i s e t h e r e f o r e t o see t h a t r e g u l a r
a n d o f c o u r s e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n is
c a r r i e d o u t t o make s u r e t h a t t h e w o r t h w h i l e knowledge
is a c q u i r e d - E d u c a t i o n f o r e f f i c i e n c y and e f f e c t i v e -
ness.
To s u p p o r t t h e i n d i s p e n s a b l e need o f s u p e r v i s i o n o f
i n s t r u c t i o n , Udon et a1 (1990) a s s e r t e d t h a t though
l a c k o f t e a c h e r s and t e a c h i n g f a c i l i t i e s are f a c t o r s
t h a t c o u l d h i n d e r good pe r fo rmance by s t u d e n t s , b u t i f
what is a v a i l a b l e is p r o p e r l y s u p e r v i s e d , t h a t i t w i l l
g o a long way i n r a i s i n g t h e s t a n d a r d o f e d u c a t i o n i n
the s c h o o l s , t h a t l a c k o f e f f e c t i v e s u p e r v i s i o n of
i n s t r u c t i o n h a s c o n t c t b r r t s d g r e a t l y t o t h e f a l l i n
s t a n d a r d o f e d u c a t i o n ,
N i g e r i a .has a p p r e c i a t e d t h e need f o r q u a l i t y
e d u c a t i o n when w e t a l k of t h e e f f o r t p u t f o r w a r d by 11 - .C
t h e e d u c a t e d elites and o t h e r conce rned membsrr of t h i s 8
c o u n t r y t o see t h a t n a t i o n a l p o l i c y on e d u c a t i o n was
p u b l i s h e d " i n o r d e r t o make u p f o r N i g e r i a n e d k a t i o n
and t o make recommendat ions f o r improvement" ( 0 k o l i
1991) . T h i s n a t i o n a l p o l i c y on e d u c a t i o n , among o t h e r
t h i n g s p r e s c r i b e d t h a t supervision o f i n s t r u c t i o n
s h o u l d be o n e o f t h e means o f r e a l i z i n g q u a l i t y
e d u c a t i o n (Wat iona l P o l i c y o n E d u c a t i o n 1981) . Ogunsa ju
(1983) s t r e s s e d t h a t , w i t h t h e i n t r o d u c t i o n o f t h i s
new 6-3-3-4 e d u c a t i o n a l sys t em, t h a t t h e a i m w i l l
be r e a l i z e d o n l y when a f u l l a t t e n t i o n is f o c u s e d on
t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n ,
F u r t h e r m o r e , i n c o n s i d e r i n g t h e hugs s u n o f money P
s p e n t e a c h y e a r by b o t h t h e government and t h e conce rned
i n d i v i d u a l s , it h a s been g e n e r a l l y a c c e p t e d t h a t q u a l i t y
e d u c a t i o n s h o u l d be t h e major way t o a c c o u n t o r
compensa te fo r i t and q u a l i t y e d u c a t i o n c a n o n l y be
a c h i e v e d t h r o ~ g h a n i m p r ~ v e d s u p e r v i s i o n . I n s u p p o r t
' of t h i s , Lamb and Swick (1375) p u t i t t h i 3 way:
"Observing t e a c h e r b a h a v i o u r i n t h e c l a s s r o o m is a g a i n . . , , t . , . . , . . * . . > t , > a . .
emerging as o n e o f t h e ways o f a t t a i n i n g e d u c a t i o m ~ l
a c c o u n t a b i l i t y n . They c o n t i n u e d by s a y i n g t h a t ' t h e
i s s u e of w h a t e f f e c t i v e t e a c h i n g i s , and how o n e c a n , I - .C
d e v e l o p t e a c h e r s who c a n a c t i v a t e are o f i m p o r t a n t
concern .
I 4 0
Akubue (1994) pointed out the role of supervision
in the achievement of any organizational goal when he
stated that one of the major reasons why supervision
exists is "so that an organization's goals can be.
understood, procedures followed, schedules met, and
adjustment made, when goals are not reachedm, He
further maintained that supervision is related to and
responsible for the productive life of an organiaation
because that it promote the behaviour necessary for the
achievement of the organizational goals,
Uwaogu (1980) stressed the need for supervision when
he said that supervision of instruction exist so as to
facilitate curriculum planning, determining mean8 to . provide for individual differences, devising plan to
stimulate and improve professional growth and developing
technique to improve teaching methods and procedures,
This implies that, with the aid of instructional ..,? ... 4 . , s ' . > 3 * l * " .
supervision, the afore-mentioned areaa will be properly
cared for in order to achieve educational goal which
is the in-thing,
~ u g l a s s et a1 in ~ w a b ~ ; 'il980) made the palnta
clearer when they posited that the purpose of supervision
is to study the learning activities of the students and
Cbe wor th o f t h o s e a c t i v i t i e s for t h e o b j e c t i v e of
e d u c r t i o n ~ t h g y went f u r t h e r t o s a y t h a t i t h e l p s t o
s t u d y t h e means used t o s t i m u l a t e , g u i d e and d i r e c t
s t u d e n t s l e a r n i n g , and t h e p h y s i o l o g i c a l p r i n c i p l e s
a p p l i e d and t h e i r r e l e v a n c e to t h e s p e c i f i c l e a r n i n g fo
be a c q u i r e d ; or what is t a u g h t whe the r it is r e l a t e d to
t h e m e n t a l , p h y s i c a l and moral development o f t h e
s t u d e n t s . H e f u r t h e r no ted t h a t s u p e r v i s i o n of instruc-
t ion w i l l h e l p t o s t u d y t h o means i n which t h e t e r c h e r r 8
u s e to d i s c o v e r , d i a g n o s e and remedy the s t u d e n t $ ' '1 l e a r n i n g d i f f i c u l t i e s ; whe the r t h e a p p r o p r i a t / ar~thods
and a i d s which s i m p l i f y l e a r n i n g are used. ores so',
t h a t s u p e r v i s i o n is needed to s t u d y t h e means of m a s u r e -
n a n t and e v a l u a t i o n o f s t u d e n t s and how t h e y r e d a t e to
C goals of l e a r n i n g s i t u a t i o n . , .
Ln a d d i t i o n , t h e need for s u p e r v i s i o n o f
i n s t r u c t i o n was also stressed by Nwaogvu (1980) c i t e d -,,,.,. * t . e . , , 4 * ' .
i n Udoh e t a1 (19901. He p o i n t e d o u t t h a t s i n c e t h e
c o n t e n t of t h e c u r r i c u l u n is i n c r e a s i n g and a t t h e
same time becoming more complex, for i n s t a n c e t h e ,, .. .& as
use of i n s t r u c t i o n a l media s u c h / f i l m s , - t a p e r e c o r d e t a ,
radio and t e l e v i s i o n sets, and t h a t , t e a c h e r s r e s o u r c e
c e n t r e s or e d u c a t i o n a l s e r v i c e s d e p a r t m e n t have been
e s t a b l i s h e d t o d e v e l o p a n d recommend f o r u s e , i n n o v a t i v e
e d u c a t i o n a l / -.. materials , b o o k s , t e a c h i n g methods
and a n y o t h e r new t e c h n i q u e i n e d u c a t i o n . So t h e need
f o r s u p e r v i s i o n r e m a i n s i n o r d e r t o e n s u r e t h a t t h e s e . t h i n g s are a v a i l a b l e and i n u s e too.
Eye, Netzer & Krey (1971) asserted t h a t a d e q u a t e
supervision o f i n s t r u c t i o n w i l l h e l p t o a c h i e v e
a p p r o p r i a t e i n s t r u c t i o n a l e x p e c t a t i o n s o f e d u c a t i o n a l
s y s t e m .
F i n a l l y , Akubue (1994) c o n c l u d e d t h a t s i n c e n o t a11 I
t ~ ~ c h e r s are dynamic , k n o w l e d g e a b l e and s k i l l f u l a n d
p r o f e s s i o n a l l y d e d i c a t e d as t h e y s h o u l d be t h a t t h e
need for s u p e r v i s i o n r e m a i n s , H e f u r t h e r a r g u e d that a
t e a c h e r may be e x p e r i e n c e d and knows what t o d o w i t h o u t
knowing t h e s k i l l t o d o it. T h i s i m p l i e s t h a t both
e x p e r i e n c e d and i n e x p e r i e n c e d t e a c h e r s need s y p e c v i s i o n
s i n c e t h e y a re i m p e r f e c t humans and as s u c h h a v e t h e i r .. , t ? . 1 1 . 6' ' # I * ' '
i n d i v i d u a l w e a k n e s s e s a n d p e r c u l i a r i t i e s .
T e a c h e r s A t t i t u d e / R e a c t i o n s t o w a r d s S u p e r v i s i o n
R e s e a r c h e r s had o b s e r v e d t h a t t e a c h e r s g e n e r a l l y I! - .-
i n N i g e r i a h a v e a d e e p r o o t e d n e g a t i v e p e r c e p t f a n of
s u p e r v i s i o n ( O g u n s a j u , l 3 8 3 ) . However, ' t h e r e are many
c o n t r i b u t i n g f a c t o r s t o t h i s n e g a t i v e f e e l i n g s . One
o f them a c c o r d i n g t o Dike ( 1 9 9 1 ) is t h a t t e a c h e r s I
a l w a y s see t h e s u p e r v i s o r s as f a u l t f i n d e r s . H o s t of
t h e times, t h e t e a c h e r s f e e l t h a t t h e y are n o t d o i n g
t h e r i g h t t h i n g . T h i s is b e c a u s e t h e y are a l w a y s
p r e s e n t w i t h "master r i g h t w who w i l l a l w a y s cr i t ic ize
them. T h e s e t e a c h e r s t h e r e f o r e see t h e s u p e r v i s o r s as
o n e . w h o is coming t o e x p o s e t h e i r f a u l t s and weaknesses
and p e r h a p s make them objects of r i d i c u l e before h i s
s t u d e n t s - H e c o n t i n u e d b y s a y i n g t h a t b e f o r e t h e
," a r r i v a l of t h e s u p e r v i s o r , t h a t t h e t e a c h e r saw 1
h i a s e l f l a s t h e marater a n d a n a u t h o r i t y i n h i s cless.
But t h e r e comes t h e s u p e r v i s o r to p r o v e t h e c o n t r a r y .
T h a t a l l t h e s e l e a d to r e s e n t m e n t . On t h e o t h e r hand ,
"I p r i n c i p a l ( s u p e r v i s o r ) may however be w o r r i e d a b o u t
loss of p r e s t i g e or a b o u t seeming weak i f h e d o e s not -, ,*" a.1. d . .> "I* ' .
t a k e a v i g o r o u s lead, C e r t a i n t e a c h e r s o n t h e o t h e r
hand may be a p p r e h e n s i v e lest h e impose h i s i d e a s
r e g a r d i n g i n s t r u c t i o n or work r o u t i n e s upon them-
hey c o n t i n u e d by s a y i n g t h a t t h e i m p o r t a n t c o n c e r n of
t h e p r i n c i p a l a n d t h e t e a c h e r now become %ver who w i l l
h a v e how much c o n t r o l a n d o v e r what itemw and t h a t t h i s
may grow u p t o a p o i n t w h e r e it c a n i n h i b i t i f n o t
e s s e n t i a l l y p r e v e n t c o - o p e r a t i v e work o n t h e e d u c a t i o n a l
programme, The r e s u l t o f t h i s t y p e o f power t u s s l e is
obvious - i n s t r u c t i o n s u f f e r s .
F u r t h e r m o r e , D ike (1991) p o i n t e d o u t more factors
t h a t lead t o t h e n e g a t i v e a t t i t u d e of t e a c h e r s o n
h e a r i n g a b o u t s u p e r v i s i o n , He s a i d t h a t a t e a c h e r may
h a v e n e g a t i v e v i ew o f h i m s e l f . And t h a t b e c a u s e of
t h i s n e g a t i v e v i ew , looses c o n f i d e n c e i n h i m s e l f a n d
h i s a b i l i t y t o e x c e l . H e went f u r t h e r t o e x p l a i n '8
' t h e c a u s e of t h i s n e g a t i v e s e l f - v i e w by s a y i n g t h a t
i t i s l e a r n t t h r o u g h i n t e r a c t i o n w i t h t h e " S i g n i f i c a n t
o t h e r s w , Roge r s (1951) q u o t e d i n D ike (1991) shows
how t h i s l e a r n i n g a b o u t self t a k e s p l a c e , A c c o r d i n g
t o him:
From
As a r e s u l t o f i n t e r a c t i o n w i t h t h e e n v i r o n m e n t and p a r t i c u l a r l y a s a r e s u l t of eval~atio~n~l;,~,i~~$~eeaction w i t h o t h e r s , t h e s t r u c t u r e o f s e l f i s formed - a n o r g a n i s e d , f l u i d b u t c o n s i s t e n t c o n c e p t u a l p a t t e r n of p e r c e p t i o n s of c h a r a c t e r i s t i c s a n d r e l a t i o n s h i p s o f t h e "1" a n d t h e " M e w t o g e t h e r w i t h values a t t a c h e d t o t h e s e c o n c e p t s , .
, _- .C
t h e i n t e r a c t i o n w i t h s u c h " s i g n i f i c a n t o t h e r s 1 '
we come t o real ise w h e t h e r we ,a rs c a p a b l e o r i n c a p a b l e ,
l i k a b l e o r u n l i k a b l e , l o v a b l e o r u n l o v a b l e , v a l u a b l e o r
w o r t h l e s s and t h a t t h e way t h e y r e g a r d u s is g e n e r a l l y
how w e w i l l come t o r e g a r d o u r s e l v e s (Gazda 1977; i n
Dike 1991 ) . H e f u r t h e r s t a t e d t h a t i f o u r s e l f
s t r u c t u r e is g e n e r a l l y p o s i t i v e t h a t i t e n g e n d e r s s e l f -
r e s p e c t and c o n f i d e n c e , b u t t h a t a g e n e r a l l y n e g a t i v e
s e l f - i m a g e l e a d s t o f e e l i n g s of i n a d e q u a c y and l a c k o f
c o n f i d e n c e ,
Dike (1991) f u r t h e r r e v e a l e d t h a t t h e n e g a t i v e s e l f
v i ew of some t e a c h e r s may be r e i n f o r c e d , p e r p e t u a t e d
or h e i g h t e n e d by c o n s t a n t n e g a t i v e f e e d b a c k by t h e v
' s u p e r v i s o r s , He e n c o u r a g e d s u p e r v i s o r s to e n c o u r a g e
t h e deve lopmen t of t h e p o s i t i v e s e l f - v i e w by t e a c h e r s
because teachers a n d parents alike c a n s t i t u t e the
" s i g n i f i c a n t o thersw i n the l i f e o f t h e s t u d e n t s . Sa
fb i f t e a c h e r s h a v e a n e g a t i v e view of t h e m s e l v e s , t h a t i t
w i l l a f f e c t or i n f l u e n c e t h e classroom climate wh ich
deals w i t h t h e q t e m t i o ~ a l , , , t o n . e q ' i n a classroom. S t u d i e s ., a,.. ?*T.
h a v e shown t h a t s t u d e n t s l e a r n best when t h e y are
e m o t i o n a l l y i n v o l v e d and t h a t t e a c h e r s more t h a n a n y
o t h e r p e r s o n set t h e e m o t i o n a l climate i n t h e classroome I t .-
It h a s also b e e n found t h a t t h e b e h a v i o u r of c h i l d r e n
is a r e s p o n s e t o t h a t of t h e i r t e a c h e r s . T h a t i f a
t e a c h e r is found to be h e l p f u l , c h e e r f u l , happy a n d good
n u t u r e d humane a n d f r i e n d l y , t h a t t h e s e q u a l i t i e s
w i l l i n f l u e n c e t h e e m o t i o n a l t o n e i n h i s class and
t h a t i f t h e o p p o s i t e of t h e a b o v e q u a l i t i e s are shown
i t w i l l a f f e c t the s t u d e n t s d r a s t i c a l l y (Gazda 1977 i n
Dike 1992). I n t h i s way, l e a r n i n g m i g h t be hampered,
The p r i n c i p a l as a n i n s t r u c t i o n a l s u p e r v i s o r , h a s
some pa r t s t o p l a y i n t h i s r e s p e c t . Having a clear
knowledqe of h i s teachers and t h e i r a ~ i l f t i ~ ~ , should
a l w a y s t r y t o e n c a u r a q e them. By e s t a b l i s h i n g good
r e l a t i o n s w i t h t h e t e a c h e r s , t h e s u p e r v i s o r s h o u l d v
e n c o u r a g e H s a l f - d i s c l o s u r e w and f r a n k n e s s . T h i s self
d i s c l o s u r e w i l l h e l p t h e s u p e r v i s o r t o d e c i p h e r t h e
s o u r c e o f t e a c h e r ' s p r o b l e m s a n d be able to solve them
if i t is w i t h i n h i s a b i l i t y t o d o so; ( D i k e 1991);
I n h e r s t u d y o n p r i n c i p a l s ' a n d t e a c h e r s ' h e a l t h ,
Landsmann (1978) asked t e a c h e r s of wha t c a n be d o n e t o
i m p r o v e t h e i r h e a l k b . . a R d . k h a t of t h e i r c o l l e a g u e s , t h a t
57% i n c l u d e d " a c t i o n s t h a t their p r i n c i p a l c o u l d t a k e w
n o t i n g t h a t good h e a l t h had t o do w i t h a t t i t u d e and
m o r a l e , . T e a c h e r s s ta ted ,I t h a t . _ .- p r i n c i p a l s c o u l d h e l p
i n areas o f t e n s i o n re l ief , g r o u p s u p p o r t and f r i e h d l y
i n t e r a c t i o n , They c o n t i n u e d by s a y i n g t h a t c o n c e r n e d
21.
p r i n c i p a l s c a n do much t o a l l e v i a t e h e a l t h problems;
t h e y can o f f e r p a s i t i v e r e i n f o r c e m e n t , h e l p w i t h
c u r r i c u l u m d e c i s i o n s a c t as b u f f e r , a i d t e a c h e r s i n
improving school/comrnunity r e l a t i o n s , h e l p a d j u s t
class size, f o s t e r more open communicat ion among s t a f f
members, p r o v i d e a d e q u a t e i n s e r v i c e t r a i n i n g and
a u t h o r i z e t h e p u r c h a s e o f m a t e r i a l s f o r i n s t r u c t i o n a l
inprovement . L i l l i a n Bernhagen, p a s t p r e s i d e n t o f American s c h o o l
w A s s o c i a t i o n q u o t e d i n Landsmann (1978), a g r e e s t h a t t h e I
role of &ha p r i n c i p a l i s c r u c i a l "you c a n n o t S.pi&r.t@
m e n t a l and p h y s i c a l h e a l t h problems i n t e a c h i n g ..,, if t e a c h e r s are i n a school w i t h p r i n c i p a l who c a r e s ,
coo-operate w i t h t h e f a c u l t y and c r e a t e s a s u p p o r t i v e
env i ronmen t , t h o s e t e a c h e r s w i l l be p o s i t i v e l y r e i n f o r c e d
and e m o t i o n a l l y f e e l rewardedn. On the o t h e r hand, she .*I* ' .
c o n t i n u e s " i f a teacIfe?" h a s a p r i n c i p a l who criticizes
and who n e v e r complements or who c r e e p s a round c o r n e r s ,
r a t h e r t h a n be ing open , t h e n morale w i l l d r o p , t h a n
come t h e p h y s i c a l m a n i f e s t a t i o n s o f f r u s t r a t i o n and
streasn.
I n d i s c u s s i n g a b o u t t h e q u a l i t i e s o f an a f f e c t i v e
p r i n c i p a l , O z i g i (1977) p o i n t e d o u t t h a t h e s h o u l d
know h i s s t a f f b o t h c o l l e c t i v e l y and i n d i v i d u a l l y and
s h o u l d t r y t o u n d e r s t a n d t h e i r p e r s o n a l and s o c i a l
n e e d s a n d problems,
During h i s v i s i t i n t h e c l a s s r o o m , t h e p r i n c i p a l
s h o u l d h e l p t h e t e a c h e r to u n d e r s t a n d t h a t h e is t h e r e
n o t t o j u d g e or cr i t ic ize b u t t o h e l p him improve i n
h i s t e a c h i n g , T h i s w i l l h e l p t o r e d u c e t h e n e g a t i v e
w a t t i t u d e o f t h e t e a c h e r s t o w a r d s t h e i r s u p e r v i s o r s +
( p r i n c i p a l s ) . T h i s i s n e c e s s a r y b e c a u s e r e s e a r c h e s
h a v e shown t h a t whenever t h e p r o c e s s o f s u p e r v i s i o n is
faced w i t h p rob lems , t h a t t h e s u p e r v i s o r y a c t i v i t y w i l l
b e r e n d e r e d i m p o t e n t or i n e f f e c t i v e and when t h i s happens ,
t h e aim o f s u p e r v i s i o n is d e f e a t e d ( A n i , 1984 & Ukwuese
1992). . , , r - . ' . ~ ~ . ~ r . . , ~ o ~ . .
Author s h a v e a lso found t h a t sometimes t e a c h e r s
s t r u g g l e f o r power and a u t h o r i t y w i t h t h e p r i n c i p a l
(Hunt and p i e r c e , 19581, T h i s however, s h o u l d n o t b e
so. T e a c h e r s s h o u l d a l ~ a y s " r e c o g n 1 s e t h e h e a d s h i p and
t h e a u t h o r i t y o f t h e p r i n c i p a l s , Wiles. ( 1 9 7 5 ) # p o s i t e d
t h a t t h e r e i s need f o r o r g a n i z a t i o n a l l y bestowed a u t h o r i t y
23,
when a t a s k r e q u i r e s t h e c o r d i n a t i o n of human and
m a t e r i a l r e s o u r c e s and t h a t s u c h a u t h o r i t y c a n i n c r e a s e
t h e p r o b a b i l i t y o f p e o p l e working t o g e t h e r and t h a t
a v a i l a b i l i t y of a p p r o p r i a t e human and material r e s o u r c e s ,
T h a t j u s t enough a u t h o r i t y s h o u l d be p r o v i d e d f o r ' .
p a r t i c u l a r t a s k . However, as e a r l i e r s t a t e d i n t h i s
r e v i e w , care s h o u l d be t a k e n by t h e p r i n c i p a l s n o t t o
a b u s e t h i s a u t h o r i t y , I t s h o u l d a lso be b o r n e im mind
t h a t t h e i m p r e s s i o n t h a t t h e s u p e r v i s o r makes on h i s
t e a c h e r s p l a y a major role o n how e f f e c t i v e h e is able
t o c a r r y o u t h i s o v e r a l l t a s k (Gordon, 19719, All o f
t h e s e bf c o u r s e depend on t h e p r i n c i p a l s a d m i n i s t r a t i v e
and s u p e r v i s o r y s k i l l s and methods,
Morale/Mot i v a t i o n and I n t e r n a l s u p e r v i s i o n
k* Morale h a s been d e f i n e d i n d i f f e r a n t ways by
d i f f e r e n t a u t h o r s , ~ r i o n , . q u o t e d i n Ezeocha (19929
d e f i n e s morale as.:~*'%tTe'*'@xtent t o which i n d i v i d u a l n e e d s
are s a t i s f i e d and t h e e x t e n t t o which t h e i n d i v i d u a l
p e r c e i v e s t h a t s a t i s f a c t i o n as s t e m i n q from h i s t o t a l
job s i t u a t i o n 1 ' , K e i t h pavis i n t h e same Ezeocha (1992)
S ~ f i n e s it as: " t h e a t t i t u d e of i n d i v i d u a l s a n d g r o u p s
t o w a r d s t h e i r work env i ronmen t and t o w a r d s v o l u n t a r y
c o - o p e r a t i o n t o t h e f u l l e x t e n t of t h e i r a b i l i t y i n t h e
24 .. best i n t e r e s t of t h e o r g a n i z a t i o n .
The a b o v e d e f i n i t i o n s show t h a t t h e r e i s a g r e a t
r e l a t i o n s h i p b e t w e e n w o r k e r s m o r a l e a n d t h e i r a t t i t u d e
t o w a r d s work .
E e e o c h a (1992) r e v e a l e d t h a t morale c a n be h i g h or
low, I n the case of t e a c h e r s , t h a t h i g h morale may
r e s u l t when t h e y h a v e f a v o u r a b l e a t t i t u d e a n d c o n f i d e n c e
t o w a r d s t h e i r job a n d t h e i r co-workers. C o n s e q u e n t l y ,
t h e y w i l l work j o i n t l y and w h o l e - h e a r t e d l y t o a c h i e v e %
t h e e d u c a t i o n a l g o a l , On t h e o t h e r h a n d , t h a t low I
v '
morale may r e s u l t when they lose i n t e r e s t i n t h e i r job
t o g e t h e r w i t h l a c k o f c o n f i d e n c e . Munson, (1951)
f u r t h e r m e n t i o n e d some of t h e e s s e n t i a l c h a r a c t e r i s t i c s
of morale b y s a y i n g t h a t morale d e s c r i b e s t h e n a t u r e
a n d d e g r e e of c o - o p e r a t i o n , c o n f i d e n c e a n d u n i t y of I
u n d e r s t a n d i n g , s y m p a t h y a n d p u r p o s e e x i s t i n g b e t w e e n
t h e i n d i v i d u a l c o m p o s i n g ~ ~ ~ k h e - ~ g 2 o u p . T h a t it i s f i t n e s s
of mind for t h e p u r p o s e a t h a n d , a s e n s e of s o l i d a r i t y
of s t r e n g t h a n d p u r p o s e a n d t h e a b i l i t y t o u n d e r g o i n
t h e a c c o m p l i s h m e n t of a common, c a u s e I .+ t h a t it arises and
f a i l s f r o m c a u s e s .
T h e fac t t h a t morale describes t h e n a t u r e a n d
d e g r e e of c o - o p e r a t i o n a c c o r d i n g t o Munson (1951) q u o t e d
25.
above s h o w s t h a t t e a c h e r s mora le d e t e r m i n e s t o -a l a r g e
e x t e n t , t h e i r w i l l i n g n e s s t o c o - o p e r a t e w i t h t h e
p r i n c i p a l d u r i n g s u p e r v i s i o n of i n s t r u c t i o n . It is
w e l l known t h a t a sound r e l a t i o n s h i p and c o - o p e r a t i o n
is e s s e n t i a l for t h e improveuient o f t h e t e a c h i n g -
l e a r n i n g s i t u a t i o n , w i t h o u t i t t h e s u p e r v i s o r w i l l do
l i t t l e or n o t h i n g t o h e l p t e a c h e r s i n o r d e r t o improve
t h e i n s t r u c t i o n (Nwaogu, 1980) .
However, o t h e r c o n d i t i o n s t h a t might l e a d t o low
mora le as p o i n t e d o u t by Munson (19511 i n c l u d e ; l a c k 'P
' o f r e c o g n i t i o n and p a r t i a l i t y i n terms of d i s c i p l i n e ;
l o w s a l a r y income; f a i l u r e t o o r i e n t a t e new s t a f f
members b o t h s o c i a l l y and p r o f e s s i o n a l l y , p r e s e n c e of
u n n e c e s s a r y r e s t r a i n t s , p r o h i b i t i o n s and i n t e r f e r e n c e s
fb w i t h p r i v a t e l i v e s .
6
On t h e o t h e r hand W h i t e (1955) mentioned some of
t h e ways t o promote h i g h mgrale; s y s t e m a t i c r e c o g n i t i o n ; ., ,,. .*!. '4 .. , ' I *
b e t t e r o r g a n i z a t i o n and p r o c e d u r e of management;
g r e a t e r o p p o r t u n i t y ; s u r v e y of r e - a d j u s t m e n t o f
s a l a r i e s ; a d e q u a t e and f a i r $ i i s c i p l i n e . The above I! - - .C
s t a t e m e n t shows t h a t t h e p r i n c i p a l a s an i n s t r u c t i o n a l
s u p e r v i s o r and a n o v e r a l l a d m i n i s t r a t o r o f h i s Schoo l
cam c o n t r i b u t e t o t h e m o r a l e of t h e i r t e a c h e r t o
b e i n g e i t h e r h i g h or low d e p e n d i n g o n h i s t y p e of
i n s t r u c t i o n a l l e a d e r s h i p and a d m i n i s t r a t i o n ,
T e a c h e r s m o r a l e w i l l i n c r e a s e when t h e p r i n c i p a l
as a n i n t e r n a l s u p e r v i s o r treats t h e m l i k e h i s fellow
human, who are p r o f e s s i o n a l i n t e l l e c t s . ~ c c o r d i n g t o
Conway (1978); Ezeocha (1992); E j i o g u (1985) and
Mgbod i l e (1986) o n e o f t h e ways t o show t h i s is t h r o u g h
g e n u i n e c o n s u l t a t i o n t o seek t h e i r o p i n i o n and sugges -
t i o n s i n t h e p r o c e s s o f p l a n n i n g a n d d e c i s i o n making o n v
, matters t h a t affect them, for easier i m p l e m e n t a t i o n .
I n a d d i t i o n , t h e m o r a l e s o f t e a c h e r s c a n be i n c r e a s e d
d u r i n g s t a f f m e e t i n g s when t h e y are g i v e n t h e c h a n c e t o
make c o n t r i b u t i o n s or s u g g e s t i o n s o n how to i m p r a v e
i n s t r u c t i o n a l s u p e r v i s i o n . T h e i r s u g g e s t i o n s , when
u p h e l d w i l l h e l p t hem n o t t o be biased a b o u t s u p e r v i s i o n
of i n s t r u c t i o n , They w i l l be d e t e r m i n e d to s u c c e e d ., #.. ' .*1. .(. ., ' "1.P .. .
i n t h e p u r p o s e fo r which t h e y were t r a i n e d and employed ,
S m a l l (1951) s u p p o r t e d t h e a b o v e when h e stated
t h a t when the morale o f a t e a c h e r is h i g h , t h a t he w i l l , t -- .L
be e n t h u s i a s t i c and self c o n f i d e n t , r e s p e c t h i s judgement
a n d is w i l l i n g b o t h t o make d e c i s i o n s and to a c c e p t f u l l
r e s p o n s i b i l i t y f o r a n y c o u r s e o f a c t i o n t h a t may be
27.
i n v o l v e d , H e l i k e s and r e s p e c t t h e s e i n a u t h o r i t y
o v e r him and h i s fe l low w o r k e r s and i s c o n f i d e n t t h a t
they l i k e and r e s p e c t him,
From a l l t h e a b o v e , i t c a n be s e e n t h a t morale i a
a major f a c t o r o f s u p e r v i s i o n , The morale of a
t e a c h e r d e t e r m i n e s i n a l o n q way h i s a t t i t u d e t o w a r d s
s u p e r v i s i o n o f i n s t r u c t i o n , F i n a l l y , s u p e r v i s o r s c a n
c o n t r i b u t e t o h i g h morale t h r o u g h ; e x p e r t n e s s i n
p r o f e s s i o n a l l e a d e r s h i p d i s p l a y e d , a w i l l i n g and s e l f l e s s
, - e x p e n d i t u r e of time and e n e r g y i n m e e t i n g p r o b l e m s a n d i n 1
r e n d e r i n g service, Through m a i n t a i n i n g a p o l i c y of
c o - o p e r a t i v e a t t a c k t o prab le rn and t a s k . Through
l e a d e r s h i p and a d m l n i s t z a t i o n which i s k i n d l y , sympathe-
t i c a n d c o o p e r a t i v e and a t t h e same t i m e f i r m , o b j e c t i v e
,, a n d i m p a r t i a l .
M o t i v a t i o n on the o t h e r hand work hand i n hand w i t h ,' ,,.. .*l. *. "l "" ' .
morale. B e r e l s o n and S t e i n e r (1964) d e f i n e s m o t i v a t i o n
as "an i n n e r s t a te t h a t e n e r g i z e s , a c t i v a t e s o r move,
directs or c h a n n e l s b e n a v i o u r towards g o a l s " .
A t k i n s o n '( 1964) f u r t h e r rd'veal'kd t h a t m t i v a t i o n deals
w i t h t h e a n a l y s i s o f t h e v a r i o u s f a c t o r s wh ich i n c i t e
and d i r e c t a n i n d i v i d u a l ' s a c t i o k ,
J
28.
Most i s s u e s a b o u t m o t i v a t i o n l ies o n t h e s h o u l d e r s
of t h e manager . I n t h e e d u c a t i o n a l s e t t i n g , t h e
p r i n c i p a l a s a n a d m i n i s t r a t o r a n d i n s t r u c t i o n a l
s u p e r v i s o r s h o u l d be c o n v e r s a n t w i t h m o t i v a t i o n and k i m t
i t t a k e s t o m o t i v a t e h i s t e a c h e r s i n o r d e r t o p e r f o r m
e f f e c t i v e l y f o r t h e a c h i e v e m e n t of t h e e d u c a t i o n a l
goals, Nwankwo (1982) asserts t h a t e f f e c t i v e s t a f f
m o t i v a t i o n demands t h a t t h e t e a c h e r be 30 e n g i n e e r e d
t o d e v o t e t h e m s e l v e s t o achieve t h e o b j e c t i v e s of
e d u c a t i o n , t h a t of t h e s c h o o l o r of t h e s t u d e n t s a n d 7
o n t h e o t h e r h a n d t h a t t h e i n d i v i d u a l t e a c h e r s g o a l s
a n d n e e d s be met.
Furt hernure , sevsral wclters a s s o c i a t e d staff
m o t i v a t i o n w i t h t h e s a t i s f a c t i o n of t h e n e e d s of t h e
s t a f f . M a s l o w (1954) h i e r a r c h i c a l l y , i d e n t i f i e d t h o s e
n e e d s as f o l i o w s :
- P h y s i o l o g i c a l n e e d s (foob, water, c l o t h i n g , s h e l t e r .' ,".. . .f. 3s. " >
a n d s l e e p ) ;
- S e c u r i t y o r s a f e t y n e e d s ( p h y s i c a l d a n g e r , fear o f
loss of j o b ) ; I t - .C - A f f l i a t i o n o r a c c e p t a n c e ne'eds ( n e e d t o b e l o n g , t o be
a c c e p t e d j.
29,
- Esteem need (power , p r e s t i g e , s t a t u s and self
c o n f i d e n c e ) .
- Sel f a c t u a l i z a t i o n (max imi se o n e ' s p o t e n t i a l ) .
Source: Koontz H, O ' d o n e l i C. a n d W e i h r i c h H. (i983).
The more t h e a b o v e n e e d s o f t h e s t a f f ( t e a c h e r s )
are m e t o r s a t i s f i e d , t h e more t h e y are m o t i v a t e d to
work a n d t h e i r h a r d work w i l l i n t u r n r e s u l t i n t h e
s a t i s f a c t i o n of t h e need of t h e o r g a n i z a t i o n . The
p r i n c i p a l s h o u l d t r y t o r e a l i z e t h e g o a l of h i s s t a f f
b e a r i n g i n mind t h e i n d i v i d u a l d i f f e r e n c e s t h a t what
m o t i v a t e s a p a r t i c u l a r t e a c h e r may n o t n e c e s s a r i l y
m o t i v a t e a n o t h e r t e a c h e r . So b y m e e t i n g t h e i n d i v i d u a l
n e e d s , t h e e d u c a t i o n a l n e e d s and g o a l s w i l l a lso be m e t .
P e e s e r (1973) f u r t h e r i m p l i e d t h a t t e a c h e r s w i l l be
f u r t h e r m o t i v a t e d i f t h e p r i n c i p a l s a d o p t a s t y l e
t h a t is a ba lag ,cebad . , . & m c r a t i c / a u t h o c r a t i c a n d p r o d u c t i
c e n t r e / e m p l o y e e c e n t r e d . T h i s means t h a t t h e p r i n c i p a l
s h o u l d e m p h a s i s e n o t e n l y t h e work b u t also the i n t e r e s t
of h i s w o r k e r s , h e s h o u l d . s t r i k e a b a l a n c e be tween t h e I t - .e
two,
Morgan a n d T u r n e r (1975) p o i n t e d o u t t h a t l e a d e r s
( p r i n c i p a l s ) s h o u l d be famil iar w i t h some factors t h a t
b r i n g a b o u t s a t i s f a c t i o n and d i s s a t i s f a c t i o n i n t h e i r
e f f o r t s tc m o t i v a t e t h e i r t e a c h e r s . They stressed
that principals s h o u l d m d k e t h e t e a c h i n g job s a t i s f y i n g
by t
- e n h a n c i n g t h e f e e l i n g o f the teachers on t h e job
( r e c o g n i t i o n and r e w a r d ) ;
- r e c o g n i t i o n o f i n d i v i d u a l w s r t h and p e r s o n a l d i g n i t y ;
- making work c h a l l e n g i n g a n d i n t e r e s t i n g ; w - p r o m o t i n g p r o f e s s i o n a l g r o w t h o f t e a c h e r s ,
S t e i n e r (1972) i n h i s r e s e a r c h f i n d i n g p o i n t e d o u t
more o f t h e m o t i v a t i n g factors when h e s tated t h a t
t e a c h e r s h a v e t h e p o t e n t i a l to a c h i e v e maximum
p r o d u c t i v i t y , If t h e y h a v e a t t h e i r d i s p o s a l s t h e
' n e c e s s a r y r e s o u r c e s t o m e e t t h e demand of t h e job, If
t h e r e s o u r c e s are n o t a d e q u a t e l y p r o v i d e d , t h e task w i l l <, ,,... ,q. 3,. !
be i n s u f f i c i e n t l y a c c o m p l i s h e d ,
I n c o n c l u s i o n , Nwaogu (1980) r i g h t l y p o i n t e d o u t
t h h t i f t h e m o t i v a t i o n of a t e a c h e r f o r i n s t r u c t i o n is I t I- .-
v e r y h i g h , h e w i l l d e v e l o p i n t e r e s t i n h i s l e s s o n s a n d
w i l l u t i l i z e a l l t h e n e c e s s a r y s k i l l s h e h a s d u r i n g t h e
31.
t e a c h e r d e v e l o p s an i n t e r e s t i n h i s j o b of i n s t r u c t i o n
t h a t h e w i l l e v e n a s k f o r a d v i c e o r h e l p f rom t h e
s u p e r v i s o r o r t h e p r i n c i p a l , T h i s e v e n t u a l l y l e a d s t o
h i s p r o f e s s i o n a l g r o w t h which reflects f a v o u r a b l y o n
t h e p e r f o r m a n c e i n h i s class or t h e s u b j e c t h e i s h e is
h a n d l i n g ,
E x p e c t a t i o n s of P r i n c i p a l s a s I n t e r n a l S u p e r v i s o r s
The p r i n c i p a l h a s been t h e c h i e f a d m i n i s t r a t i v e
and s u p e r v i s o r y l e a d e r i n t h e s e c o n d a r y s c h o o l s . The
q u n i q u e p o s i t i o n o c c a p i e d b y t h e p r i n c i p a l as a n
i n s t r u c t i o n a l l e a d e r is a v e r y c r u c i a l one, T h i s is
b e c a u s e a c c o r d i n g t o Green q u o t e d i n Ezeocha (1985:3)
" A d m i n i s t r a t o r s , by v i r t u e o f t h e i r p o s i t i o n s a re
l e a d e r s and t h e q u a l i t y of t h e i r l e a d e r s h i p d e t e r m i n e s
L - ,U 5 l a r g e e x t e n t , t h e i r s u c c e s s " , So, as i n s t r u c t i o n a l
l e a d e r s , t h e s u c c e s s or f a i l u r e of t h e s c h o o l s y s t e m ,' ," a*,. .* ,> . .
a lso rest o n how e f f e c t i v e t h e y are, Ywaogu ( 1 9 8 0 $ 1 3 2 )
s u p p o r t e d t h e a b o v e s t a t e m e n t when h e m a i n t a i n e d t h a t
t h e p r i n c i p a l h a s r ema ined t h e l i n e p o s i t i o n of a u t h o r i t y
o v e r t h e p u p i i ' s i n s t r u r t i o r f L a s w e l l as r e s p o n s i b i l i t y
f o r i t , H e c o n t i n u e d by s t r e s s i n g t h a t he is i n t h e . strategic c e n t r e of a w e b o f i n s t r u c t i o n a l i n t e r r e l a t i o n -
s h i p s , t e a c h e r - p u p i l s , t e a c h e r - t e a c h e r , t e a c h e r - s u p e r v i s o r
t e a c h e r - p a r e n t s a n d t e a c h e r - s u p e r i n t e n d e n t ,
The a b o v e s t a t e m e n t i m p l i e s t h a t t h e p r i n c i p a l , as
a n a d m i n i s t r a t i v e h e a d h a s a 1-ot of commi tmen t s t o
t h e e x t e n t t h a t t h e r e u s e t o be c l a s h e s b e t w e e n t h e
a d m i n i s t r a t i v e a n d s u p e r v i s o r y r o l e s of t h e p r i n c i p a l
a n d most of t h e time t h e s u p e r v i s o r y r o l e s u f f e r l a c k
of a t t e n t i o n (Hammock, 1955). Nwaogu (19801 f u r t h e r
p u t it t h i s way; "too o f t e n , t h e a d m i n i s t r a t i v e t a a k
i n s c h o o l o p e r a t i o n loom so l a r g e t h a t t h e y b l o c k o f f
t h e p r i n c i p a l ' s v i e w of t h e i n s t r u c t i o n a l f i e l d ,
A c c c r d i n q l y , h i s v i e w of teaching is o f t e n o n l y t h e v i e w
from h i s o f f i c e d o o r n . However, o t h e r e x p e r t s asserted
t h a t t h e p r i n c i p a l s h o u l d al low i n s t r u c t i o n a l improve-
men t t o t a k e p r e c e d e n c e o v e r o t h e r a d m i n i s t r a t i v e
d u t i e s . H a r r i s o n (1968) a n d Hunt & P i e r c e (1958)
a g r e e d t h a t i n s t r u c t i o n a l l e a d e r s h i p r a t h e r t h a n
a d m i n i s t r a t i o n a l leacW~t.'&Yi'i'p'* s h o u l d be stressed b y s a y i n g
t h a t a l l t r a i n i n g c o u r s e s s h o u l d c c n s i s t e n t l y emphasize
t h e p r i n c i p l e t h a t a d m i n i s t r a t i o n c a n o n l y be j u s t i f i e d
when t h e e x t e n t t o w h i c h it, h a i s e r v e d t h e i n s t r u c t i o n a l
programme is c o n s i d e r e d . T h i s is t r u e t o some e x t e n t
b e c a u s e w i t h o u t i n s t r u c t i o n a l programme t h e r e wou ld be
n o a d m i n i s t r a t i o n .
On the other hand, Nwaogu (1980) revealed that
ineffeciency in school administration has its own
defect, he continued by saying that if the school is
not well managed (administered), that efficiency in
instruction will be adversely affected because the factor
rasou~-ces for instructional purposes may not be well
utilized, He maintained that negligence in the improve-
ment of instruction through proper supervision by the
principal, may also lead to a low quality of instruction
, and invariably low performance both in and outside the
school, This icesfis that both the administrative and
supervisory duties are all important and none is suppose ,
to be neglected (Hunt and Pierce 1958).
However, many authors have suggested that principals
should delegate authority to other teachers in the
school system for instance, the Vice Principals, Head
of Department HOD)"^^" 6tti'i'gr teachers of valuable
attribute. Faqbulu (1972) supported the above statement
when stated:
The headmaster/principa who tries to do everything will not only fail but his failure will also look pitiful sinqe the many helping hands that are immediately available to him in solving his problems will be idle while he kills himself with overwork.
34 ,
A n e f f e c t i v e a d m i n i s t r a t o r ( p r i n c i p a l ) s h o u l d
of c o u r s e n o t be r eminded t h a t h e n e e d s c o m p e t e n t
h a n d s who w i l l h e l p o u t f o r t h e smooth r u n n i n g of t h e
w h o l e s y s t e m so t h a t a breakdown w i l l n o t r e s u l t d u e
to over-work, F a r r a n t (1976) f u r t h e r stressed t h i s
p o i n t when h e asserted t h a t a good h e a d t h a t p o s s e s s e s s
h i g h q u a l i t y l e a d e r s h i p i s aware t h a t , l i k e a g e n e r a l
h e c a n n o t win t h e b a t t l e a l o n e b u t by i n s p i r i n g t h o s e
t h a t w o r k w i t h him, ,
ow ever, t h e p r i n c i p a l sho i i ld bc c a r e f u l i n d e l e g a t i n g Y
a u t h o r i t y , h e s h o u l d n o t a b u s e i t , by i s s u i n g d r d e r
a n d r e l a x i n g w i t h o u t p r o p e r s u p e r v i s i o n to see i f
t h i n g s are moving o r work ing t h e way i t w a s s t i p u l a t e d
t o be, He s h o u l d a lso be s u r e t h a t t h e a u t h o r i t y i s
d e l i g a t e d t o a c o m p e t e n t a n d r e l i a b l e hand. F a i l u r e t o
do k h i s w i l l be d i s a s t r o u s , D o u g l a s s (1957) a t t e s t e d
t o t h i s when h e s t a ted : ..,, . . " t . . % . " , 3 . 1 * ' .
I n many s c h o o l s , t h e p r i n c i p a l s t i l l relies t o some e x t e n t o n d e p a r t m e n t h e a d s f o r t e a c h e r l e a d e r s h i p w i t h i n h i s s c h o o l * I n a c o n s i d e r a b l e number o f i n s t a n c e s , h i s r e l i a n c e i s n o t w e l l f o u n d e d , The d e p a r t m e n t h e a d i n many c a s e s d a c k . L t r a i n i n g , modern f u n d a m e n t a l p h i l o s o p h y , time o r i n g e n u i t y f o r i n s t r u c t i o n a l l e a d e r s h i p ,
H e m a i n t a i n e d t h a t t h e i r major c o n t r i b u t i o n o r h e l p
i n many cases s h o u l d be l i m i t e d t o m a n a g e r i a l a c t i v i -
ties.
F u r t h e r m o r e as a s c h o o l a d m i n i s t r a t o r and i n s t r u c -
t i o n a l s u p e r v i s o r , t h e r e are c e r t a i n b e h a v i o u r ,
a t t r i b u t e o r c o n d u c t t h a t w i l l be e x p e c t e d of t h e
p r i n c i p a l i n o r d e r to win t h e r e s p e c t , t r u s t a n d
c o n f i d e n c e o f t h e t e a c h e r s and s t u d e n t s a s a whole .
I n l i s t i n g some of t h e good q u a l i t i e s t h a t a s u c c e s s f u l
t p r i n c i p a l s h o u l d p o s s e s s , D a u g l a s s (1957:24) i n c l u d e d
among o t h e r t h i n g s , t h a t h e s h o u l d p o s s e s s r e s o u r c e f u l -
ness ' , v i s i o n a n d i n g e n u i t y , t h a t h e s h o u l d have t h e
h a b i t s and t h e c a p a c i t y fo r l o o k i n g i n t o t h e f u t u r e t h a t
means t h a t h e s h o u l d p l a n w e l l a h e a d o f t i m e , be able
t o make a d j u s t m e n t t o new s i t u a t i o n as t h e y arise a n d
be able t o i n v e n t new ideas or mod i fy o l d o n e s t o meet
c h a l l a n g i n g s i t u a t i o n s , H e s h o u l d be a n i n d i v i d u a l .' , , - . . q . 3s' " > I * * .
with an cpen mind, c a p a b l e of a c c e p t i n g p r o p o s e d new
i d e a s , b e i n g w i l l i n g to e x p e r i m e n t and t o t r y new
me thods and w i l l i n g t o e v a l u a t e a n d t o a c c e p t good i d e a s I - .a.
which may come f rom t e a c h e r s , p u p i l s o r p e o p l e of t h e
I n a d d i t i o n , E z e o c h a (1992~86) m e n t i o n e d mprc of
these a t t r i b u t e s i n h i s b o o k ; t h e y a re ; m o d e s t y ,
f r i e n d l i n e s s , i n t e r y r i t y a n d f r a n k n e s s , t a c t , moral
c o u r a g e f a i r n e s s a n d i m p a r t i a l i t y a n d f i n a l l y
d e d i c a t i o i ~ , F u r t h e r t o t h a t , t h e p r i n c i p a l s h o u l d be
a p p r o a c h c a b l e a n d accessible too. T h i s w i l l h e l p h i m
t o m a i n t a i n a democratic e n v i r o n m e n t i n h i s s c h o o l as
a n i n s t r u c t i o n a l leader, T h i s s h o u l d be so b e c a u s e t h e
o l d f a s h i o n e d mode o f s u p e r v i s i o n i s d i s c o u r a g e d w h i l e
t h e modern t y p e w h i c h i n v o l v e s a d e m o c r a t i c r e l a t i o n s h i p v
is e n c o u r a g e d , E z e o a c h a (1992:103) attested to t h a t
when h e wrote:
T h e m a s t e r - s e r v a n t , s u p e r - o r d i n a t e - sub- o r d i n a t e , k n o w - a l l - k n o w - l i t t l e r e l a t i o n s h i p s t h a t e x i s t e d b e t w e e n s u p e r v i s o r s a n d t h e t e a c h e r s h a v e g i v e n way t o a d e m o c r a t i c human r e l a t i o n s , S q p e r v i s o r s a n d t e a c h e r s relate as c o - w o r k e r s , e a c h g r o u p l e a r n i n g f r o m t h e o t h e r a n d e x c h a n g i n g i d e a s to t h e i m p r o v e m e n t of t e a c h i n g a n d l e a r n i n g ,
, , , . . 7 5 ' 8
Hunt L Perce !1958:231) quoted a r e p o r t o n a wor ld
c o n f e r e n c e , ' l i s t i n g t e n c h a r a c t e r i s t i c s a n d a b i l i t i e s
t h a t are d e s i r a b l e f o r a s u c c e s s f u l p r i n c i p a l . T h e y - .C
i n c l u d e :
- A b i d i n g faith i n and c o n v i c t i o n of t h e i m p o r t a n c e of
e d u c a t i ~ n i n a d e m ~ ~ c r a t i c s o c i e t y ;
- I n i t i a t i v e and i n v e n t i v e n e s s ;
- C o - o p e r a t i v e a t t i t u d e ; a d e s i r e t o d e v e l o p power
i n o t h e r s r a t h e r t h a n t o e x e r c i s e power o v e r them;
- D r i v e ; t h e a b i l i t y t o work h a r d p e r s i s t e n t l y t o w a r d s
a d e s i r a b l e o b j e c t i v e s ;
- P h y s i c a l and m e n t a l h e a l t h ; v i g o r , s t a m i n a , and
e m t f o n a l s t a b i l i t y ;
- High mora l c h a r a c t e r and p e r s o n a l i n t e g r i t y ;
- Sound judgement and c G m m c n sense.
+ They f u r t h e r p o i n t e d t h a t t h e p r i n c i p a l s h o u l d have
t h e knowledge o f , and t h e a b i l i t y t o u s e , c u r r i c u l u m -
i n s t r u c t i o n a l p r i n c i p l e s and p r a c t i c e s i n improving t h e
s c h o o l e d u c a t i o n a l programme. H e s h o u i d a l s o have t h e
a b i l i t y t o a d m i n i s t e r m a t e r i a l a s p e c t s o f s c h o o l work
'such as f i n a n c e s , s c h o o l p l a n t , equ ipmen t and s u p p l i e s .
Research f i n d i n g s h a v e showri t h a t t h e way p r i n c i p a l s < , ,, . . " 0 . .a. ~1 ..'a a .
approach anb r e l a t e w i t h t e a c h e r s i n t h e i r d a i l y
a c t i v i t i e s d e t e r m i n e s how r e c e p t i v e t h e y a re t o them
d u r i n g s u p e r v i s i o n . T e a c h e r s t e n d t o be more r e c e p t i v e
when supe ;v i sors a p p r o a c h is ndt authoritative t h a n when
t h e y are. T h i s a g r e e s w i t h t h e r e s e a r c h f i n d i n g s 0
~f I sherwood (1983:lS) o n , c l i n i c a l s u p e r v i s i o n - A
P r i n c i p a l s s p e r s p e c t i v e N w h e r e h e found t h a t a p r i n c i p a l ' s
i n f o r m a l a u t h o r i t y was p o s i t i v e l y related to a t e a c h e r ' s
l o y a l t y t o t h e p r i n c i p a l , a t e a c h e r ' s s e n s e o f job
s a t i s f a c t i o n and a t e a c h e r ' s s e n s e of powers. w i t h i n
t h e s c h o o l , H e a s s e r t e d t h a t when a p r i n c i p a l had
d e v e l o p e d i n f o r m a l a u t h o r i t y o v e r t h e t e a c h e r i n
a d d i t i o n t o t h e f o r m a l a u t h o r i t y conveyed by t h e
p r i n c i p a l ' s o f f i c e t h a t , t h e r e seems l i k e l y to be more
e f f e c t i v e c l i n i c a l s u p e r v i s i o n , In-as-much-as some
m e a s u r e s of a u t h o r i t y i s n d c e s s a r y for t h e s u p e r v i s o r
t o be r e c o g n i s e d and a c c e p t e d a s a leader (Nwaogu .a
1980:50?3 b u t t h e a u t h o r i t y s h o u l d n o t be a b u s e d o r
m i s p l a c e d , Prater (1961) stressed that u n l e s s t h e
s u p e r v i s ( ~ r h a s a w a r m p e r s o r r a i i t y t h d t d n s t e a c h e r s ,
h e w i l l f i n d it d i f f i c u l t t o e s t a b l i s h t h e r a p p o r t t h a t
b r e a k s down t h e s t a t u s barrier wnizh w i l l i n t u r n e n a b l e
t h e t e a c h e r a n d t h e s u p e r v i s o r t o a t t a c k t h e i n s t r u c t i o n a l
p r o b l e m s c o - o p e r a t i v e l y i n s t , e a d of t h e m s e l v e s .
It h a s b e e n o b s e ~ ~ e d ~ , t h a t some s u p e r v i s o r s embark
o n a u t h o r i t a r i a n i s m b y e x p e c t i n g t h e t e a c h e r s t o a l w a y s
s u b m i t b l i n d l y t o t h e i r a u t h o r i t y b u t e x p e r i e n c e f rom
t h e p r i n c i p a l s show t h a t t e a k h e r s resist s u c h a p p r o a c h , I - .i
a n d t h e r e s u l t a n t effect h a s been b r u t a l , a s observed
b y Unruh (1977:504); t h a t t h e r e s u l t a n t e f f e c t o f
a u t h o r i t a r i a n b e h a v i o u r a r e s e r i o u s ; r e s i s t a n t a n d
3 9 ,
h o s t i l i t y o f t e a c h e r s a n d loss of i n i t i a t i v e a n d
c r e a t i v i t y w i t h t h e s i d e e f f e c t o f f l a t u n i n s p i r e d
c u r r i c u l u m a n d m d e of i n s t r u c t i o n ,
On t h e o t h e r h a n d , t h e o p p o s i t e e x t r e m e o f
L a i s s e z F a i r e b e h a v i o u r o r d e l i b r a t e l y a b s e n t i n g
o n e s e l f f r o m d i r e c t i o n a n d p l a n i s a s d a n g e r o u s as
a u t h o r i t a r i a n i s ~ n ~ Urxruh ( 1 ~ 7 7 ) s u p p o r t e d t h i s b y s a y i n g
t h a t a b s t e n t i o n f rom a u t h o r i t y i s a l so a b s t e n t i o n from
r e s p o n s i b i l i t y far a s s e s s i n g t h e q u a l i t y of i n s t r u c t i o n
a n d m a i n t a i n i n g h i g h s t a n d a r d o f t e a c h i n g . T h e p r i n c i p a l
s h o u l d t h e r e f o r e be modest i n h i s d e a l i n g s w i t h t h e
t e a c h e r s . H e s h o u l d n e i t h e r o v e r u s e t h e a u t h o r i t y
g i v e n t o him n o r s h o u l d h e r e l a x h i s r e s p o n s i b i l i t y
so as to a v o i d c r e a t i n g p r o b l e m s f o r h i m s e l f i n terms
o f i n s t r u c t i o n a l s u p e r v i s i o n e
P r i n c i p a l s s h o u l d a lso be r e a d y a n d w i l l i n g t o , $ , . .k l . ,t. . "* '
u p d a t e t h e i r k n o w l e d g e by b e i n g e x p o s e d t o r e f r e s h e r
c o u r s e s so a s t o be c o n v e r s a n t w i t h t h e new r e s e a r c h
f i n d i n g s a n d t h u s , be able t o know wha t is a c t u a l l y
e x p e c t e d of him as a m o d e r n - h p e r v i s o r a n d also be able
t o detect when t h e t e a c h e r i s u s i n g a n ou t -mode led
t e a c h i n g method i n order t o correct h i m / h e r (Udoh, Akpa &
Gang 1 9 9 0 ) , T h i s w a s s u p p o r t e d b y Nwaogu (1980) when
h e i m p l i e d t h a t a l t h o u g h t h e p r i n c i p a l s t i l l r e t a i n s
t h e f i n a l r i g h t t o say who i s a n d who i s n o t a g o o d
t e a c h e r , t h a t s u c h r i g h t m a n s t h a t h e h a s a keen
k n o w l e d g e of i n s t r u c t i o n and e q u a l l y a keen k n o w l e d g e
t o i m p r o v e . T h i s k n o w l e d g e c a n n o t be a c q u i r e d from
the vacuum. Moreover, t h e p r i n c i p a l c a n n o t i m p r o v e
w h a t h e does n o t h a v e a c o m p e t e n t k n o w l e d g e a b o u t .
T h e p r i n c i p a l s h o u l d b y way o f i n - s e r v i c e t r a i n i n g , b y
e n g a g i n g h i m s e l f i n p r o f e s s i o n a l r e a d i n g s u c h a s b o o k s
a n d j o u r n a l s , b e l o n g i n g t o p r o f e s s i o n a l o r g a n i z a t i o n @
a n d making u s e of t h e i r p e r i o d i c a l s be h e l p e d t o k e e p
i n f o r m e d of t h e c u r r e n t movement i n e d u c a t i o n a n d a l so
p r e v e n t t h e d a n g e r s o f p r o f e s s i o n a l a t r o p h y o r s t a g n a t i o n
T h e p a r t p l a y e d b y t h e s u p e r v i s o r y f u n c t i o n of t h e
p r i n c i p a l i s numerous . T h i s is b e c a u s e t h e y a re a l w a y s
know t h e i r i n s t r u c t i o n a l a b i l i t i e s a n d s k i l 1 s . h v i e w
of t h i s , t h e y are a w a r e of t h e t e a c h e r s t h e y are l i k e l y
to s p e n d , m o r e o f t h e i r t i m e w i t h , so as t o i m p r o v e I! - .L
t h e i r i n s t r u c t i o n a l c a p a b i l i t i e s . Huge ( 1 9 7 6 : 389)
u p h e l d t h i s v i e w when h e s t a ted t h a t a p r i n c i p a l who knows
41.
his/her staff, recagnises the area of individual
strength, models of growth processes on his own,
assist others in setting job targets that include a
built-in-recognition and reward system.
Finally, Whitaker (1983) pointed out other
important roles expected of the principals that; they
should have a clearly defined policy; build a team of
competent teachers; facilitate the professional develop-
ment of teachers; establish good personal relationships;
being seen as a good teacher; resolving conflict; Y
' keeping up-to-date on educational developments;
introducing new ideas; administering and maintaining
the organization; appointing staff; knowing the children
and evaluating the work of the school. A competent
principal who is efficient in playing the aforementioned
roles will definitely win the love and respect of his
teachers, students qnd..all .)&her people concerned in
the instructional improvement. This will in turn create
an environment that is conducive for the achievement
of the goals of education. I( - -c
Summary o f L i t e r a t u r e Reviewed
The r e v i e w l i t e r a t u r e s h a v e so f a r p r o v i d e d much
i n f o r m a t i o n a ' m u t t h i s s t u d y . . It p r o v i d e d a h i g h l i g h t
o n t h e v i e w s o f e x p e r t s o n t h e c o n c e p t and t h e need
o f i n s t r u c t i o n a l s u p e r v i s i o n . A l i p o i n t e d t o w a r d s t h e
improvement o f i n s t r u c t i o n f o r q u a l i t y e d u c a t i o n which
i n t u r n l e a d s t o t h e a c h i e v e m e n t o f t h e o v e r a l l g o a l
o f e d u c a t i o n . T h a t t h i s c a n o n l y be a c c o m p l i s h e d . b y
h e l p i n g t e a c h e r s who h e l p t h e s t u d e n t s .
D i f f e r e n t a u t h o r s a l s o m a i n t a i n e d t h a t t h e need t
f o r s u p e r v i s i o n r e m a i n s i n o r d e r t o h e l p t e a c h e r s t o
k e e p abreast w i t h t h e new knowledge which r e s u l t s f rom
t h e e x p l ~ s i o n o f knowledge i n d i f f e r e n t a r e a s o f
l e a r n i n g e n d e a v o u r s . T h i s w i l l h e l p them t o do away
w i t h t h e obsolete methods of t e a c h i n g which a re no
l o n g e r f u n c t i o n a l . They f u r t h e r m a i n t a i n e d t h a t s i n c e
new t e a c h e r s come ,$.,nt;~,~.fhe , f i e l d e v e r y t i m e , t h a t t h e y . n e e d t o be h e l p e d and t h a t o l d and e x p e r i e n c e d t s s c h e r s
too h a v e t h e i r own f a l l i b l e s so t h e need f o r s u p e r v i s i o n
i s i n d i s p u t a b l e . I4 - .C
R e l a t e d l i t e r a t u r e f u r t h e r r e v e a l e d some of t h e
e x p e c t a t i o n s o f p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s . It
was s t a t e d t h a t p r i n c i p a l s , by v i r t u e o f t h e i r
p o s i t i o n are l e a d e r s . I n s t r u c t i o n a l l e a d e r s f o r t h a t
matter so, t h a t t h e q u a l i t y o f t h e i r l e a d e r s h i p
d e t e r m i n e s to a l a r g e e x t e n t t h e i r s u c c e s s , The r e v i e w
f u r t h e r shows t h a t t h e p r i n c i p a l h a s a l o t , o f commitments
ta t h e extent t h a t a d m i n i s t r a t i v e d u t i e s c l a s h e s w i t h
t h e s u p e r v i s o r y roles-
However, some a u t h o r s p o s i t e d t h a t s u p e r v i s o r y roles
s h o u l d be g i v e n more a t t e n t i o n (Harr ism 1968; Hunt and
P i e r c e 1 9 5 2 ) w h i l e o t h e r s s t r e s s e d t h a t a d m i n i s t r a t i v e
roles s h o u l d b e g i v e n more t i m e a r g u i n g t h a t i f schools
a r e n o t w e l l a d m i n i s t e r e d t h a t e f f i c i e n c y i n i n s t r u c t i o n
w i l l be a f f e c t e d a d v e r s e l y (~bvaogu 1980) . O t h e r s
s t i l l s u g g e s t e d t h a t e q u a l amount o f t i m e s h o u l d , be
g i v e n t o b o t h a d m i n i s t r a t i v e and s u p e r v i s o r y d u t i e s .
That none is s u p p o s e t o be n e g l e c t e d (Hunt & P i e r c e 1958)-
However, it was advioed* 'by>xYtt ie ts f o r t h e p r i n c i p a l t o
d e l i g a t e a u t h o r i t y t o o t h e r members o f t h e s t a f f
( t e a c h e r s ) ( F a g b u l u , 1972; F a r r a n t 1976 ) . T h e p r i n c i p a l s
were however warned , t o be p a r e f u l i n t h e i r d e l e g a t i o n
o f a u t h o r i t y t o i n c a p a b l e hands a n d t h a t a u t h o r i t y
s h o u l d be d e l e g a t e d o n t h e a d m i n i s t r a t i v e a s p e c t i n s t e a d
o f the s u p e r v i s o r y role i n o r d e r t o a v o i d d i s a s t e r .
F u r t h e r m o r e , c e r t a i n a t t r i b u t e s or b e h a v i o u r
r e q u i r e d cf t h e p r i n c i p a l s as i n t e r n a l s u p e r v i s o r s
ware a l s o h i g h l i q i i t e d . Among o t h e r t h i n g s , t h e s u p e r v i s i o n
d e m o c r a t i c n a t u r e o f h i s a p p r o a c h d u r i n g Land o t h e r
times was s t r e s s e d . They were a l so e n c o u r a g e d t o
up -da t e t h e i r knowledge.
Works o n teachers a t t i t u d e t ~ w a r d s s u p e r v i s i o n was
a l s o r e v i e w e d . I t r e v e a l e d t h a t t e a c h e r s g e n e r a l l y
h a t e t o be s u p e r v i s e d Decause t h e y see t h e s u p e r v i s o r s
w as f a u l t f i n d e r s . O t h e r f a c t o r s i n c l u d e some p e r s o n a l i t y
p r o b l e m s and l a c k o f r e a d i n e s s fo r t h e l e s s o n t o be
t a u g h t . S u g g e s t i o n s were g i v e n o n how p r i n c i p a l s c a n
a t t e m p t t o correct some of t h e s e d e f e c t s . It was
d i s c o v e r e d however , t h a t some t e a c h e r s e n g a g e i n power
t u s s l e w i t h t h e p r i n c i p a l s .
F i n a l l y , t h e p l a c e of mor3le and m o t i v a t i o n i n ,,,,.... 4 . . ? , . . I * ,
i n s t r u c t i o n a l s u p e r v i s i o n was a l s o l o o k e d i n t o . It
was r e v e a l e d t h a t a g r e a t r e l a t i o n s h i p e x i s t b e t w e e n
w o r k e r s morale and t h e i r a t t i t u d e t o work . T h a t h i g h
morale leahs t o a h i g h d e g p e e - o f c o - o p e r a t i o n and self
c o n f i d e n c e w h i l e low morale r e s u l t s i n t h e o p p o s i t e .
F a c t o r s t h a t l e a d t o low morale were a l so p o i n t e d o u t i n
t h e r e v i e w , Ways t o p romo te h i g h m o r a l e was a lso
45,
h i g h l i g h t e d , T h e l i t e r a t u r e f u r t h e r revealed how
t e a c h e r s can be m o t i v a t e d . It was also r e v e a l e d t h a t
p r i n c j p a l s s h c u l d emphaslse both the g o a l s of t h e
workers a n d t h a t of t h e o r g a n i z a t i o n , H e s h o u l d s t r i v e
t o meet the g o a l s and needs of t h e individuai w o r k e r s
i n o r d e r t o m o t i v a t e them t o meet t h a t of t h e o r g a n i z a -
t i o n , T h i s w i l l h e l p t h e m t o be more r e s p o n s i v e t o
s u p e r v i s i o n .
Many a u t h o r s and r e s e a r c h e r s h a v e stated t h e i r
v i e w s o n t h e s u s p e c t e d a r e a s t h a t may l e a d t o s u p e r v i s o r y ,
p r o b l e m s , I t i s now l e f t f o r t he p r e s e n t r e s e a r c h e r t o
e s t a b l i s h or d i smiss a n y s u c h s t a t e m e n t s based o n h e r
f i n d i n g s .
CHXPTE!? THREE 46.
RESEARCH METHODOLOGY AND PROCEDURE
T h i s c h a p t e r p r e s e n t s t h e p r o c e d u r e f o r i n v e s t i g a -
t i n g t h e c o n s t r a i n t s tc; t h e e f f e c t i v e s u p e r v i s i m
of i n s t r u c t i o n a s p e r c e i v e d b y b o t h t h e p r i n c i p a l s
t h e m s e l v e s a n d t e a c h e r s .
R e s e a r c h D e s i g n
The s u r v e y r e s e a r c h d e s i g n was u s e d i n t h i s s t u d y .
T h i s r e s e a r c h d e s i g n i s a p p r o p r i a t e b e c a u s e a c c o r d i n g
t o O s u a l a (1982) i t is t h e b e s t a v a i l a b l e r e s e a r c h
d e s i g n f o r t h e p u r p o s e of d e s c r i b i n g c o n d i t i o n s as t h e y
e x i s t *
F u r t h e r m o r e , i t i s a lso a p p r o p r i a t e f o r a p o p u l a -
t i o n t h a t i s f a i r l y l a r g e , B a b b i e (1975) a d d e d t h a t
s u r v e y r e s e a r c h d e s i g n is t h e b e s t d e s i g n i n
c o l l e c t i n g o r i g i n a l d a t a f o r p u r p o s e s of d e s c r i b i n g r
a p o p u l a t i o n t h a t i s f a i r l y l a r g e t o be s e r v e d d i r e c t l y .
Area of Study ., ,#,.,t. 4, ! ' .
T h e s t u d y was c a r r i e d o u t among t h e p r i n c i p a l s a n d
t e a c h e r s i n t h e s e c o n d a r y s c h o o l s i n Imo S t a t e . On the
2 7 t h o f A u g u s t 2991, a new s t a t e was c r e a t e d f r o m Imo
S t a t e . T h e r e f o r e , t h e p re lSen t - - Imo S t a t e is made up of
twen ty-one L o c a l Government Areas, namely; . Aboh-Mbaise,
Ahiazu-Mbaise , Ehime-Mbano, E z i n i h i t t e , I d e a t o N o r t h ,
I d e a t o S o u t h , I h i t t e -Uboma , I k e d u r u , I s i a l a Mbano,
I s u , Mbaitoli , Ngor O k p a l a , N k w e r e , Obowo, O h a j i /
Egbema, O g u t a , Okigwe, O r l u , O r s u , Oru a n d O w e r r i ,
T h e s e L o c a l Government Areas a re f u r t h e r c o m p r e s s e d
i n t o t h r e e a d m i n i s t r a t i v e z o n e s , Okigwe O r l u and O w e r r i
Zones ,
P o p u l a t i o n o f S t u d y
The p o p u l a t i o n of t h i s s t u d y c o n s i s t s of a l l t h e
294 p r i n c i p a l s a n d 7 ,455 t e a c h e r s i n t h e 294 s e c o n d a r y
s c h o o l s i n Imo State, w
P r i n c i p a l s w e r e p a r t i c u l a r l y c h o s e n f o r t h i s s t u d y
b e c a u s e , as i n s t r u c t i o n a l s u p e r v i s o r s , t h e y are d i r e c t l y
i n v o l v e d i n t h e p r o b l e m s o r c o n s t r a i n t s t h a t hamper
t h e i r e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n s . T e a c h e r s
b o n t h e o t h e r hand , who are b e i n g s u p e r v i s e d s t a n d a
better c h a n c e of knowing most of t h e s e c o n s t r a i n t s , So ,
t h e y w i l l be s o u r c e s f o r more u s e f u l i n fo rma t io r3 s , , $ ,, ., 4.q. ,*a ? . . *
The 3 - a d m i n i s t r a t i v e ones i n Imo S t a t e w i t h t h e i r
r e s p e c t i v e number of p r i n c i p a l s a n d teachers are shown
be low: I t - .+.
Table 3.1: Showing the LGAS in Owerri Zone with their respective number of Principals and Teachers
OvJERRI ZONE
LaGoA,
Aboh Mbaise
Ahiazu Mbaise
Ezinihite
Lkeduru
Mbaitoli
Ngor Okpala
oguta
Oha ji/Egbema
Owerri
Total
No, of Principals
12
13
16
18
19
15
9
9
34
14 5
No, of Teachers
5 T a b l e 3.2: Showing t h e / L o c a l Government Areas i n
Okiqwe Zone w i t h t h e i r r e s p e c t i v e number of t e a c h e r s a n d ~ r i n c i p a l s
OKIGWE ZONE
L0G.A.
Ehime Mbano
I h i t t e Uboma
I s i a l a Mbano
Obowo
Okiqwe I
P r i n c i p a l s
17
Total 1 68
NO, of T e a c h e r s
2 72
T a b l e 3.3: Showinq t h e 7 Local Government Areas w i t h t h e i r r e s p e c t i v e number o f p r i n c i p a l s and T e a c h e r s i n O r l u Zone
ORLU ZONE
L - G o A o ., ,,... k t ,
I d e a t o r N o r t h
Ideator S o u t h
I s u
Nkwere
O r l u
No* of ~ r i n c i p a l s
. , , , . , I* . . 9
NO0 of T e a c h e r s
15 2
112
2 2 8
299
406
143
3 14
1,654
S o u r c e : M i n i s t r y o f E d u c a t i o n (1995) O w e r r i , Imo S ta te ,
S a m p l e a n d S a m p l i n g T e c h n i q u e
T h e s t r a t i f i e d m u l t i - s t a g e d s a m p l i n g t e c h n i q u e
was u s e d i n s e l e c t i n g t h e r e s p o n d e n t s . T h i s t e c h n i q u e
was a d o p t e d i n o r d e r t o s a v e c o s t ( ~ e s , 19681 ,
T h e f i r s t s t a g e i n v o l v e s t h e s e l e c t i o n of 9 (45%)
L o c a l Government Areas (LGA) o u t o f t h e 2 1 local
g o v e r n m e n t areas ( L G A ) p r o p o r t i o n a t e l y , f r o m t h e 3
a d m i n i s t r a t i v e z o n e s which fo rm t h e s t r a t a . I n t h a t case,
4 ,3 a n d 2 l o c a l g o v e r n m e n t areas were s e l e c t e d proportions- , I
t e l y from O w e r r i , O r l u a n d Gkigwe z o n e s r e s p e c t i v e l y Y
' t h r o u g h b a l l o t i n g s y s t e m .
T h e s e c o n d s t a g e was t o select 1 2 2 s e c o n d a r y s c h o o l s
f r o m e a c h o f t h e 9 local g o v e r n m e n t a r e a s . The t h i r d
s t a g e was t o u s e a l l t h e 100% of t h e p r i n c i p a l s from t h e ,
122 s e c o n d a r y s c h o o l s a n d t o select r a n d o m l y 15% of t h e
t e a c h e r s f rom t h e 2 , 6 0 4 t e a c h e r s i n 1 2 2 s e c o n d a r y s c h o o l s .
T h i s g a v e a s a m p l e s i z e o f 392 t e a c h e r s , Thus 15% ,, ,, ,, 4 "$. .t. *, * 31.r
* . i s a b o v e t h e a p p r o x i m a t e l y 10% minimum s i z e recommended
b y Nwana ( 1 9 8 1 : 7 2 ) whsn t h e p o p u l a t i o n i s a f e w t h o u s a n d s .
The s a m p l e size for b o t h t h e p r i n c i p a l s ( 1 2 2 ) a n d t e a c h e r s
( 3 9 2 ) is e q u a l to 514 respon'den&.
F i n a l l y , t h e f o r t h s t a g e i n v o l v e d t h e s e l e c t i o n o f
t e a c h e r s p r o p o r t i o n a t e l y t o t h e number o f t e a c h e r s i n each
of t h e s e l e c t e d s c h o o l s , t h e r e a f t e r , the r e q u i r e d
number o f t e a c h e r s was drawn f rom e a c h s c h o o l by b a l l o t i n g
sy s t em.
T a b l e 3.4: Showinq t h e ~ i s t r i b u t i o n ~ o f t h e Sampled numbers of P r i n c i p a l s and Teachers i n t h e S e l e c t e d L o c a l Government Areas
S e l e c t e d LGAs
Ahiazu Mbaise
E z i n i h i t t e
I k e d u r u
N g ~ r O k p a l a
I s i a l a Mbano
Obowo
I d e a t o r N o r t h
I d e a t o r S o u t h
O r l u
T o t a l
No o f P r i n c i p a l s / S c h o o l s
No of T e a c h e r s
No of T e a c h e r s Sampled
5 2 .
I n s t r u m e n t f o r Data C o l l e c t i o n
T h e i n s t r u m e n t u s e d f o r t h e c o l l e c t i o n of data for
t h i s s t u d y was Q u e s t i o n n a i r e which w a s c o n s t r u c t e d b a s e d
o n t h e i d e a s g e n e r a f e d f rom t h e r e l a t e d l i t e r a t u r e
r e v i e w e d a n d g u i d e d by r e s e a r c h q u e s t i o n s , The
q u e s b i o n n a i r e is made up o f f e w open ended and many f i x e d
a l t e r n a t i v e q u e s t i o n s , It h a s two s e c t i o n s ; s e c t i o n s A &
B, S e c t i o n A d e a l s w i t h p e r s o n a l d a t a , It h e l p e d t o
e l i c i t i n f o r m a t i o n f r o m b o t h p r i n c i p a l s and t e a c h e r s .
,v The f i r s t o n e h e l p e d to i d e n t i f y t h e p o s t o r s t a t u s of
t h e . r e s p ~ n d e n t s , o t h e r q u e s t i o n s h e l p e d to p r o v i d e
i n f o r m a t i o n w i t h r e s p e c t t o t h e i r r e s p e c t i v e y e a r s o f
e x p e r i e n c e a n d q u a l i f i c a t i o n s . T h i s s e c t i o n h a s j u s t
t h r e e i t e m q u e s t i o n s .
S e c t i o n B i s made u p o f f o u r c l u s t e r s w i t h f i v e ( 5 )
q u e s t i o n s i n e a c h c l u s t e r making u p (20) t w e n t y q u e s t i o n , < ,,,,. *<. 3,' \ . " 4 .
items. The questLonnaire t h e r e f o r e c ~ n t a l n s t w e n t y - t h r e e
q u e s t i o n s i n t h e whole ,
The same t y p e o f q u e s t i o n n a i r e was g i v e n t o b o t h t h e
p r i n c i p a l s and t h e t e a c h e r s " i n - l i r d e r t o e l ic i t i n f o r m a t i o n s
a b o u t t h e i r g e n 2 r a l p e r c e p t i o n t o the prob l ems e n c o u n t e r e d
by t h e p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s , T h e r e a f t e r ,
t h e i r r e s p o n s e s w i l l be conipared.
53,
Validation of the Instrument
The icstrument used in this study was subjected to
both face and content validity, It was sent to the
supervisor of this work, including two other experts in
Educational ~dministration who are also project and thesis
supervisors, Modifications were made based on their
corrections,
Reliability of The Instrument
A test re-test method was used to ascertain the
reliability of the questionnsire, Two ( 2 ) principals
and twelye (12) teachers were used in the pilot testing,
After t w o weeks interval, the same instrument was re-
administered to the same group of respondents, heir
first and second scores were sorrelated'using Spearman
Rank Order Correlation Coefficient to determine the
reliability,
. , , " > . ' 1 . ' 1 . , . , I + ' . The formulsr is
A reliability coefficieqt qf 0.74 shows that the
questionnaire is highly reliable,
Administration Of The Instrument
A total of 514 copies of questionnaire were
administered to the respondents by hand. 122 copies
of questionnaire were administered to the principals
while 392 copies were administered to the teachers in
proportion to the number of teachers in the selected
schools.
Out of the 514 copies administered, 329 (64.00%)
copies were returned and used in this study after discar-
w ding some copies wl th grossly incomplete informations, I
~ethod of Data ~nalysis
The mean scores and standard deviation was used to
answer the research questions to determine the mean
agreement level of the respondents on the constraints to
internal supervision by principals. This was considered
item by item per cluster of each group using the formulac:
- Where X = Mean
= Sum of ~ ~ s c o ~ e s
X = Normal value of optiong.
A f o u r ( 4 ) p o i n t r a t i n g scale were u s e a f o r t h e
r e s p o n d e n t s t o rate t h e i r p e r c e p t i o n s (Mworgu, 1 9 9 1 ) ,
t h e y are:
S t r o n g l y Agree ( S A ) - 4 p o i n t s
Agree ( A ) - 3 p o i n t s
D i s a g r e e ( D A ) - 2 p o i n t s
S t r o n g l y isa agree (SD) - 1 p o i n t
T h e c r i t e r i o n mean was d e t e r m i n e d b y d e t e r m i n i n g t h e
S t a n d a r d Mean of t h e r a t l n g scores, Y
C r i t e r i o n o r Standard Mean = 4 + 3 + 2 + 1
4
based o n t h i s , a n y mean t h a t i s below 2.50 were c o n s i d e r e d
as d i s a g r e e m e n t w h i l e a n y mean t h a t is 2 - 5 0 a n d a b o v e
nccs c o n s i d e r e d as a g r e e d .
2 The X test of ifi86b&tid'&ncti was u s e d t o test t h e
h y p o t h e s i s o f no d i f f e r e n c e be tween t h e p e r c e p t i o n of
P r i n c i p a l s and t h a t of t e a c h e r s -at 0.05 l e v e l o f
s i g n i f i c a n c e . I ) _ .+
The formular is:
X 2 = Chi-square
z = Sum to ta l
0 P Observed v a l u e s
E = Expected v a l u e s .
'!''!* 5 E N ' I A T I O N ANn L C T A A N A L Y S I S - i n t h i 3 c h a p t e r , t h e r e s e a r c h e r p r e s e n t e d t h e r e s u l t oi' t h e a n a l y s e d
work b a s e d o n t h a f o u r r e s e a r c h q u e s t i o n s and o n e h y p o t h e e i s .
R o s e a r c h Q u e s t i o n 1
URat a re t e a c h e r s a t t i t u d e s j r e 3 c t i u n s t o w a r d s s i i p e r v i s i o n ' ?
Tha answer t o t h i s r e s e a r c h q u e s t i o n was p r o v i d e d by t h e d a t a
a n e l y a a d i n t a b l o 4.1 be low.
T a b l e 4.1: P r e s e n t i n q t h e Summary o f r e s p o n s e s on t e a c h e r s a t t i t u d e s / r e a c t i o n s t o w a r d s s u p e r v i s i o n
( C r i t e r i o n mean - 2 .50 )
I t ems
"
T e a c h a r e g e n e - r a l l y h a t e i o b e m u p e r v i s e d . T o a c h e r s d i s a g r e e w i t h t h e P r i n c i - p a l s b e c a u s e t h e y a r e e x p e r i e n c e d .
The r a t e of absenteeism by teachers is v e q h i g h . I ' , - P r i n c i p a l s a r e r e g a r d e d a s f a u l t f i n d e r s by t h e t e a c h e r s
T o o c h e r s fo rm c l i q u e t o sabots- 9 6 t h e p r i n c i p a l s supervisory e f f o r t s
RESPONSES
3 2 -
flea n - X
-
2.67
2.51
2 ,09
2.51
1 .97 -
A g r e e
A g r a s
D is- a g r e e
A g r o s
D i s - a g r e e
NO: The f i g u r e s i n p o r e n t h s s i s r e p r e s e n t t h e 7
P e r c e n t a g e s .
58.
T h e r e s u l t i n t h e a b o v e t a b l e 4 .1 shows t h a t t e a c h e r s
g e n e r a l l y h a t e t o be s u p e r v i s e d a s p o r t r a y e d by mean s c o r e
of 2.67 o f q u e s t i o n n a i r e i t e m 1, wh ich is a b o v e t h e c r i t e r i o n
mean of 2.5 wh ich t h e n f a l l s w i t h i n t h e a g r e e m e n t l eve l .
Mean o f 5.51 also shows t h a t t e a c h e r s d i s a g r e e w i t h
p r i n c i p a l s as s u p e r v i s o r s b e c a u s e t e a c h e r s t h e m s e l v e s feel
t h a t t h e y are e x p s r i e n c e d e n o u g h - s o d o n o t need t o be
s u p e r v i s e d .
However, t h e r e s p o n s e s t o q u e s t i o n n a i r e i t e m 3 w i t h
m a n o f 2.09 i n d i c a t e s t h a t t e a c h e r s d o n o t a b s e n t Y
l t h e m s e l v e s f r o m s c h o o l b e c a u s e o f i n a d e q u a t e s u p e r v i s i o n
by t h e p r i n c i p a l s . Mean 2.11 i n a d d i t i o n i n d i c a t e d t h a t
p r i n c i p a l s are r e g a r d e d as f a u l t f i n d e r s . F i n a l l y , mean
s c o r e of 1.97 shows t h a t t e a c h e r s d o n o t fo rm c l i q u e s t o
s a b o t s q e t h e p r i n c i p a l s s u p e r v i s o r y e f f o r t s .
'Resea r ch Q u e s t i o n 2
What f a c t o r s r e d u c e t h e m o r a l e / m o t i v a t i o n o f ., ,,r .kt. .I. .,** r>Z. ' .
t e a c h e r s t h a t impede t h e e f f e c t i v e s u p e r v i s i o n o f
i n s t r u c t i o n by t h e p r i n c i p a l s ?
The a n a l y s e d d a t a be low, p r o v i d e d a n s w e r s t o t h e above , I - -.
r e s e h r c h q u e s t i o n .
T a b l e 4.2: Showinq c o n d i t i o n s t h a t r e d u c e s / i n c r e a s e s t h e f l o r a l e / M o t i v a t i o n of t e a c h e r s and t h a r e f o r e make them l e s s o r more r e c e p t i v e t o s u p e r v i s i o n .
( - f i i t e r i o n mean 1 2.50)
The c o n d i t i o n o f s e r v i c e o f t e a c h e r s a r e g 6 f l 6 r a l l v poor ,
1 '. . ,
'. I
Teachers do n o t p a r t i c i p a t e i n mak ing d e c i s i o n s t h a t d f Fect t h e i r job.
Teachers o r e n o t rewarded a c c o r d i n g t o t h e i r s f f o r t s .
Taachers do n o t u o r k h a r d because t h 6 y are, n o t ' p r o v i - ded w i t h enough f a c : l i t i s s t o work w i t h ,
Teachers ' knowledge are n o t upda ted F
ESPON - 3
A
- Mean -
X
-
3.27
2.22
3 . 20
2.69
2.35
-
Remarks
Agree
D i s - a g rae
\
Agree
Agree
D i e - a g r e e
The a b o v e r e s u l t ( t a b l e 4.2) shows t h a t t h e
c o n d i t i o n o f s e r v i c e of t e a c h e r s is h i g h l y p o o r a s
i n d i c a t e d b y t h e mean l e v e l o f 3.26 which i s h i g h l y a b o v e tha
c r i t e r i o n mean. The c a l c u l a t e d mean of 2.22 shows
t h a t t e a c h e r s do p a r t i c i p a t e i n making d e c i s i o n s t h a t
a f f e c t t h e i r job. On t h e o t h e r h a n d , p r i n c i p a l s and
teachers h i g h l y a g r e e d t h a t t e a c h e r s are n o t rewarded
a c c o r d i n g t o t h e i r e f fo r t s , t h a t t h e i r salaries are n o t
r e g u l a r . T h i s is c o n f i r m e d by t h e mean r a t i n g o f 3.20.
Means r e s p o n s e of 2.69 i n d i c a t e d t h a t p r i n c i p a l s a n d
, t e a c h e r s a g r e e d t h a t t e a c h e r s are n o t p r o v i d e d w i t h
enough fac i l i t i es . They however d i s a g r e e d ( ~ e a n 2.34)
w i t h t h e s t a t e m e n t t h a t f o r t h e fact t h a t i n - s e r v i c e t r a i n - ,
i n g and r e s e a r c h work were n e t made a v a i l a b l e , t h a t
t e a c h e r s h a t e to be s u p e r v i s e d .
R e s e a r c h Q u e s t i o n 3
What are t h e p r i n c i p a l s ' s u p e r v i s o r y p a t t e r q t h a t .<, " . . . k t . , t . . , ' ! ' * ' .
c o n s t i t u t e t e a c h e r s r e s i s t a n c e t o s u p e r v i s i o n .
T h e answar t o t h e a b o v e r e s e a r c h q u e s t i o n was
p r o v i d e d from tiie r e s u l t of t h e data a n a l y s a d below.
T a b l e 4.3: Showinq t h e summary o f P r i n c i p a l s ' S u p e r v i a o r y
I terns
P a t t e r n t h a t c o n s t i t u t e s s u p e r v i s o r y p r o b l e m d u e t o T e a c h e r s ' r e s i s t a n c e . ( C r i t e r i o n mean 1 2 .50 )
Thm p r i n c i p a l 3 d o n o t c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n g s u p m r w i e i o n .
P r i n c i p a l s u s e c o l l e a g u a l a p p r o a c h d u r i n g s u p e r v i s i o n .
P r i n c i p a l s r a r e l y apoak w i t h t h e t m a t h e r s e x c e p t d u r i n g o u p e r v i s i o n .
P r i n c i p a l 8 d o n o t e x p l a i n r e a s o n s f o r t h a i r a c t i o n s , t h e y arm a u t h o c r a - t i c d u r i n g s u p e r v i s i o n ,
L p c k o f s i f e c t i v e m e e t i n g s by t h e p r i n c i p a l s w h e r e t b a c h e r e arm n o t a l l o u e d t o a i r t h e i r v i e w e c r e a t e s u p e r v i s o r y p r o b l e m
ISPONSE
3
A
- Near
- X
2.63
2.32
,
2.20
2.50
2 .95 -
-. -
R e m a r k s
A g r e e
A g r e e
A g r e e
62.
I n t h e r e s u l t o f t ab le 4 - 3 , mean score o f 2.63 o f
Item 11 of Q u e s t i o n n a i r e shows t h a t p r i n c i p a l s do n o t
c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n g s u p e r v i s i o n . W h i l e
mean 2.32 o f i t e m 1 2 i n d i c a t e d d i s a g r e e m e n t which s h o w s
t h a t most p r i n c i p a l s d o n o t u s e c o l l e g u a l a p p r o a c h d u r i n g
s u p e r v i s i o n -
Mean 2-20 however i n d i c a t e d d i s a g r e e m e n t showing I
t h a t p r i n c i p a l s d o n o t s p e a k w i t h t h e i r t e a c h e r s o n l y
d u r i n g s u p e r v i s i o n b u t a t o t h e r times too. Mean 2 - 5 0
gf q u e s t i o n n a i r e i t e m 1 4 showed a g r e e m e n t , t h a t most I
p r i n c i p a l s , are a u t o c r a t i c d u r i n g s u p e r v i s i o n . L a s t l y ,
mean 2.95 of t h e 1 5 t h q u e s t i o n n a i r e i t e m i n d i c a t e d t h a t ,
l a c k of e f f e c t i v e s u p e r v i s o r y m e e t i n g s w h e r e t e a c h e r s
c a n n o t f r e e l y a i r t h e i r v i e w s c r e a t e s s u p e r v i s o r y I
p r o b l e m s .
R e s e a r c h Q u e s t i o n 4 I
H o w d o o t h e r a d m i n i ~ s t ' r " a ' t . ~ V ' c h o r e s l i m i t o r p r e v e n t
t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i a n b y t h e
p r i n c i p a l s ?
T h e a n s w e r t o t h i s r e s e a r , ~ h ~ - g h e s t i o n was p r o v i d e d
i n t h e a n a l y s e d work as shown i n t h e t a b l e 4.4 below.
T a b l a 4.48 Showinq t h e summary on how o t n a r a d m i n i s t r a t i u s c h o r e s c a n p r e v e n t e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n .
I t a m 8
P r i n c i p a l a a r e s o o c c u p i e d w i t h o t h e r o d a i n i s t ra t i u e c h o r e a t h a t t h e y r a r e l y C ~ I I L ~ t l m e f o r s u p e r v i s i o n o f i n r t r u c t i o n .
P r i n c i p a l s d o n o t d e l a g a t a a u t h o r i t y t o more e x p e r i e n c e d ~ i a c h s r s t o c a r r y o u t t h e s u p e r v i s o r y work .
P r i n c i p a l s a r e v e r y h a r d w o r k i n g s o t h e y d o a l l t h e supervisory and m a n a g a r i a l w o r k s a l o n e a n d r e g u l s r . <
P r i n c i p a l s are i r r a g u l a r i n t h e i r s u p a r v i r i o n , t h e y s u p 8 r v i e e o n c e i n a b l u e mcrom.
L a c k o f a d e q u a t e s u p e r v i a i o n oP i n s t r u c t i o n ha? mode i t i m p o s s i b l e f o r t h e p r i n c i p a l t o i d e n t i P y a n d makc s p e c i a l p r o v i s i o n r o b s p ~ c i ~ l a h i l i - t i a s a n d d i a a b i l i - L i e n i n y o u r sz:.ocll
( C r i t e r i o n mean r 2 .50 )
-","...A
Naan
- X
-
*77
055
' * 2 2
1.83
2.75
-
Remarks
A q r a a
A g r e e
Dis- a g r e e
A g r a e
A g r e a
In table 4.4 above, mean score of 2.77 indicated
agreement to questionnaire item 16 which means that
principals rarely find time for supervision of instruction.
2.55 of the analysed 17th questionnaire item also
indicated agreement showing that principals do not dele-
gate authority to more experienced teachers to carry out
the supervisory work.
The mean score of 2.22 of questionnaire item 18
however, snowed that the principals do the sbpervisory
Q work alone and that they are not regular. While the
I
mean score of 2.83 confirmed theif irregularity in
their supervision,
Finally, mean score of 2.74 of questionnaire item 20
indicated that lack of adequate supervision of instruction
made it impossible for the principals to identify and
make provision for special abilities and disabilities in
their schools, , , , A , , . h q . . ~ . ~ , . . 1 4 + s .
uypothesf s
There is no significant difference between the mean
rating of. the perception of principals and that of 0 - ..
teachers on the constraints to the effective supervision
of instruction by the principals,
2 T a b l e 4 . 5 ~ Showinq t h e Chi -square ( X ) test cornparism -
o f P r i n c i p a l s and T e a c h e r s P e r c e p t i o n o f C o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n by t h e P r i n c i p a l s
T e a c h e r s g e n e r a l l y h a t e t o be s u p e r v i s e d
T e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l s b e c a u s e t h e y are exper ie r rced
The r a t e of a b s e n t e e i s m by- t e a c h e r s is very h i g h , . .. . .
P r i n c i p a l s a r e r e g a r d e d as f a u l t f i n d - ers by t h e t e a c h e r s ,
T e a c h e r s form cliqdas t o s a b o t a g e t h e p r i n c i p a l s 1 s u p e r v i s o r y e f f o r t s o
., , , , . * q .
The c o n d i t i o n s f s e r v i c e s f t e a c h e r s are g e ~ e r a l l y poor,
T e a c h e r s do n o t p a r t i - c i p a t e i n making d e c i s i o n s t h a t a f f e c t t h e i r job e
7- Calcu- l a t e d
Deg re@ o f
Freedom ( d f ) --
x 2 C r i t i - cal
7,815
7,815
7,815
7,815
7,815
7,815
7,815
Not g ig- n i f i c a n t
S i g n i - f i c a n t
Not s i g - n i f i c a n t
S i g n i - f i c a n t
Not s i g - n i f i c a n t
Not s i g - n i f i c a n t
Not ~ i g - n i f i cmt
T e a c h e r s a re n o t rewar- ded a c c o r d i n n f-- t h e i r efforts, .- , , - .
- < .
' . I a - *
. - . .
T e a c h e r s do n o t work h a r d b e c a u s e t h e y are n o t p r o v i d e d w i t h enough f a c i l i t i e s t o work w i t ti.
T e a c h e r s knowledge are n o t u p d a t e d -
T h e p r i n c i p a l s do n o t c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n q s u p e r v i s i o n .
T h e p r i n c i p a l u s e s col l e a g i a l a p p r o a c h d u r i n q s u p e r v i s i o n of i n s t r u c t i o n .
P r i n c i p a l s r a r e l y s p e a k w i t h h i s t e a c h e r s e x c e p t d u r i n g s u p e r v i s i o n .
P r i n c i p a l s do n o t e x p l a i n r e a s o n s f o r
X2 C a l c u - l a t e d
t h e i r a c t i o n s , t h e y are a u t h o c r a t i c d u r i n q s u p e r v i s i o n o f i n s t r u c t i o n . 8.986
Degree of
? r e e d m ( d f )
C r i t i - ca 1
Remark/ D e c i s i o n
Not s i g - n i f i c a n t
Not S i g - n i f i c a n t
Not s i g - n i f i c a n t
S i g n i - f i c a n t
Not s i g - n i f i c a n t
Not s i g - n i f i c a n t
a S i g n i - f i c a n t
Items
Lack of effective meetings by the Principals where teachers are not free to air their views creates supervisory problems.
Principals are so occupied with other administrative chores that they rarely find time for supervision of instruction,
Principals do not delegate authority to more experienced teachers to carry out the supervisory work,
Principals are very hard working so they do all the supervisor! and managerial works alone and regular.
Principals are irregular in their q L
supervision, they supervise once in a blue moon.
Lack of adequate supervision of instru. c t b n has made it impassible for the principal to identify and make provisions for special abilities and disabilities in
your schoo 1.
7- Calcu- lated
Degree 0 f '.'
Freedom (df)
Remark/ Decision
Not sig- nif icant
Not sig- nif icant
Not Sig- nif icant
Not sig- nif icant
Not sig- snif icant
Sig ni- f icant
T a b l e 4.5 a b ~ v e shows t h a t y e n e r a l l y , there i s
no s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e p e r c e p t i o n of
p r i n c i p a l s a n d t h a t of t h e t e a c h e r s o n t h e c o n s t r a i n t s t o
t h e e f f e c t i v e s u p e r v i s i o n o f ' i n s t r u c t i o n , I n most of
t h e cares, t h e x Z - c a l c u l a t e d v a l u e s were less t h a n t h e
cr i t i ca l or table v a l u e , hei is p e r c e p t i o n s were u n a n i m o u s
ii-8 16 cases o u t of t h e 20 q u e s t i o n n a i r e items, T h e i r
p e r c e p t i o n h o w e v e r d i f fe r i n o n l y 4 cases (2 4 14 201,
W o r t h y o f n o t e h o w e v e r , i s t h e l e v e l o f a g r e e m e n t
b e t w e e n t h e p r i n c i p a l s a n d t h e t e a c h e r s i n r e s p o n s e t o
'I , q u e s t i o n n a i r e i t e m 11, T h e mean score of p r i n c i p a l s
showed t h a t t h e y a g r e e d more (2,878) t h a n t h e t e a c h e r s (2,560)
t h a t w a s why x2 i n d i c a t e d s i g n i f i c a n t .
T h e s e areas o f d i s a g r e e m e n t a re i s o l a t e d a n d s i lmrnar ised
as shown i n t ab l e 4 - 5 1 be low.
Table 4.51: Showinq areas of d i s a g r e e m e n t i n t h e P e r c e p t i o n of P r i n c i p a l s a n d T e a c h e r s i n 4 out of the 20 ~ u e s t i o n n a i r e Items
70.
From t h e table 4.51 above , mean 2.607 o f t h e
p r i n c i p a l s ' r e s p o n s e i n d i c a t e d t h a t t h e y i n s i s t e d t h a t
t e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l d u r i n g s u p e r v i s i o n
b e c a u s e t h e y f e e l t h a t t h e y are e x p e r i e n c e d . Whi le
mean 2.165 of t e a c h e r s r e s p o n s e t o t h e same
q u e s t i o n n a i r e i t e m d e p i c t e d t h a t t e a c h e r s d i s a g r e e d w i t h
t h e s t a t e m e n t , I n o t h e r words , t h a t t e a c h e r s do n o t
d i s a g r e e w i t h t h e p r i n c i p a l s b e c a u s e t e a c h e r s feel t h e y
are e x p e r i e n c e d ,
However, p r i n c i p a l s d i s a g r e e d t h a t t e a c h e r s see them 1:
" as f a u l t f i n d e r s as shown by t h e mean r e s p o n s e o f 2.464,
While t e a c h e r s t h e n s e l v e s a g r e e d t h a t t h e y see t h e p r i n c i -
p a l s as f a u l t f i n d e r s (2,501.
I n q u e s t i o n n a i r e itam 11, b o t h t h e p r i n c i p a l s and
b t e a c h e r s a c c e p t e d t h a t t h e p r i n c i p a l s d o not, co-operabe
w i t h t h e t e a c h e r s d u r i n g s u p e r v i s i o n a s shown by t h e i r
mean s c o r e s of 2.875 .. ,, and. 4 w 1 . .I I 2,%564. r e s p e c t i v e l y . However,
t h e d i f f e r e n c e between t h e i r mean s c o r e s i s s i g n i f i c a n t .
The mean score of 2.250 o f p r i n c i p a l s r e s p o n s e to
q u e s t i o n n a i r e i t e m 14 showed t h a t p r i n c i p a l s d i s a g r e e d , - --
t h a t t h e y are a u t h o c r a t i c w h i l e t h e mean score o f 2.527
i n d i c a t e s t h a t t e a c h e r s a g r e e d t h a t p r i n c i p a l s are
a u t h o c r a t ic.
L a s t l y p r i n c i p a l s d i s a g r e e d (2 ,464) t h a t l a c k of
a d e q u a t e s u p e r v i s i o n o f i n s t r u c t i o n made i t i m p o s s i b l e
f o r them t o i d e n t i f y and s o l v e t h e problems r e l a t e d t o
s p e c i a l a b i l i t i e s and d i s a b i l i t i e s i n t h e i r s c h o o l s .
While t h e t e a c h e r s a g r e e d (2.802) t h a t s u c h problems are
posed by s u c h l a g s .
F i n d i n q s
The f o l l o w i n g were t h e summary o f f i n d i n g s r e v e a l e d
from t h e a n a l y s e d d a t a :
1, The a t t i t u d e / r e a c t i o n of t e a c h e r s toward s u p e r v i s i o n T
I i) T e a c h e r s g e n e r a l l y h a t e t o be s u p e r v i s e d . ,
ii) Exper i enced t e a c h e r s moreover , d i s a g r e e w i t h
t h e p r i n c i p a l s d u r i n g s u p e r v i s i o n , I
iii) T e a c h e r s r e g a r d t h e i r p r i n c i p a l s a s f a u l t f i n d e r s
d u r i n g s u p e r v i s i o n , 1
i v ) T e a c h e r s d o n o t form c l i q u e s t o s a b o t a g e t h e
s u p e r v i s o r y e f f o r t s o f t h e p r i n c i p a l s , ,, ,,%.kt. 7, . ., *4.?
2. F a c t o r s t h a t c a n r e d u c e t h e m o r a l e / m o t i v a t i o n o f
t e a c h e r s which make them less r e c e p t i v e t o s u p e r v i s i o n
are$ ,
, I - _.. i) Poor c o n d i t i o n o f s e r v i c e .
ii) T e a c h e r s n o t rewarded a c c o r d i n g t o t h e i r e f f o r t s l
and i r r e g u l a r payment of salaries,
iii) Lack o f a d e q u a t e f a c i l i t i e s t o work w i t h ,
72.
3. Princibals* supervisory pattern that constitute
or lead to resistance by the teachers.
i) Lack of co-operation by the principals during
supervision.
ii) Failure of the principals to use colleagual
approach during. supervision.
iii) The authocratic nature of the principais'
approach leads to supervisory problems,
iv) When the principals do not create a forum where
teachers can air their views during supervisory
3 meetings.
4. How other administrative chores can prevent adequate
supervision of instruction by the principals. ,
i) When principals are so much occupied by other
administrative chores.
ii) When principals do not delegate authority to
other more experienced and effective teachers, ., ,. . . "l. .'. 1 . . I+. .
it leads to irregular supervision and as such,
iii) It makes it difficult for the principals to
identify special abilities (specially gifted)
and disabilities I( acebemica1 ly handicapped
children) in their schools and making provisions
fer them,
5. Hypothesis
The Hypothesis of no difference between the,
responses of Principals and those of teachers were
upheld. Their views were the same in 16 questions while
they differed in only ( 4 ) four cases. The views or
opinion of Principals and teachers upheld from the four
cases were as fcllows:
That teachers see the principals as fault finders
and
authocratic;
That inadequate supervision of instruction prevents
the principals from identifying and making
provisions for special abilities and disabilities
of tne students in their schools.
The principals response revealed that teachers dis-
agree with them during supervision because they feel
they are experienced so do not need supervision.
CHAPTER FIVE 74 i I
DISCUSSION , IMPLIC4TION, RECOMMENDATIONS AND CONCLUSION T h i s c h a p t e r d i s c u s s e s t h e f i n d i n g s of t h i s s t u d y ,
i n a d d i t i o n to t h e r ecommenda t i ons s temming from t h e
r e s u l t of t h e f i n d i n g s , i t describes t h e i m p l i c a t i o n o f
t h e ' s t u d y a n d o f f e r s s u g g e s t i o n s f o r f u r t h e r s t u d i e s ,
D i s c u s s i o n o f F i n d i n q s
I n f i n d i n g o u t t h e p e r c e p t i o n s of p r i n c i p a l s and
t e a c h e r s o n t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n
o f i n s t r u c t i o n by t h e p r i n c i p a l s , f o u r p u r p o s e s of
s t u d y were s t a t e d :
F i r s t l y , t o i d e n t i f y o r d e t e r m i n e t e a c h e r s reac t fo rd ;
a t t i t u d e towards s u p e r v i s i o n . S e c o n d l y , to d e t e r m i n e t h e
f a c t o r s t h a t r e d u c e t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s
t h a t impede e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n .
T h i r d l y , t o i d e n t i f y t e a c h e r / p r i n c i p a l r e l a t i o n s h i p
, t h a t c o n s t i t u t e s u p e r v i s o r y p r o b l e m s t o t h e p r i n c i p a l s ,
F i n a l l y , t o f i n d o u t how o t h e r a d m i n i s t r a t i v e c h o r e s can ., ,,. , .<. 3,. , ..I* .
l i m i t or p r e v e n t e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n ,
Based o n t h e a b o v e p u r p o s e s , research q u e s t i o n s and
h y p o t h e s i s t o g e t h e r w i t h q u e s t i o n n a i r e items were
f o r m u l a t e d , Mean score, s t1bnddrd d e v i a t i o n a n d
p e r c e n t a g e s were u s e d t o a n s w e r t h e r e s e a r c h q u e s t i o n s .
Ch i - squa re t e s t of i n d e p e n d e n c e was u s e d t o t es t t h e n u l l
75.
h y p o t h e s i s . T h e p o p u l a t i o n of t h i s s t u d y c o m p r i s e d
of a l l t h e 294 p r i n c i p a l s and 7 ,455 t e a c h e r s i n
s e c o n d a r y s c h o o l s i n Imo State. The i n s t r u m e n t u s e d for
d a t a c o l l e c t i o n was s t r u c t u r e d q u e s t i o n n a i r e w i t h 4 -po in t
r a t i n g scale. A t o t a l of 514 c o p i e s o f q u e s t i o n n a i r e
w a s a d m i n i s t e r e d b y hand b u t 329 c o p i e s were r e t u r n z d
a n d u s e d a s t h e s a m p l e f o r t h i s s t u d y ,
I n a n s w e r i n g r e s e a r c h q u e s t i o n 1, a b o u t t e a c h e r s
a t t i t u d e t o w a r d s s u p e r v i s i o n , t ab l e 4.1 r e v e a l s t h a t
t e a c h e r s g e n e r a i l y h a t e t o be s u p e r v i s e d as i n d i c a t e d by
mean 2,67, T h i s however is i n c o n f o r m i t y w i t h t h e
f i n d i n g s of Ogunsa ju (1983) i n t h e r e v i e w e d l i t e r a t u r e who
s t a t e d t h a t t e a c h e r s i n N i g e r i a h a v e a d e e p r o o t e d n e g a t i v e
p e r c e p t i o n o f s u p e r v i s i o n , The f i n d i n g s of t h i s work
f u r t h e r r e v e a l e d t h a t t e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l s
d u r i n g s u p e r v i s i o n b e c a u s e t h e y see t h e p r i n c i p a l s as
f a u l t f i n d e r s (Hean 2.51), The a b o v e p e r c e p t i o n by .,,,,.. " r . . t . ? > * 4 * . .
p r i n c i p a l s and t e a c h e r s was s u p p o r t e d by D ike 1991 i n
t h e r e v i e w e d l i t e r a t u r e of t h i s work. H e s t a t e d t h a t
t e a c h e r s h a v e s u c h n e g a t i v e f e e l i n g s a b o u t s u p e r v i s i o n , I - . C
b e c a u s e t h e y see t h e p r i n c i p a l s a s f a u l t f i n d e r s . his
c e r t a i n l y creates s u p e r v i s o r y p r o b l e m s to' t h e p r i n c i p a l s
as i n t e r n a l i n s t r u c t i o n a l s u p e r v i s o r s .
However, t h e a c t i o n s o f p r i n c i p a l s c a n g o a l o n g way
i n e r a s i n g t h i s n e g a t i v e f e e l i n g s i n teact~ers when
t h e p r i n c i p a l s make t e a c h e r s t o u n d e r s t a n d t h a t t h e y are
i n t h e c l a s s r o o m n o t t o c r i t i c i ze o r j u d g e b u t t o h e l p
t e a c h e r s i m p r o v e t h e i r t e a c h i n g t e c h n i q u e s a n d c a p a b i l i -
t ies, a n d t h a t f o r t e a c h e r s t o a c c e p t t h e a b o v e a s s u m p t i o n s ,
t h a t t h e e v i d e n c e musc be t h e r e ( t h a t is t h e y must p r o v e
i t by a c t i o n ) (Ogunsa ju 1 9 8 3 ) . L i l l i a n Bernhagen ,
p a s t p r e s i d e n t of American school a s s o c i a t i o n q u o t e d
i n Landsmann ( 1 9 7 8 ) s u p p o r t e d t h e a b o v e a s s e r t i o n r
when she s k a t e d t h a t if teachers a r e i n school w i t h
p r i n c i p a l s who c r i t i c i z e s o r who n e v e r complements ...a
then comes t h e m a n i f e s t a t i o n of f r u s t r a t i o n a n d Stress,
T h i s r e p o r t i s a l so i n c o n s i s t e n t w i t h t h e f i n d i n g s of
Dike ( 1 9 9 1 ) q u o t e d earlier. H e f u r t h e r r e v e a l e d t h a t
t h i s n e g a t i v e v i e w of teachers o n s u p e r v i s i o n c a n be
r e i n f o r c e d , p e r p e t u a $ e d , .' ,,.,.." . ., P I + .I ,pr, h e i g h t e n e d by c o n s t a n t
n e g a t i v e f e e d b a c k b y t h e i r p r i n c i p a l s , On t h e o t h e r hand ,
when teachers a re i n school w i t h p r i n c i p a l s t h a t care,
and c r e a t e a s u p p o r t i v e e n v i r o n m e n t , t h a t those t e a c h e r s , I - .-
w i l l be p o s i t i v e l y r e i n f o r c e d a n d e m o t i o n a l l y feel
r e w a r d e d (Be rnhangen i n Landsmann 1 9 7 8 and D i k e 1 9 9 1 ) ,
The a b o v e s t a t e m e n t showed t h a t p r i n c i p a l s as i n t e r n a l
77.
s u p e r v i s o r s hdve roles to p l a y i n c o r r e c t i n g t e a c h e r s
a t t i t u d e t o w a r d s s u p e r v i s i o n so t h a t t h i s s h o u l d n o t p o s e
a p rob l em t o them i n t h e i r c o u r s e o f s u p e r v i s i o n . T h i s
d o e s n o t i n anyway mean t h a t p r i n c i p a l s s h o u l d n o t be
f i r m i n c o r r e c t i n g f a u l t s t h a t may damage t h e
i n s t r u c t i o n a l s y s t e m , r a t h e r any c o r r e c t i o n s h o u l d be
d o n e in a r e s p e c t f u l manner,
T h e a n a l y s e d r e s u l t of r e s e a r c h q u e s t i o n two i n t a b l e
4.2 shows t h a t t h e c o n d i t i o n o f s e r v i c e o f t e a c h e r s
are g e n e r a l l y p o o r and t h a t is why t h e y resist t h e s u p e r v i -
s o r y e f f o r t s o f t h e p r i n c i p a l s (Mean 3.27). It was also
d i s c o v e r e d t h a t t e a c h e r s are n o t r ewarded a c c o r d i n g to
t h e i r e f f o r t s and t h a t t h e i r salaries are n o t r e g u l a r
(Mean 3.20). Mean 2.69 f u r t h e r r e v e a l e d t h a t most
t e a c h e r s d o n o t work h a r d b e c a u s e of i n a d e q u a t e f a c i l i t i e s .
A l l t h e s e however , create s u p e r v i s o r y prob lems t o t h e
p r i n c i p a l s b e c a ~ s e * + ~ l lt.Vese i n a d e q u a c i e s make t h e morales
of t e a c h e r s to be v e r y l o w a n d so t h e y are n o t m o t i v a t e d
t o c a r r y o u t t h e i r j o b s e f f e c t i v e l y . Many a u t h o r s
s u p p o r t e d t h i s as r e f l e @ e d ' i n - .- t h e r e v i e w l i t e r a t u r e of
t h i s work. F o r i n s t a n c e , Ezeocha (1992) and Munson (1951)
s t a t e d t h a t l a c k o f r e c o g n i t i o n , p o o r c o n d i t i o n of
s e r v i c e , low s a l a r y income and p r e s e n c e o f u n n e c e s s a r y
r e s t r a i n t s migh t lead t o l o w morale t o t e a c h e r .
O g u n s a j u (1983) s u p p o r t e d t h i s by s t a t i n g t h a t t e a c h e r s
IIIUSC be enco t i r aged t o keep u p the good work by t h e
p r i n c i p a l showing a p p r e c i a t i o n t o what h e / s h e d o e s
t o w a r d s t h e improvement o f i n s t r u c t i o n ,
T h e p r i n c i p a l c a n p l a y a p a r t i n r a i s i n g t h e m o r a l e
o f t h e i r t e a c h e r as i m p l i e d by t h e a b o v e a u t h o r i t i e s ,
I f p r i n c i p a l s p l a y t h e i r own roles a c c o r d i n g t o t h e i r
a b i l i t i e s t h i s may raise t h e m r a l e / m o t i v a t i o n of t h e i r
t e a c h e r s t h e r e b y a l l e v i a t i n g t h e i r s u p e r v i s o r y p rob l ems ,
T h e 3 r d r e s e a r c h q u e s t i o n shown i n table 4.3 i n v e s t i g a - C
t e d t h e p r i n c i p a l s 9 s u p e r v i s o r y p a t t e r n t h a t c o n s t i t u t e
s u p e r v i s o r y p r o b l e m s as a r e s u l t o f t e a c h e r s ' r e s i s t a n c e .
It w a s d i s c o v e r e d t h a t m s t p r i n c i p a l s d o n o t c o - o p e r a t e
w i t h t h e i r t e a c h e r s d u r i n g s u p e r v i s i o n ( ~ e a n 2.,63) by
n o t u s i n g c o l l e a g u a l a p p r o a c h d u r i n g t h e i r s u p e r v i s i o n
(Wean 2.32). Mean 2.50 i n d i c a t e d t h a t most o f t hem u s e
a u t h o c r a t i c m e a s u r e s +&n. 4qqm3ach ing t h e i r t e a c h e r s
d u r i n g s u p e r v i s i o n .
T h e s e f i n d i n g s a g r e e d w i t h t h e o b s e r v a t i o n s made by
Unruh (1977) s t a t e d i n t h e , , r e v l e w - .- l i t e r a t u r e of t h i s
work t h a t ~ s t s u p e r v i s o r s h a v e embarked o n a u t h o r i t a r i a n i s m
by e x p e c t i n g t h e i r t e a c h e r s t o s u b m i t b l i n d l y t o t h e i r
a u t h o r i t y , t h a t t h e r e s u l t a n t e f f e c t o f t h e s e l a c k o f
c o - o p e r a t i o n a n d a u t h o r i t a r i a n b e h a v i o u r are
r e s i s t a n c e and h o s t i l i t y o f t e a c h e r s and l a c k of
i n i t i a t i v e and c r e a t i v i t y . T h i s shows t h a t a u t h o r i t a r i a n i s m
a n d l a c k o f c o - o p e r a t i o n a l w a y s make t h e t e a c h e r s t o resist
t h e i r p r i n c i p a l s , I n s t e a d , t e a c h e r s r a t h e r y i e l d t o t h e
i d e a s o r s u g g e s t i o n s o f p r i n c i p a l s who a r e less
a u t h o c r a t i c , T h i s i s i n c o n s i s t e n t w i t h I sha rwood
( 1 9 8 3 ) i n h i s r e s e a r c h f i n d i n q s . He p o s i t e d t h e t
p r i n c i p a l s ' i n f o r m a l a u t h o r i t y was p o s i t i v e l y r e l a t e d
t o a t e a c h e r s ' l o y c l l t y t o t h e p r l n c i p a l s ' and a t e a c h e r s ' I
s e n s e o f job s a t i s f a c t i o n and h i s s e n s e of power i n t h e
s c h o o l , So acco rd i -nq t o I s h a r w o o d , when a p r i n c i p a l had
d e v e l o p e d i n f o r m a l a u t h o r i t y o v e r t h e t e a c h e r i n a d d i t i o n
t o t h e f o r m a l a u t h o r i t y conveyed by t h e p r i n c i p a l s o f f i c e
t h a t t h e r e s h o u l d be more e f f e c t i v e c l i n i c a l s u p e r v i s i o n .
I n o r d e r t o win h i s t e a c h e r s , t h e p r i n c i p a l s h o u l d
d e v e l o p a w a r m p e r s o n a l i t y .so as t o e s t a b l i s h t h e .$ ,,,,.kc ,t *, * . I *
r a p p o r t t h a t b r e a k s down t h e s t a t u s b a r r i e r which w i l l
i n t u r n e n a b l e t h e t e a c h e r and t h e p r i n c j p a l t o a t t a c k
t h e i n p t r u c t i o n a l p r o b l e m s . c o - o p e r a t i v e l y i n s t e a d of , I - .L.
a t t a c k i n g t h e m s e l v e s ( P r a t e r 1 9 6 1 ) .
The a n s w e r t o r e s e a r c h q u e s t i o n 4 p r o v i d e d i n table 4
i n d i c a t e d t h a t t h e p r i n c i p a l s r a r e l y f i n d t i m e fo r
s u p e r v i s i o n o f i n s t r u c t i o n d u e t o t h e f a c t t h a t t h e y are
more o c c u p i e d by o t h e r a d m i n i s t r a t i v e c h o r e s (Mean 2.77)
a n d t h a t most p r i n c i p a l s d o n o t d e l e g a t e a u t h o r i t y t o
o t h e r t e a c h e r s (Mean 2,551 a s a r e s u l t , t h e y do n o t
s u p e r v i s e r e g u l a r l y (Mean 2,831. T h i s i n e f f e c t , had
made it d i f f i c u l t f o r t h e p r i n c i p a l s t o i d e n t i f y and
s o l v e some s p e c i a l a b i l i t y and d i s a b i l i t y p r o b l e m s i n
t h e i r s c h o o l s .
T h e a b o v e f i n d i n g s w e r e i n c o n s i s t e n t w i t h Hammock
(1955) and Nwaogu (1980) i n t h e r e v i e w e d l i t e r a t u r e
w h e r e t h e y s t a t e d t h a t p r i n c i p a l s a s a d m i n i s t r a t i v e h e a d s i
h a v e l o t s of commitments t o t h e e x t e n t t h a t t h e r e u s e to
be c l a s h e s be tween t h e a d m i n i s t r a t i v e c h o r e s a n d t h e
s u p e r v i s o r y roles of t h e p r i n c i p a l and most o f t h e t i m e
t h a t t h e s u p e r v i s o r y roles s u f f e r lack o f a t t e n t i o n .
O g u n s a j u (19831 s t a t e d t h a t d u r i n g t h i s t i m e o f l a r g e
a d m i n i s t r a t i v e t a s k s t h a t t h e p r i n c i p a l s ' v iew o f t h e
i n s t r u c t i o n a l o r t e a c h i n g f i e l d is o n l y t h e v iew from h i s ,, ,, ,, 4 w f . .B. , % .
o f f i c e d o o r , Dur ing t h i s c r i t ical p e r i o d , some
p r i n c i p a l s a l l o w e d t h e i n s t r u c t i o n a l a s p e c t t o s u f f e r
l a c k of a t t e n t i o n a s n o t e d above. I, - .-
However, some a u t h o r s a d v o c a t e d f o r t h e i n s t r u c t i o n
improvement t o t a k e p r e c e n d e n c e - o v e r t h e ' m a n a g e r i a l
a s p e c t of t h e p r i n c i p a l s h i p s t r e s s i n g t h a t a d m i n i s t r a t i o n
81.
c a n o n l y be j u s t i f i e d when t h e e x t e n t t o w h i c h i t h a s
s e r v e d t h e i n s t r u c t i o n a i programme is c o n s i d e r e d
( H a r i s o n , 1 9 6 8 a n d Hunt & P i e r c e , 1 9 5 8 ) . I n as much as
t h e p r i n c i p a l s h o u l d c o m b i n e t h e a d m i n i s t r a t i v e work
w i t h t h a t of t h e s u p e r v i s o r y d u t i e s , i t s h o u l d be
a d v i c e a b l e t h a t when t h e a d m i n i s t r a t i v e d u t i e s "loom so
l a r g e w a s it were, t h a t t h e p r i n c i p a l s s h o u l d d d l e g a t e
a u t h o r i t y t o more e x p e r i e n c e d a n d e f f e c t i v e t e a c h e r s f r o m
tile a a m i n i s t r a t i v e aspect ~f ! I ~ s w a r k . T h i s w i l l a l l o w
,more t i m e for him d o t h e s u p e r v i s o r y d u t i e s .
T a b l e 4.5 showed t h e x2 cornpar ism of t h e r e s p o n s e s of
t e a c h e r s b a n d t h a t of t h e p r i n c i p a l s ; o n t h e i r p e r c e p t i o n
of c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c -
t i o n s b y t h e p r i n c i p a l s . It w a s d i s c o v e r e d h o w e v e r , t h a t
t h e r e were no s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e
r e s p o n s e s o f p r i n c i p a l s a n d t h o s e o f t e a c h e r s . T h i s
means t h a t b o t h the. .pmi,rnoipals a n d t e a c h e r s h a v e t h e
same o p i n i o n i n 1 6 q u e s t i o n s o u t o f t h e 20 q u e s t i o n n a i r e
items. T h e s e a r e a s o f s i m i l a r o p i n i o n s h a s b e e n
d i s c u s s e d u n d e r t h e rese,arch - .. q u e s t i o n s .
However, t h e f o u r ( 4 ) q u e s t i o n areas ( 2 , 4 , 1 4 , , 2 0 )
w h e r e p r i n c i p a l s a n d t e a c h e r s had v a r y i n g o p i n i o n were
i so la ted a n d s u m m a r i s e d i n t a b l e 4.51. T h e r e s e a r c h e r
d i s c o v e r e d t h a t i n r e s p q n s e t o those q u e s t i o n n a i r e items,
t h a t p r i n c i p a l s a n d teachers i n t h i s c a v e r e s p o n d e d i n a
way i t c a n f a v o u r t h e m i n o r d e r t o e x o n e r a t e t h e m s e l v e s
from blames. Worthy of n o t e is q u e s t i o n n a i r e item
e l e v e n (11) w h e r e t h e X' v a l u e i n d i c a t e d t h a t t h e r e was
a ~ i g f l i f i c a i h t d i f f e r e n c e . B u t t h e i r r e s p e c t i v e mean
sccres of 2-58 dnd 2.56 compared t o t h e c r i t e r i o n mean of
2.5 showed t h a t b o t h of t h e m a g r e e d b u t t h e a g r e e m e n t l e v e l s 3
d i f f e r e d s i g n i f i c a n t l y ( d i s p e r s e d ) a s i n d i c a t e d b y t h e X~
v a l u e i n table 4.5. v
I F u r t h e r m o r e , i n 4 areas w h e r e t h e v i e w s of p r i n c i p a l s
and t e a c h e r s v a r i e d , t h e r e s e a r c h e r i n some cases ( 3 )
u p h e l d t h e v i e w s o f teachers (4,14,20) b e c a u s e a s t h e
s u p e r v i s e e s , teachers c a n better e v a l u a t e t h e i r f e e l i n g s
a n d e x p e r i e n c e s d u r i n g s u p e r v i s i o n o n how t h e y a r e
a p p r o a c h e d .
However , t h e v i e w s of p r i n c i p a l s ware u p h e i d i n t h e i r ., ,,. .,I, 7s' ! ' I* a .
r e s p o n s e s t o q u e s t i o n n a i r e i t e m 2 , w h e r e t h e y i n s i s t e d
t h a t t e a c h e r s who feel t h a t they a r e e x p e r i e n c e d , say
it a n d a l w a y s d i s a g r e e w i t h t h e m d u r i n g s u p e r v i s i o n . , - .-
Akubue (1994) i n t h e r e v i e w e d l i t e r a t u r e a r g u e d t h a t i t
shou lc i n o t be so b e c a u s e t h a t a t e a c h e r may be e x p e r i e n c e d
a n d knows wha t t o d o w i t h o u t knowing t h e s k i l l t o d o i t ,
So h e stressed t h a t b o t h e x p e r i e n c e d a n d i n e x p e r i e n c e d
83.
t e a c h e r s n e e d s u p e r v i s i o n , T h i s i 3 t r u e because a l l
humans are i m p e r f e c t t h e r e f o r e h d v e t h e i r i n d i v i d u a l
w e a k n e s s e s a n d p e c u l i a r i t i e s t h e y n e e d c o r r e c t i o n s o n c e i n
a w h i l e .
Summary of t h e S t u d y
T h e f i n d i n q s of t h i s s t u d y a re s u m m a r i s e d as
f o l l o w s :
1, T e a c h e r s h a v e a d e e p - r o s t e d n e g a t i v e f e e l i n g s t o w a r d s
s u p e r v i s i o n . I n o t h e r words, t h e y h a t e t o be
s u p e r v i s e d . So t h i s n e g a t i v e f e e l i n g s a b o u t s u p e r v i -
s i o n pose s u p e r v i s o r y p r o b l e m s t o t h e p r i n c i p a l s .
2. T h a t t h e r e a s o n f o r d e v e l o p i n g h a t r e d when s u p e r v i s e d
i s b e c a u s e most of t h e p r i n c i p a l s a re a u t o c r a t i c a n d
f a u l t f i n d i n g a n d t h a t t h e y d o n o t c o - o p e r a t e w i t h
t h e m d u r i n g s u p s u i s i o n .
3. T h d t p o o r c o n d i t i o n s o f s e r v i c e , i r r e g u l a r payment
o f salar ies a n d l a c k of r e w a r d a n d r e c o g n i t i o n make
t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s t o be v e r y ' l o w * c $ 8 . .hq. 3, . *, *,,, .
t h e r e b y l e a d i n g to s u p e r v i s o r y p r o b l e m s t o t h e
p i - L n c i p a l s , T e a c h e r s resist b e c a u s e o f t h e i r poor
s i t u a t i o n s .
4, T h d t most t e a c h e r s who f e e l t h e y are e x p e r i e n c e d
resist s u p e r v i s i o n .
5, T h a t mast p r i n c i p a l s r a r e l y f i n d t i m e for
s u p e r v i s i o n s i n c e t h e y q i v e more o f t h e i r times t o
o t h e r a d m i n i s t r a t i v e c h o r e s w h i l e t h e i n s t r u c t i o n a l
a s p e c t s u f f e r s .
I m p l i c a t i o n of t h e S t u d y
The f i n d i n g s of t h i s s t u d y h a v e s e v e r a l i m p l i c a t i o n s
for teachers, p r i n c i p a l s , f e d e r a l and s t a t e government
a l i k e .
T h e f i n d i n g s o f t h i s s t u d y w i l l h e l p t h e t e a c h e r s
t o r e a l i s e t h e v i t a l r a l e t h e y p l a y i n t h e f u t u r e o f '*
t h e i r e d u c a n t s ( s t u d e n t s ) , t h i s w i l l i n t u r n h e l p them
i n e r a s i n g t h e n e g a t i v e f e e l i n g s t h e y h a v e a b o u t ,
s u p e r v i s i o n b e i n g aware o f t h e i m p l i c a t i o n s - i n h i b i t i o n
of e f f e c t i v e t e a c h i n g and l e a r n i n g d u e t o . l a c k o f
e f f e c t i v e s u p e r v i s i o n . C o n s e q u e n t l y t e a c h e r s w i l l p u t i n
t h e i r best and i g n o r e c e r t a i n i l l s o r i m p e r f e c t i o n s o n
t h e p a r t of s u p e r v i s , q x g ,t , ,bat .may e n c r o a c h or make
u n f a v o u r a b l e i m p a c t o n t h e i r t e a c h i n g job.
T h i s s t u d y a l so i m p l i e s t h a t t h e a c t i o n s o f p r i n c i p a l s
as schoo.1 a d m i n i s t r a t o r s and . s u p e r v i s o r s are h i g h l y , I _ ...
r e l a t e d t o t h e v i e w s a n d r e a c t i o n s o f %
t e a c h e r s t o s u p e r v i s i o n a n d t h e t e a c h i n q j o b i n i t s e n t i r e t y .
T h i s means t h a t the p r i n c i p a l s c a n a c t as s o u r c e s of
8 5 ,
e n c o u r a g e m e n t o r d i s c o u r a g e m e n t t o t h e i r t e a c h e r s a l l
d e p e n d i n g o n t h e g e n e r a l a d m i n i s t r a t i v e and s u p e r v i s o r y
i n g e n u i t y of t h e p r i n c i p a l s , The s t u d y a lso i n d i c a t e d
t h a t p r i n c i p a l s l a c k t i m e f o r e f f e c t i v e s u p e r v i s i o n .
T h e s t u d y e q u a l l y r e v e a l e d t h a t t h e gove rnmen t h a s a
g r e a t p a r t t o p l a y i n r a i s i n g t h e m o r a l e / m t i v a t i o n o f
t h e t e a c h e r s , S i n c e t h e s t u d y i n d i c a t e d t h a t t h e salar ies
o f t e a c h e r s are n o t r e q u l a r and t h a t t e a c h e r l a c k
f a c i l i t i e s t o work w i t h i n t h e i r t e a c h i n g and l e a r n i n g
job, I f n o t h i n g is done t o i m p r o v e t h i s u g l y s i t u a t i o n , '5
' t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s w i l l r e m a i n v e r y l o w
and t h e y w i l l n o t c o - o p e r a t e w i t h s u p e r v i s o r , C o n s e q u e n t l y ,
t h e s t a n d a r d o f e d u c a t i o n w i l l c o n t i n u e t o d e t e r o r i a t e ,
T h e a c c o m p l i s h m e n t o f a l l t h e s e l a g s however l i e o n t h e
& s h o u l d e r s o f t h e government who w i l l p r o v i d e f u n d i n
o r d e r t o s o l v e t h e r e s u l t a n t p r o ~ l e m s , "A s t i t c h i n
t i m e s a v e s n ine" , .,,,.... t . . l . v , * , l + . .
I f t h e s e i m p l i c a t i o n s are n o t c o n s i d e r e d s e r i o u s l y ,
t h e y w i l l c o n t i n u e t o create s u p e r v i s o r y p r o b l e m s to t h e
p r i n c i p a l s and t h e r e s u l t a n t e f f e c t is o b v i o u s - I t - .-
t e a c h i n g and l e a r n i n g w i l l be hampered and t h e e d u c a t i o n a l
o b j e c t i v e s may n o t be a c h i e v e d ,
Recommendat ions
Based o n t h e f i n d i n g s a n d t h e i m p l i c a t i o n s o f t h i s
s t u d y , t h e f o l l o w i n g r e c o m m e n d a t i o n s a re made:
T e a c h e r s s h o u l d a c k n o w l e d g e a n d r e c o g n i s e t h e
h e a d s h i p o f t h e i r p r i n c i p a l s a n d y i e l d t h e m s e l v e s t o
s u p e r v i s i o n w h e t h e r e x p e r i e n c e d o r n o t ,
P r i n c i p a l s s h o u l d t r y t o v i e w t h e i r t e a c h e r s as
c o l l e a g u e s a n d relate w i t h them i n t h e same manner
d u r i n g s u p e r v i s i o n , T h i s w i l l g o a l o n q way i n e r a s i n g
t h e n e g a t i v e a t t i t u d e s o f t e a c h e r s t o w a r d s s u p e r v i -
s i o n , \
P r o v i s i o n s s h o u l d be made by t h e g o v e r n m e n t a n d t h e
p r i n c i p a l s f o r r e w a r d i n q e x a m p l a r y t e a c h e r s 1
t h i s w i l l m o t i v a t e them t o d o more i n t h e i r s e r v i c e I
a n d a l s o e n c o u r a g e o t h e r s t o f o l l o w s u i t . T e a c h i n g
job s h o u l d be made a t t r a c t i v e by p a y i n q a t t r a c t i v e
s a l a r i e s ; i n s t e a d of maki,nq t e a c h i n q job t h e las t .' ,,. 4 . f . ,I' *, * . I *
h n p e f a r t h e h o p e l e s s i n j o b o p p o r t u n i t y , T h i s
w i l l h e l p t o a t t r ac t q u a l i t y t e a c h e r s ,
T h e g o v e r n m e n t t h r o u g h t h e , m i n i s t r y o f e d u c a t i o n , I - .L
s h o u l d p r o p e r l y o r g a n i s e a n d c o - o r d i n a t e t h e i n -
s e r v i c e t r a i n i n g programme a n d make it ' c o m p u l s o r y for
t h e p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s i n o r d e r t o
8 7 ,
d e v e l o p t h e m and h e l p t h e m t o i m p r o v e i n t h e i r
i n s t r u c t i o n a l l e a d e r s h i p roles a n d t o be more
s k i l l f u l i n d o i n g so.
P r i n c i p a l s s h o u l d s t r i k e a b a l a n c e b e t w e e n t h e
m a n a g e r i a l a n d t h e s u p e r v i s o r y a s p e c t s of t h e i r
a d m i n i s t r a t i v e d u t i e s .
P r i n c i p a l s s h o u l d d e l e g a t e a u t h o r i t y to Heads o f
D e p a r t m e n t s ( H O D S ) o r o t h e r e x p e r i e n c e d a n d
e f f e c t i v e t e a c h e r s f r o m t h e m a n a g e r i a l a s p e c t of
h i s d u t i e s a n d c a r r y o u t t h e s u p e r v i s o r y a s p e c t by
t h e m s e l v e s f o r p r o p e r o v e r s i g h t . !
T h e g o v e r n m e n t s h o u l d a l w a y s m o t i v a t e t h e t e a c h e r s
and raise t h e i r m o r a l e s b y p a y i n g t h e i r salar ies
r e g u l a r l y a n d o n t i m e , g i v i n g t h e m p r o m o t i o n s a n d
p r o v i d i n g e n o u g h f a c i l i t i e s i n o r d e r t o e n c o u r a g e
e f f e c t i v e t e a c h i n g a n d t h e i r r e s p o n s e s t o s u p e r v i s i o n ,
L i m i t a t i o n o f the-cStz l rdy ' '* ' '
T h e f o l l o w i n g l i m i t a t i o n s are i n h e r e n t i n t h i s
s t u d y :
1. Some p r i n c i p a l s a n d , , t e a c h e r s were r e l u c t a n t t o f i l l
t h e q u e s t i o n n a i r e . So some o f them p r o v i d e d
i n c o m p l e t e i n f o r m a t i o n and t h i s r e d u c e d t h e s t i p u l a t e d I
s a m p l e s i z e u s e d f r o m 514 t o 329.
2, T h e u s e of s t r u c t u r e d q u e s t i o n n a i r e may h a v e
p r o m p t e d r e s p o n d e n t s n o t t o r e s p o n d as a c c u r a t e l y
as p o s s i b l e so t h e r e s e a r c h e r c a n n o t boast of 100%
r e l i a b l e r e s p o n s e s f r o m t h e p r i n c i p a l s a n d
t e a c h e r s .
S u q q e s t i o n for F u r t h e r S t u d i e s
F u r t h e r r e s e a r c h s h o u l d be c a r r i e d o u t i n t h e
f o l l o w i n g areas:
1. O t h e r p r o b l e m s e n c o u n t e r e d by p r i n c i p a l s i n t h e i r v
, s u p e r v i s o r y a c t i v i t i e s , t h i s t i m e u s i n g l a r g e r
s a m p l e s .
2. T h e i n - s e r v i c e t r a i n i n g n e e d of p r i n c i p a l s as i n t e r n a
C o n c l u s i o n
T h e f i n d i n g s o f t h i s work h a s so f a r i d e n t i f i e d some
of t h e p r o b l e m s a s s o c i a t e d w i t h t h e e f f e c t i v e s u p e r v i s i o n .< , , - 4 k f . ,I. , .,,* ' .
o f i n s t r u c t i o n b y t h e p r i n c i p a l s . Some of t h e s e
p r o b l e m s h o w e v e r , are i n t e r n a l l y o r i e n t e d . T h i s means
t h a t some o f t h e s e p r o b l e m s c a n b e s e t t l e d t h r o u g h t h e
c o - o p e r a t i v e r e l a t i o n s h i p b e t w e e n t h e p r i n c i p a l s a n d
t h e t e a c h e r s .
T h e s e p r o b l e m s i n c l u d e t h a t t e a c h e r s a re b i a s e d o r
h a v e n e g a t i v e a t t i t u d e a b o u t s u p e r v i s i o n . T h e i r r e a s o n s
was b e c a u s e most p r i n c i p a l s a re f a u l t f i n d e r s and
a u t o c r a t i c s o do n o t c o - o p e r a t e w i t h them d u r i n g
s u p e r v i s i o n , t h i s p o s s e s s e r i o u s p rob l ems d u r i n g '
s u p e r v i s i o n ,
It was a l s o d i s c o v e r e d t h a t p o o r c o n d i t i o n o f
s e r v i c e , i r r e g u l a r payment o f s a l a r i e s and l a c k of r e w a r d
and r e c o g n i t i o n b r i n g s down t h e m o r a l e / m o t i v a t i o n of
t e a c h e r s wh ich l e a d s t o r e s i s t a n t t o p r i n c i p a l s ' s u p e r v i s o r y
e f for ts ,
The s t u d y f u r t h e r r e v e a l e d t h a t most t e a c h e r s feel C
t h a t t h e y are w e l l e x p e r i e n c e d s o d o n o t need t o b e
s u p e r v i s e d . T h i s c o n s t i t u t e s a v e r y s e r i o u s p rob l em
d u r i n g s u p e r v i s i o n b e c a u s e t h e y n e v e r a g r e e d ~ P t h t h e
p r i n c i p a l , O t h e r a d m i n i s t r a t i v e c h o r e s t a k e much o f
t h e times o f t h e p r i n c i p a l s s i n c e most of them d o n o t
d e l e g a t e a u t h o r i t i e s , t h e s u p e r v i s o r y a s p e c t s u f f e r s l a c k
of a t t e n t i o n , S~,.Zar;k~.c;rf . t . i m e f o r s u p e r v i s i o n i s a n
i d e n t i f i e d p rob l em o f t h e p r i n c i p a l s ,
The r ecommenda t i ons o f t h i s s t u d y h a s s u g g e s t e d ways
b y wh ich some o f t h e s e p rob l ems c a n be r e m e d i e d o r I t - .-
r e c t i f i e d ,
R e f e r e n c e s 90.
Akubue, A , ( 1 9 9 4 ) . " S u p e r v i s i o n o f I n s t r u c t i o n w , U n p u b l i s h e d M a n u s c r i p t , D e p a r t m e n t of E d u c a t i o n , U n i v e r s i t y o f N i g e r i a , Nsukka.
A n i , C , I , ( 1 9 8 4 ) . "Some of t h e f a c t o r s m i l i t a t i n g a g a i n s t e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n as p e r c e i v e d b y s e c o n d a r y s c h o o l t e a c h e r s i n Anambra S t a t e w , ( U n p u b l i s h M.Ed. T h e s i s , U . N . N ) .
A t k i s o n , J , W , ( 1 9 6 4 ) . An I n t r o d u c t i o n t o M o t i v a t i o n . New J e r s e y : Yan N o s t r a n d - r e i n h e l d L t d ,
B a b b i e , E,K, ( 1 9 7 5 ) - T h e p r d c t i c e of S o c i a l R e s e a r c h , Belmont : Wadsworth Pub, I n c .
B e r e l s o n , U, & S t e i n e r G.A, (1964). Husan ~ e h a v i o u r ; a n I n v e n t o r y o f S c i e n t i f i c F i n d i n q s , N e w Y o r k : i l a r c o u r t , Brdce a n d h 'o r ld I n c ,
Cor~way, J , ( 1 9 7 8 ) . "Power and P a r t i c i p a t o r y D e c i s i o n Making i n s e l e c t e d E n g l i s h S c h o o l s w . J o u r n a l of E d u c a t i o n a l A d m i n i s t r a t i o n 16, 80-96.
D e s , R, ( 1 9 6 8 ) . S a m p l i n q t h e o r y . N e w York: M c G r a w - H i l l I n c ,
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b e h a v i ~ u r p r e f e r e d b y t eache r s i n s e c o n d a r y s c h o o l s i n La:j?sW. J s u r n a l of T e d c h e r E d u c a t i o n , - 1, 8-12,
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I! - .+
Landsmann, L. ( 1 9 7 8 ) . P r i n c i p a l s may be h a r z a r d e o u s t o t h e i r t e a c h e r s h e a l t h I n E d u c a t i o n d i q e s t 43: 7.
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I
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Jos: U n i v e r s i t y P r e s s . d and P r a c t i c e o f E d u c a t i o n a l A d m i n i s t r a t o n n Niqeria.
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Ukwueze, C . I . ( 1 9 9 2 ) . ''An e v a l u a t i o n o f I n t e r n a l a n d e x t e r n a l s u p e r v i s i o n p r a c t i c e s as p e r c e i v e d by s e c o n d a r y s c h o o l t e a c h e r s i n Nsukka e d u c a t i o n zone1'. ( U n p u b l i s h e d .N4Edd~t+hesis, U , N . N ) .
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S u b - D e p a r t m e n t of Arts E d u c a t i o n , U n i v e r s i t y of N i g e r i a , Nsukka .
19th J u i y : 1995.
Dear Sir/Madam,
T e a c h e r s 8 a n d P r i n c i p a l s P e r c e p t i o n of C o n s t r a i n t s a g a i n s t e f f e c t i v e s u p e r v i s i o n of I n s t r u c t i o n by t h e P r i n c i p a l s
T h i s q u e s t i o n n a i r e i s d e s i y n e d t 2 e l i c i t i n f o r m a t i o n from b o t h t h e p r i n c i p a l s a n d t h e i r t e a c h e r s f o r u s e f o r t h e a b o v e r e s e a r c h t ~ p i c ,
T h e r e s e a r c h e r is a p o s t g r d d u a t e s t u d e n t of t h e above-named d e p a r t m e n t , You a re p l e a s e r e q u i r e d t o p r o v i d e a s i n c e r e a n d a c c u r a t e i n f o r m a t i o n , w i t h t h e a s s u r a n c e t h a t i t w i l l be t reated w i t h t h e h i g h e s t c o n f i d e n t i a l i t y , P l e a s e name is - n o t r e q u i r e d ,
T h a n k s .
Y o u r s s i n c e r e l y ,
Q u e s t i o n n a i r e f o r P r i n c i p a l s a n d T e a c h e r s
. 1, P e r s o n d l Data
please f i l l i n or t i c k t h e o n e a p p l i c a b l e t o y o u f r o m e a c h of k h e f o l l o w i n g :
i) P o s t / s t a t u s i n t h e s c h o o l :
a ) P r i n c i p a i / b) T e a c h e r 17.
ii) Years of E x p e r i e n c e :
a ) 1-5 y e a r s 7, b) 6-10 y e a r s /7 C ) 11- - a b o v e -
iii) What i s y o u r p r e s e n t q u a l i f i c a t i o n ?
SECTION B
2. T e a c h e r s a t t i t u d e / r e a c t i o n t o w a r d s s u p e r v i s i o n ,
Pleas2 t i c k i n on? of t h c s p a c e s below c o r r e s p o n d i n g to y o o r o p i n i o n .
J.
., ,,> .kq. 9 . .?<*,I.? .
1, Teachers gencr a1 1 :I h a t e to be su?-rvised.
2. E x p e r i e n c e d t e a c h e r s 'jli~&:;rse w i t n tile i , r * ; r ~ i i p . ~ l ~ ,
3 . T h e rclte of d b s e n t e e i s r n b y t e a c h e r s i s v e r y h i c l h ,
r 4 Cn c o Oa, L L 40 m 4
(11 Q, L (r 4
a, Q) L 0) a v, .rl P
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T e a c h e r s fo rm cliques tc s a b o t a y e t h e p r i n c i g d l s sapLtrvL: ,ory 1 7 f f o i - t ... , -----
C o n d i t i o n s of s e r v i c e o f t h e t c a r h e r s a r e g e n e r a l l y p o o r . - T e a c h e r s d o n o t p a r t i c i p a t e i n making d e c i s i o n s on m a t t e r s t h a t a f f e c t t h e i r j o b s .
T e a c h e r s a re n o t p r o v i d e d w i t h e n o u g h f d c i l i t ics t o Work w i t h .
10. 'Teachers knowiobg~..a.zse. not u p d a t e d .
4 - P r i n c i p a l s ' S u p e r v i s o r y P r a c t i c , e s
T h e p r i n c i p a l s d o n o t a l w a y s c o - o p e r ? t e w j t h h i s t e a c h e r s d u r i n q s u p e r v i s i o n ,
T h e p r i n c i p a l u s e s a c o i l e a q e a p p r o a c h d u r i n g h i s s u p e r v i s i o n o f i n s t r u c t i o n ,
The p r i n c i p a l r a r e l y s p e a k s w i t h h i s t e a c h e r s e x c e p t d u r i n g ~ u p e r v i s i ~ n .
p r i n c i p a l s a r e a u t o c r a t i c d u r i n g
Lack of effective m e e t i n g s b y t h e p r i n c i p a l s c r e a t e s s u p e r v i s o r y p r ~ b i e m s . " 3
F r i n c i p s l s a r e so o c c u g i e d w i i l i o t h e r adrnin.i,akqagbye. . c h o r e s t h a t t h e y r a r e l y f i n d time f o r s u p e r v i s i o n o f i n s t r u c t i o n ,
P r i n c i p a l s d o n o t d e l e g a t e 1 '
a u t h o r i t i e s to more e x p e r i e n c e d a n d e f f e c t i v e t e a c h e f s " to- "
P r i n c i p a l s a re so h a r d w o r k i n g t h a t t h e y d o a l l t h e ~ i l p e r v i s o r y a n d m a n a g e r i a l w ~ r k s a l o n e ,
P r i n c i p a l s a r e i r r e g u l a r i n t h e i r s u p e r v i s i o n . They s u p e r v i s e o n c e i n a b l u e moon, - Lack o f a d e q u a t e s u p e r v i s i o n o f i n s t r u c t i o n h a s made i t i m p o s s i b l e f o r t h c p r i n c i p a l t o i d e n t i f y and make p r o v i s i o n s f o r s p e c i a l a b i l i t i e s and d i s - a b i l i t i e s i n y o u r s c h o o l .
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