Ebere Omeje - University of Nigeria, Nsukka · 2016-02-12 · Primary Schools. 51 Table 2: Mean responses and Standard Deviations of respondents on supervisory activities carried

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SALIHU, MAIMUNA BABA.PG/M.Ed/12/62240

TEACHERS’ PERCEPTION OF SUPERVISORS’ ROLES IN PRIMARY SCHOOLS IN MINNA EDUCATION

ZONE, NIGER STATE.

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Ebere Omeje

Digitally Signed by

manager’s Name

DN : CN = Webmaster’s name

SALIHU, MAIMUNA BABA.

TEACHERS’ PERCEPTION OF SUPERVISORS’ PRIMARY SCHOOLS IN MINNA EDUCATION

ZONE, NIGER STATE.

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL

Digitally Signed by: Content

Name

Webmaster’s name

TEACHERS’ PERCEPTION OF SUPERVISORS’ ROLES IN PRIMA RY SCHOOLS IN MINNA EDUCATION ZONE, NIGER STATE.

BY

SALIHU, MAIMUNA BABA. PG/M.Ed/12/62240

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION,

UNIVERSITY OF NIGERIA, NSUKKA.

OCTOBER, 2015

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TITLE PAGE

TEACHERS’ PERCEPTION OF SUPERVISORS’ ROLES IN PRIMA RY

SCHOOLS IN MINNA EDUCATION ZONE, NIGER STATE.

BY

SALIHU, MAIMUNA BABA

PG/M.Ed/12/62240

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSU KKA, IN

PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWAR D OF

MASTERS IN EDUCATION DEGREE IN CHILDHOOD EDUCATION.

SUPERVISOR: PROF. (MRS) J. O. CHUKWU

OCTOBER, 2015

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APPROVAL PAGE

This project work has been approved for the Department of Educational Foundations,

University of Nigeria, Nsukka.

BY

……………………….. ........……………… Prof. J. O. Chukwu Dr. G. C. Ugwu Supervisor Internal Examiner

………………………… ....…………………….. Prof. G. C. Unachukwu Prof. C. J. A. Onwuka External Examiner Head of Department

………………………

Prof. Uju Umo Dean, Faculty of Education.

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CERTIFICATION

SALIHU, Maimuna Baba, a Postgraduate student in the Department of Educational

Foundations, with Reg. No: PG/M.Ed/12/62240 has satisfactorily completed the requirements

for course and research work for the award of Masters Degree in Childhood Education. The

work embodied herein is original and has not been submitted in part or in full for any other

degree or diploma of this or any other University.

……………………….. ……………………… Salihu, Maimuna Baba Prof. J. O. Chukwu Student Supervisor

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DEDICATION

To the ever green memory of my loving father, late Alhaji Salihu Baba, who would have

been very proud to see me attain this feat. Also, to my mother, Hajiya Mariam Abubakar for

her continuous prayers.

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ACKNOWLEDGEMENTS

With gratitude to God Almighty, the researcher heartily acknowledges and

appreciates all who contributed in one way or the other towards the successful completion of

this work. First, is Prof. J.O. Chukwu, the project supervisor who patiently read through the

work and made necessary corrections. Associate Prof. J. C. Omeje, Dr. G.C. Ugwu and

Dr. J. I. Anyanwu, the Chairman, Content and Design readers respectively during the

researcher’s proposal defence are all appreciated. Equally appreciated is Dr. A.N. Okolo who

represented the supervisor during the proposal.

The researcher is very grateful to Rv. Dr. L. K. Ejionueme and Dr. J. J. Agah for

validating her instrument. Thanks a lot Rv. Fr. Dr. G.C. Abiogu, Prof. J. U. Ibiam and

Dr. V. N. Nwanchukwu. The researcher is equally indebted to Prof. A. Ali of blessed

memory, Prof. B. G. Nworgu, Prof. D. N. Ezeh and Prof. U. V. N. Agwagah.

Mr. Paul Gana, former Director, Zonal Directorate of Education, Minna, is quite

acknowledged. Also acknowledged are the efforts of the officials of Niger State SUBEB and

LGEAs in the study area. They include: Haj. Aisha Moh’d, Director, PRS SUBEB, Haj.

Uwani Moh’d, Director, Schools and Educational Services, SUBEB and all the Heads of

Department (Schools) of the LGEAs. The researcher is most grateful to all her research

assistants; Mrs. Esther I. Garba, Mal. Ibrahim Anzaq, Mrs. Angela Achebe, Mal. Ahmed

Ndako, Mr. Godwin S. Goni, Mr. Danladi Jankaro (Pastor) and Mrs. Rahab S. A. Habila.

Also appreciated are all the Head teachers whose schools were sampled and their teachers

who participated in answering the questionnaire.

Deep gratitude is also expressed to the researcher’s family members. First, her

husband, Alh. Abubakar Mohammed, without whose support, undergoing this programme

would not have been possible. The SALIHUS, thanks for your constant prayers for the good

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health and success of the researcher. Sweet baby girl, Hadiza (Hajiya), thanks for enduring

the researcher’s absence.

Mr. Dickson Amos Ityav, one of the researcher’s course mates deserves special

mention. His contributions to the success of this work were not only that of a course mate but

of a reliable friend and brother. Thanks to Dr. C. S. Gana of FUT, Minna for her suggestions

and contributions towards the improvement of this work and Mal. Yabagi Hassan also of

FUT, Minna who made sure the researcher started rehearsing for her proposal defence long

before she was scheduled. May God reward you all in abundance? Amen.

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TABLE OF CONTENTS

Title Page i

Approval Page ii

Certification iii

Dedication iv

Acknowledgements v

Table of Contents vii

List of Tables x

Abstract xi

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 11

Purpose of the Study 12

Significance of the Study 12

Scope of the Study 14

Research Questions 15

Hypotheses 15

CHAPTER TWO: REVIEW OF LITERATURE 16

Conceptual Framework 17

Concept of Teacher 17

Concept of Supervision/Supervisor 20

Concept of Perception/Teachers’ Perception of Supervision 28

Concept of Primary School/Education 31

Concept of Gender 34

Concept of Location 35

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Theoretical Framework 37

Clinical Supervision Theory by Marris Cogan 38

Human Relations Theory by Mary Parker Follet 39

Review of Empirical Studies 40

Studies on Teachers’ Perception 40

Studies on Supervision/Supervisory Activities 42

Summary of Literature Review 45

CHAPTER THREE: RESEARH METHOD 47

Design of the Study 47

Area of the Study 47

Population of the Study 48

Sample and Sampling Techniques 48

Instrument for Data Collection 49

Validation of the Instrument 49

Reliability of the Instrument 50

Method of Data Collection 50

Method of Data Analysis 50

CHAPTER FOUR: RESULTS 51

CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSIONS,

IMPLICATIONS, RECOMMENDATIONS AND SUMMARY 63

Discussions of Findings 63

Conclusions 67

Implications of the Findings 68

Recommendations 68

Limitations of the Study 69

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Suggestions for Further Studies 69

Summary of the Study 70

REFERENCES 72

APPENDICES: 78

Appendix A: Letter to Respondents 78

Appendix B: Corrected Instrument for Data Collection 79

Appendix C: Reliability of the Instrument 82

Appendix D: Summary of Pupils’ and Teachers’ Enrolment 84

Appendix E: Population of the Study. 86

Appendix F: LGEAs Administrative Zones 87

Appendix G: Data Analysis Output 89

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LIST OF TABLES

Table 1: Mean responses and Standard Deviations of respondents on perception

of primary school teachers on supervision by school supervisors in

Primary Schools. 51

Table 2: Mean responses and Standard Deviations of respondents on

supervisory activities carried out by supervisors in primary schools

in Minna Education zone. 53

Table 3: Mean responses and Standard Deviations of respondents on the

Perception of primary school teachers on the influence of supervision

on their performance. 54

Table 4: Mean responses and Standard Deviations of respondents on the influence

of gender on primary school teachers’ perception of supervision. 56

Table 5: Mean responses and Standard Deviations of respondents on the

influence of qualification on primary school teachers’

perception of supervision. 57

Table 6: Mean responses and Standard Deviations of respondents on the influence

of school location on primary school teachers’ perception of supervision. 58

Table 7: t-test analysis of the significant difference in the mean perception

scores of male and female teachers on the activities of supervisors in

primary schools. 59

Table 8: t-test analysis of the significant difference in the mean perception scores

of urban and rural teachers on their perception of supervision in primary

schools. 60

Table 9: ANOVA result of the significant difference in the mean responses

of teachers on their perception of supervision based on qualification. 61

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ABSTRACT

This study investigated ‘Teachers’ Perception of Supervisors’ Roles in Primary Schools in Minna Education Zone, Niger State.’ Six research questions answered using Mean and SD and three null hypotheses tested at 0.05 level of significance using t-test statistic and ANOVA guided the study. Population of the study was 8,087 primary school teachers in the 764 public primary schools in the zone. The sample was 404 teachers drawn though multi-stage sampling technique. The study adopted descriptive survey design. The instrument for data collection was a structured questionnaire developed by the researcher and was validated by three experts from the Faculty of Education, University of Nigeria, Nsukka. Main findings of the study revealed, among others, that supervision in primary schools is perceived by teachers as one of the ways of improving the quality of primary education and facilitating the achievement of school goals and objectives. Supervision makes teachers sit up and be more committed to their duties thereby making them more effective and efficient. There was no significant difference in the mean ratings of male and female teachers in the study area on their perception of supervision. Major implication of the findings is that quality of primary education in the zone will highly be enhanced if the supervisors carry out their supervisory functions diligently. The researcher therefore recommended that though supervision in primary schools in the zone is regular, it should be more regular in order to keep enhancing teachers’ performance. Supervisors should allow clinical supervision and human relations theories to come into play while interacting with teachers during supervision. These would in turn translate into effective and qualitative teaching which will ultimately benefit the pupils and result into better academic performance of the schools.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Organizations are established essentially to achieve their stated objectives or targets.

Such objectives cannot be achieved without putting in place strong mechanisms. One of such

mechanisms is supervision. Supervision of educational activities generally and in particular

classroom instructions is not only necessary but important to evaluate teachers’ performance

and their effectiveness in the discharge of their duties as transmitters of education. Education

is the transmission of what is worthwhile from generation to generation. It is the process of

assisting learners to acquire knowledge, skills and acceptable attitudes and moral behaviours

that would make them responsible citizens able to take care of themselves, their families and

contribute to society (Chukwu, 2011). In agreement with this, Joseph (2014) stated that

education is the principal method through which society transmits knowledge from one

generation to another. Education can be described therefore, as a very strong weapon used by

the society to instill in learners its norms and values that they can use to appreciate the past,

reshape the present in order to advance the future of their societies. It is the means through

which individuals acquire relevant knowledge, skills and attitudes that would help them fit

well into the society and shape their lives for the better and enable them contribute toward the

general development of their society.

The essence of education is to change positively, the behaviour of the learner and to

make him a better citizen of his society who can contribute to national development.

Education is a vital instrument ‘par excellence’ for effecting and achieving national

development (Federal Republic of Nigeria, FRN, 2004). In line with this, the second Nigeria

philosophy of education states that education fosters the worth and development of the

individual for each individual’s sake and for the general development of the society. Kimani,

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Kara and Njagi (2013) stated that education helps societies fashion out and model individuals

to function well in their environment. Education serves a lot of purposes. It equips the

citizenry to reshape their society and eliminate inequality (Boit, Njoki and Chang’arc (2012)

as mentioned by Kimani et- al (2013). The Government of Trinidad and Tabago (2005)

regards education generally as a tool for bringing about a relative change in behaviour of the

learner as a result of learning. According to Ekundayo, Oyerinde and Kolawole (2013), the

behavior change can only occur in learners based on the quality of instructions given to them

at any level of education vis-à-vis how such instruction is delivered during the teaching-

learning process. However, no matter how well packaged an instruction may be at any level

of education, particularly at the primary school level, if there is no effective supervision,

especially during the delivery period, such instruction may fail to achieve the expected or

desired results.

Primary education, as stated in the National Policy on Education (FRN, 2004), is the

education given in institutions for children aged six to eleven years plus. The policy states

that this level of education is the basic foundation upon which the rest of the education

system is built. It is therefore the key to the success or failure of the whole education system.

This is because, if the foundation is solidly laid, the main building, that is, the rest of the

system (of education) would equally be solid and would stand the test of time. The level is of

six years duration. Primary education is meant to achieve certain goals. These goals as

contained in the NPE are to: inculcate permanent literacy and numeracy and ability to

communicate effectively; lay a sound basis for scientific and reflective thinking and give

citizenship education as a basis for effective participation in and contribution to the life of the

society. Others include, to mould the character and develop sound attitude and morals in the

child; develop in the child the ability to adapt to the child’s changing environment; give the

child opportunities for developing manipulative skills that will enable the child function

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effectively in the society within the limits of the child’s capacity and finally provide the child

with basic tools for further educational advancement, including preparation for trades and

crafts of the locality. Teaching at the primary level of education in Nigeria shall be by

practical, exploratory and experimental methods (FRN, 2004). For effective teaching and

learning at this level, the policy stipulates that teacher-pupil ratio shall be 1:35. It also states

that the advancement or promotion of pupils from one class to another shall be based on

continuous assessment. This calls for the supervision of the entire school programme

including the teachers.

Supervision in the school system refers to any effort carried out by individuals

particularly designated officials to ensure that educational activities are carried out well or

effectively through provision of guidance and direction to the teachers. Supervision focuses

on instructional improvement (Nwangwu, 2008). According to Chike-Okoli (2005),

supervision is the process of improving all elements and conditions surrounding teaching and

learning to produce better learning by providing the leadership necessary to effect

improvement in the work of teachers. Similarly, Glickman, Gordon and Rose-Gordon (2007)

posit that supervision is a cycle of activities between a supervisor and a teacher with the aim

of improving classroom performance.

Also, supervision is a process of interaction between supervisors and teachers. It is an

interaction in which individuals or supervisors work with teachers to improve instruction with

the main aim of making learning better for the learner (Wadesango, 2009). According to

Onasanya (n.d), supervision is essentially the practice of monitoring the performance of

school staff, noting the merits and demerits thereby increasing the standard of schools and

achieving educational goals. Supervision makes it possible to understand whether educational

activities are in harmony with specified principles and rules (Ahmet and Izzet, 2013). To this

end, Mblanga, Wadesango and Kurebwa (2012) define supervision as a process of facilitating

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the professional growth of teachers primarily by giving them feedback about classroom

interactions and helping them make use of the feedback in order to make teaching more

effective.

Although other personnel within a school like the head teachers, the assistant head

teachers and heads of departments do perform supervisory functions, supervisors from the

Local Government Education Authorities (LGEAs), the State Universal Basic Education

Board (SUBEB) and the Ministry of Education (MOE) are the focus in this study. Ogunnu

(2002), says these officials, that is, the supervisors are also referred to as school inspectors.

There is no single definition of a supervisor. A supervisor, according to Hazi (2004), is any

certified individual assigned with the responsibility of directing and guiding the work of

members of a teaching staff.

Above definition shows that the supervisor is saddled with the responsibility of

assisting the teachers do their work better through collaborative efforts between the two of

them. Kiadesi (2000) describes a supervisor as a person who, by virtue of his functions

carries out duties which deal with managing both human and material resources within the

school system and how they can best be utilized. Contributing to the concept, Chike-Okoli

(2005) says that a supervisor is an education officer that is responsible for making sure that

teachers do their work effectively. The supervisor helps teachers to teach in such a way that

the child would understand so that the child can, at the end acquire the abilities, attitudes and

skills that are stated in the objectives of the instruction. The researcher sees the School

supervisor as that person that is officially appointed by the Local Government Education

Authority or State Universal Basic Education Board or the Ministry of Education to assist

schools to maximize the available resources to them (human, financial and material) to

achieve the set goals and objectives of the school.

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School supervisors are appointed in order to carry out certain roles or functions in the

school. These include leadership and advisory roles, among others. Kolawole (2012) says the

work of supervisors revolve around professional guidance of teachers, identifying problems

in schools, proffering solutions and helping professional colleagues to perform the job of

teaching to maintain the required and adequate standard. School supervisors do not only

supervise instructions in schools in order to ensure high academic standard, they also serve as

links between the schools and the supervisory bodies. They communicate Government’s

educational policies to schools. They also give professional advice to schools’ heads and

supervisory agencies on the problems confronting teachers.

For a supervisor to be able to carry out his supervisory roles effectively and

efficiently, he needs to possess certain qualities. A supervisor needs intelligence, a broad

grasp of the educational process in society, a likeable personality and great skill in human

relations (Chike-Okoli, 2005). Also, Olorunfemi (2008) states that the supervisor should be

honest, objective, fair, firm, open, democratic, approachable, imaginative, innovative, a good

listener and observer, friendly, courteous and consistent in his interactions with teachers and

others. The supervisor should also be an education facilitator, should possess sound

knowledge and technical know-how in his area of specialization and have positive attitudes

toward management. Good communication skills and good leadership style are also among

the qualities of a good supervisor. Looking at the qualities of the supervisor, it is clear that

the supervisor facilitates, assists, encourages and motivates teachers and pupils alike. He uses

his knowledge and experience to make teaching and learning a worthwhile experience for

both teachers and pupils. Despite all these good attributes of the supervisor, teachers seem to

have varying perceptions of the activities of the supervisor in the school system, particularly

at the primary school level.

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Perception has been defined variously by different people. To some, it is a way of

regarding, understanding or interpreting something. To some others, it is a kind of awareness.

In line with this, Brignall (2012) defines perception as the process by which people become

aware of the world around them through their senses. That is, perception is a set of processes

by which an individual becomes aware of and interprets information about the environment.

It is a way by which we interpret our experiences (Otara, 2011). Otara went further to say that

what people often observe or assess as your ability to be a leader and your effectiveness

becomes their perception. This therefore means that what teachers observe and assess as the

ability of supervisors to effectively or otherwise carry out their official assignments in the

school system is the teachers’ perception of the supervisors’ roles.

One thing common to all these definitions is ‘senses.’ All show the important role

senses play in perception. They do not only allow people to perceive their environment, they

also enable them to act in response to what they perceive. This means that whatever meaning

an individual gives to a situation or attaches to something will affect or shape the choice and

action the individual takes in response to the situation. The researcher sees perception as the

vision of the mind. In the context of this study therefore, perception means how primary

school teachers in Minna Education Zone visualize or see as the roles of supervisors in

primary schools. In essence, perception here refers to the particular way one understands

somebody or something. Teachers’ perception in this regard therefore, refers to the particular

way primary school teachers understand the roles or activities of supervisors in the primary

school system.

Teachers are very important people in the life of a nation. They train school children

or students and equip them with appropriate knowledge and skills that will enable them to

face the challenges of life as they grow up and subsequently take over the mantle of

leadership of their societies in their later years. Rosado (2012) says teachers are the gate

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keepers to the doors of education and ultimately to the doors of personal advancement and of

the well being of the society and the nation. According to Webster (2011), the teacher is that

person who instructs and directs others and preaches without ordination. Teachers, as stated

by Maduewesi (2005) exert a lot of influence on the character formation and socialization

process of the children within the learning environment. There must be good and cordial

relationship between the people that hold the key to the doors of knowledge (teachers) and

the people (supervisors) that are responsible for the supervision of how the door is opened

and what takes place inside the room (the classroom), that is, teaching.

As earlier mentioned, it seems however, that classroom teachers perceive supervision

and the roles supervisors play in schools differently. Some teachers perceive supervision as

being autocratic especially in the traditional form of supervision. This form of supervision, as

stated in Ogoda (2013) makes the supervisor look scary to teachers because of his high

handedness. This form of supervision is strongly criticized for not only being autocratic and

coercive but also ineffective and is contrary to the interest of the education system

(Opadokun, 2004). On the other hand, other teachers perceive the supervisor as playing

democratic roles. Democratic supervision, according to Daku (2006), is a form of supervision

that eliminates from the minds of the teachers, the feelings that the supervisor is superior to

them and even the head-teachers. This type of supervisor carries out his roles democratically

by carrying every one along and encouraging the use of motivation, understanding and

harmonious working relationship for the achievement of the set objectives of the school.

There are yet others who perceive the supervisor as exhibiting laissez-faire attitudes in

the way he performs his professional roles. Opadokun opines that the laissez-faire kind of

supervisor allows teachers and head teachers to do what they like with little or no correction,

assistance or direction from the supervisor. Ityav (2009), states that many teachers see the

supervisor as a fault-finder, autocratic, lacking pragmatism and dynamism and capable of

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intimidating teachers for no just cause. Some supervisors, according to Ayeni (2012), are

aware of this negative perception of their roles. And in a bid to change, become laissez-faire

thereby creating room for other negative habits like absenteeism, lateness to school, truancy,

laziness and so forth on the part of the teachers and even the pupils. These attitudes in turn

make the teaching-learning process ineffective as both the teachers and the learners are left to

do what they want.

With these varied perceptions of teachers toward the roles of supervisors in the school

system, it goes without contradiction that the way supervisors’ roles are perceived by both

male and female teachers may go a long way in creating a workable relationship between the

two. This would obviously affect positively or negatively the work of the supervisor which is

essentially to assist teachers in the teaching - learning process. This is because gender appears

to be a factor in the way supervisors’ roles are perceived by teachers.

Gender could simply be described as being male or female by natural make up.

Features that are distinct characteristics associated with being a male or a female. According

to Palan (2001), gender is the classification of characteristics distinguishing male masculinity

and female femininity. In support of Palan, Favrel and Sterba (2008) assert that gender is the

social attributes and opportunities with being male or female and relationship between

women and men, girls and boys. These distinguishing characteristics between the two could

result into males and females thinking or perceiving something or situations differently. It is

therefore not out of place to say that there could be a disparity between the way male and

female teachers perceive supervision generally. Ekundayo et al (2013) opined that while male

teachers are having challenges of bullying, extortion and intimidation from supervisors, the

female ones are complaining of sexual harassment and undue financial demands from the

male supervisors.

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Location and qualification seem to be among other factors that shape the perception

of teachers on supervision and the role of supervisors. According to Chike-Okoli (2005),

teachers in the urban areas have more positive perception of the roles of their supervisors

than the rural area teachers. It seems the ones in the urban areas are more enlightened and

exposed and seem to know what a supervisor ought to do and otherwise. Fasasi (2011), posits

that teachers in urban and rural schools tend to be different in their perception of supervisory

roles. Fasasi further states that those teachers whose schools were located in urban areas

expressed a significant difference in their perception of supervisory roles from the teachers

whose schools were located in rural areas, that urban schools enjoy certain facilities more

than rural schools. Such facilities, are easy communication, adequate and relevant teaching -

learning materials, qualified personnel and conducive academic environment. Fasasi

therefore concludes that primary school teachers’ perception of supervisory roles was

influenced by the location of schools, among other things. Chike-Okoli asserts that most

teachers in the rural areas engage in farming and so, based on this, they can likely believe that

supervision is meant to witch hunt, intimidate and extort money or food items from them.

Professional qualification acquired by the teacher such as Nigeria Certificate in

Education (NCE), Bachelor of Education (B.Ed), Bachelor of Art in Education (BA.Ed),

Bachelor of Science in Education (B.Sc. Ed), Master in Education (M.Ed), Master of Science

in Education (M.Sc Ed), among others seem also to be another strong indicators of teachers’

perception of supervisors. Hazi (2004) opines that teachers with higher qualifications seem to

have total disregard for supervisors with the belief that they even know what the supervisor

does not know. The supervisor on the other hand, feels threatened by such teachers thereby

creating an unnecessary and avoidable rivalry between them. Also, teachers with minimum

and non-professional qualifications like NCE, TC II and Higher National Diploma (HND)

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tend to be more submissive to supervisors. This may be attributed to the fact that some of

them lack the necessary professional skills to carry out their teaching functions effectively.

However, there are strong indications that despite the fact that the relationship

between the supervisor and the teacher ought to be cordial, of a partnership and collaboration

between the two, teachers in the zone are seen and heard discussing supervisors in manners

that suggest that there is no good relationship between these two. It appears supervisors are

still intimidating and harassing teachers, while teachers are usually scared whenever there is a

supervisory visit. Such situations have adverse consequences on the achievement of schools’

targets (Yildirim, 2013). It is doubtful therefore, if the teaching-learning process would enjoy

the expected growth if the scenario is allowed to persist, considering the fact that supervisors

and teachers are important stakeholders in the teaching-learning process.

It is obvious that without supervisors to oversee the general activities of schools, the

set objectives of schools could hardly be achieved easily. This is because the teachers, the

pupils and perhaps, the management might be doing what they like and when they like.

Obviously, personal observation shows that though the rate of punctuality to school by

primary school teachers and pupils in Minna Education Zone is commendable, there is

equally high rate of lateness, truancy, absenteeism, indolence on the part of both the teachers

and pupils. Primary School pupils are also seen roaming the streets in uniforms during school

hours. Cheating and other forms of social vices are common among pupils. These situations

call for concern of stakeholders in education and any well meaning individual because, if the

above trend is ignored, the teachers in these primary schools would lose grip of laying good

and very solid foundations for pupils and this could affect the performance of the pupils at

other levels of education. It is also observed that teachers are normally not happy and

comfortable when they see supervisors in their schools and do not hide their displeasure

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about it. It is common to hear them asking what the supervisors have come to do or that the

head teacher should just ‘see’ them and let them go.

Statement of the Problem

Ideally, it is expected that teachers and supervisors perform complementary roles in

ensuring effective initiation, performance and sustenance of educational process. As such,

supervisors contribute significantly in conjunction with teachers to ensure that the aim of

education is actualized. Unfortunately, it has been observed that in most public primary

schools in Minna Education Zone, it is fast becoming a tradition to see teachers panic,

question or grumble when they see supervisors deployed to their schools for their supervisory

functions. Such attitudes might not be unconnected with the fact that many of the teachers

particularly those in the rural schools find themselves in unconducive learning environment

as a result of either inadequate classroom blocks and furniture or total absence of

instructional materials like text books, teaching aids among others which do not facilitate

their work and so militate against their optimal performance. And perhaps, in their view or

thinking, rather than making things easy for them, the supervisors would be on their necks.

As such, some even try to avert the supervision. In the extreme, it has been reported severally

that some teachers unfortunately go to the extent of bribing supervisors in order to present

biased supervisory report.

It is pertinent that this situation cast a doubt on teachers’ understanding of supervisory

roles of the supervisors in ensuring effective and efficient educational system in their

localities. It should be noted that if this situation is allowed to persist, one could wonder on

the future, quality and reality of educational process in public primary schools in Minna

Education Zone. It is based on this that the researcher took it as a worthwhile responsibility to

engage in a study that will try to establish the true position of these teachers on supervision

with a view to determining some clear remedial strategies to ensure that the ideal relationship

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and understanding between teachers and supervisors are strengthened. Therefore, establishing

the true perception of primary school teachers on the roles of supervisors in primary schools

in Minna Education Zone of Niger State was the concern of this study.

Purpose of the Study

The main purpose of this study was to assess primary school teachers’ perception of

supervisors’ roles/activities in public primary schools in Minna Education Zone of Niger

State. Specifically, the study sought to:

1. Ascertain primary school teachers’ perception of supervision in primary schools in

Minna Education Zone.

2. Ascertain the supervisory activities that are carried out by supervisors in primary

schools in Minna Education Zone.

3. Find out the influence of supervisory activities on teachers’ performance.

4. Find out the influence of gender on primary school teachers’ perception of

supervision in Minna Education Zone.

5. Ascertain the influence of teachers’ qualification on their perception of supervision in

primary schools.

6. Find out the influence of location on teachers’ perception of supervision.

Significance of the Study

This study has both theoretical and practical significance. Theoretically, the study was

based on two supervision theories. These are: Clinical Supervision Theory of Morris Cogan

and Human Relations Theory of Mary Parker Follet.

In Clinical Supervision Theory, the supervision is directed at developing a less

experienced worker’s skills through the provision of support and guidance from a more

experienced worker (supervisor). The clinical supervision is characterized by regular,

systematic and detailed exploration of a supervisee’s work with clients or patients. It seeks to

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develop collaboration with an experienced practitioner and one or more less experienced

practitioner(s). The theory therefore, shows that a supervisor should, in the course of his

work, develop a mutual and an understanding relationship with teachers under him so that the

two would work collaboratively for the achievement of school goals and objectives and for

the overall benefit of primary education. The findings of this study will therefore validate or

invalidate whether the development of collaboration between teachers and supervisors will

improve teachers perception of supervisory roles of the supervisors.

Equally significant to this study is the Human Relations Theory whose main tenet is

the welfare of workers. The theory states that workers’ needs and interests should be

considered and attended to by their employers or organizations if the organizational goals are

to be greatly achieved. That is, the achievement of organizational goals is dependent upon the

satisfaction and happy state of mind of the workers. This implies that the welfare of teachers

will greatly affect their performance or output in particular and the attainment of the school

goals in general. The theory is important to this study because, it stresses the welfare of

workers. If therefore, teachers’ welfare is taken care of and the general environment is made

comfortable for them to work, it would boost their morale and serve as motivating factor for

them in their effort to help schools achieve their set goals and objectives. The findings of this

study will lend support to or disprove the tenets of the theory.

Practically, the result of this study will be of immense benefit to teachers, pupils,

supervisors and officials of the State Universal Basic Education Board (SUBEB) and the

Local Government Education Authorities (LGEAs) who, directly and indirectly interact with

teachers and supervisors for the overall interest of primary education.

Teachers would benefit from the result of this study as it would help them to cultivate

cordial and workable relationship with their supervisors. This cordial relationship would help

25

the teachers learn new trends of teaching from the supervisors. This would surely translate

into improved teaching and learning process.

The pupils are always at the receiving end when a misconception or misunderstanding

exists between the teachers and supervisors. But when there is mutual understanding and

cordial relationship between the two, the pupils would gain as both the teachers and the

supervisors would work in collaboration with one another toward effective and qualitative

teaching benefiting ultimately, the pupils.

The result of the study would expose the supervisors to good and varied options

available in relating with their supervisees (teachers). This would in turn result to both the

supervisors and supervisees working as partners toward quality and sound education.

Also, the result of the study would be of benefit to the officials of SUBEB and

LGEAs in the sense that they would be able to effectively mediate between the supervisors

and teachers in cases of friction. It would also expose them to see the need for regularly

organizing training workshops and seminars where both the supervisors and teachers would

be invited to rub minds on critical issues that affect their work with the aim of cementing

their relationship for the benefit of the primary education system.

Scope of the Study

The study is delimited to all public primary schools in the six LGEAs that make up

Minna Education Zone of Niger State. These are: Bosso, Chanchaga, Munya, Paikoro, Rafi

and Shiroro LGEAs. The study covered the following areas: role of supervisors in primary

education, teachers’ perception of supervision and the influence of supervision on the

teachers in particular and the teaching and learning process in general. It also covered the

influence of gender, location and teachers’ qualifications on teachers’ perception of

supervision.

26

Research Questions

The following research questions guided the study:

1. What is primary school teachers’ perception of supervision in primary schools in

Minna Education Zone?

2. What supervisory activities are carried out by supervisors in primary schools in Minna

Education Zone?

3. What is the perception of primary school teachers in Minna Education Zone of the

influence of supervision on their performance?

4. What is the influence of gender on primary school teachers’ perception of

supervision?

5. What influence does qualification have on primary school teachers’ perception of

supervision?

6. What is the influence of location on primary school teachers’ perception of

supervision?

Hypotheses

The following null hypotheses were formulated to guide this study and were tested at

0.05 level of significance.

Ho1: There is no significant difference in the mean perception scores of male and female

teachers on the activities of supervisors in primary schools in Minna Education zone.

Ho2: There is no significant difference in the mean scores of urban and rural teachers on their

perception of supervision in primary schools in Minna Education zone.

Ho3 There is no significant difference in the mean responses of teachers on their perception of

supervision based on the teachers’ qualifications.

27

27

CHAPTER TWO

REVIEW OF LITERATURE

The chapter dealt with the presentation of review of literature under conceptual

framework, theoretical framework, review of empirical studies and summary of literature

review.

Conceptual Framework

Concept of Teacher

Concept of Supervision/Supervisor

Concept of Perception/Teachers’ perception of Supervisors’ roles

Concept of Primary School/Education

Concept of Gender

Concept of Location

Theoretical Framework

Clinical Supervision Theory by Morris Cogan (1973).

Human Relations Theory by Mary Parker Follet (1918).

Review of Empirical Studies

Studies on Teachers’ Perception

Studies on Supervisory Roles

Summary of Literature Review

28

Conceptual Framework

Concept of Teacher

The concept of a teacher is one that cannot easily be defined considering the

numerous roles he or she plays in the school system and in the life of school children and

societies. Mbise cited in Zombwe (2008), defines a teacher as a person who has knowledge,

skills and special training in teaching, explaining and educating. He also stresses that a

teacher must be a person who is capable of creating behavioral changes in terms of

cognitive, psychomotor as well as affective domains of learners. In a related development,

Zombwe also cited Julius Nyerere of Kenya as saying that:

”a teacher is the only person who is capable of imparting knowledge

and shaping the youths to the wider scope of knowledge. Teachers are capable of living and moulding the youths such that their power is paramount as they determine the fate of the society...” (Zombwe, 2008:3) Also, Kimani et-al (2013) posit that teachers stand in the interface of transmission of

knowledge, values and skills in the learning process. This shows how valuable the roles of

teachers are in the life of individuals and the society. Teachers, by their roles are leaders to

children; they play a very vital role in their character formation just like Maduewesi (2005)

noted earlier. They are also capable of leading and moulding the youths and preparing them

for leadership positions as they journey through life. Since both teachers and parents live

with the children longer than any other person or persons, they (teachers) are capable of

having both negative and positive influence on the children which will mar or make them

(Senge, 2000). Going further, Senge asserts that a teacher is that expert who is capable of

imparting knowledge that will help learners to build, identify and acquire skills that will be

used to face the challenges of life. This, ultimately, leads to producing educated and skilled

persons who can use their skills and education to reduce poverty/unemployment or create

employment as well as have life skills that will enable them interact well in the society.

29

There are also other definitions of a teacher. The Federal Republic of Nigeria (FRN,

2004) defines a teacher as that individual that has been professionally trained in any teacher

education programmes of any of the following; Colleges of Education, Faculties of

Education, Institutes of Education, National Teachers Institute, School of Education in the

Polytechnics, Nigerian Institute for Nigerian languages, and the National Mathematical

Centre. That is to say, any person outside these categories of institutions would not be

recognized, accepted or regarded as a teacher in Nigeria. This therefore, shows that the

minimum qualification for teaching in primary schools in Nigeria is the Nigeria Certificate

in Education, (NCE.) A teacher in the researcher’s view is that person who has the pre-

requisite skills to and actually imparts knowledge, experience, skills and attitudes to others

in or outside the classroom. He is someone who has gone through professional teacher

training and acquired the relevant teaching qualification and is involved in the teaching-

learning process.

Based on the above, it is therefore the duty of teachers to impart knowledge, to

identify the learners’ potentials by involving them in the teaching-learning process and

motivating them towards active learning. Other duties of teachers, according to Malikow

(2005), include; facilitating the teaching and learning process, keeping accurately, school

and class records, maintaining and building discipline and values in pupils, serving as role

models in the entire learning community, guiding and counseling learners and properly

evaluating the learning outcomes.

For a teacher to effectively and efficiently carryout his/her function, he or she must

possess defined qualities. The FRN (2004) stated that no education system can rise above

the quality of its teachers. One of these qualities, according to Jasman (2002) is good

knowledge of the subject matter or area of specialization. This, according to Jasman implies

that the teacher should be familiar with concepts to such a degree that he should be able to,

30

without any doubt, transmit such to learners and be able to answer questions arising from

the teaching-learning process. Snowdan (2005) asserts that an additional requirement for

teachers in this regard is their ability to back their teaching with concrete illustrations,

relevant examples and the ability to localize what seems foreign to the learners. Other

qualities of a teacher abound. One of such qualities as outlined by Jasman, is the teacher’s

ability to have good knowledge of learners. This comprises knowledge of the biological,

social, psychological and cognitive development of pupils, of issues related to group

dynamics and interaction between learners as well as teachers and learners, learning

difficulties and so on. He should also have good measure of teaching skills to be able to

explore a variety of methods, strategies and techniques to produce the best result in the

teaching-learning process.

The roles, responsibilities and qualities of a teacher can better be appreciated and

understood with the diagram below:

Figure 1: Roles and responsibilities of a teacher.

Concept of Supervision/Su

Pupil’s evaluator

Instructor

Practical teacher

Teaching/learning Learning guide creator

Learning organizer

Mobilizer/organizer

Curriculum evaluator

Counsellor Learning facilitator

A role model in behaviour

A working role model

Curriculum designer

Teacher Teacher

Source: Zombwe, 2008.

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Concept of Supervision/Supervisor

Supervision is employed by all organizations, educational institutions inclusive to

oversee the affairs of the institutions with a view to making them function better to achieve

the purpose for which they were established. Ozochi (2009) mentioned that supervision is

common to all professions and occupations as no organization can function effectively and

efficiently without it. Supervision is defined differently by different authors. Some see it as

a control process and a developmental process. It is a control system for behaviour in the

interest of the public or as a pre-requisite process for most efficient and beneficial use of

organizational resources so that organizations can survive and develop (Yildirim, 2013). It

is also defined by Yildirim as a process of human relationships. It is a process which strives

to stimulate others towards greater effectiveness or productivity.

Supervision in schools could be described as a service rendered primarily to teachers

with the aim of improving the teaching – learning situation. It is a major part of school

function directed towards maintaining and improving teaching and learning processes by

working with teachers through the educational programme to effect positive change in

students (Nnabuo, Okore, Nwedeeduh and Uche, 2006). It is an important sub-system in

determining whether the education system has attained its goals or not. It aims at raising the

quality of education and developing a healthy relationship between the supervisor and the

teachers. In support of this, Yildirim (2013) opines that the healthy functioning of the

supervision system may indicate the healthy functioning of the education system.

Accordingly, Eya and Chukwu (2012), describe supervision as any programme which helps

teachers achieve both qualitative and quantitative educational delivery.

Supervision is not only meant for the improvement of classroom instructions or

lessons. It is equally for the development of the teacher. Ndebele (2013), states that

supervision includes, efforts taken by the principal to support teachers and provide

32

resources to facilitate teachers’ professional development. Such development and

improvement can only be achieved when supervisory system is dedicated to helping

teachers to be successful in their classrooms. Aguokagbuo (2002) and Firz (2006) define

supervision as the process of helping, guiding, stimulating and directing the subordinate in

order to improve the quality of instruction. In the same vein, Ofojebe (2007) sees school

supervision as the process of assisting, directing, motivating and stimulating teachers to

enhance teaching and learning process in educational institutions.

A number of other authors also made contributions to the concept of supervision.

Akubue (2004) opines that supervision is all efforts of designated officials towards

providing leadership to teachers, stimulating their professional growth and evaluating

instruction and curriculum. Akubue further describes school supervision as a method used

by either school administrators or ministry officials to control what is taught in the school

or class, who is taught, how it is taught and the impact of what is taught on the learner. To

corroborate this statement further, Mblanga et al (2012) posit that supervision gives

supervisors a responsible hope of accomplishing significant improvement in the teachers’

classroom instruction. This is to say that supervision is any effort carried out by any officer,

either internal or external, towards seeing to the improvement in the general affairs of the

schools. These include improvement in the delivery of lessons by teachers, performance of

the learners, improvement in school-public relationship and general administration of the

school. Such efforts would go a long way in the promotion of quality education as teachers

would feel motivated to put in their best towards the realization of educational goals.

Successful school supervision involves good planning for general administration of

schools and prudent management of school finances in order to ensure the smooth running

of school programmes and activities. It also involves planning for teachers’ development

for the general well being of the education system. In support of this, the FRN (2004) states

33

that the success of any system of education is hinged on proper planning, efficient

administration and adequate financing. To ensure the professional growth of teachers, the

supervisor needs to plan (with the teachers) and assist them secure finance in form of

sponsorship for their in-service training. Also contributing to the concept of supervision,

Enaigbe (2009) opined that supervision involves the use of expert knowledge and

experience to oversee, evaluate and co-ordinate the process of improving teaching and

learning in schools. Enaigbe states that to supervise is to direct, to oversee, to guide or to

make sure that expected standards are met.

Based on this, supervision, according to Enaigbe means the process of ensuring that

principles, rules, regulations and methods prescribed for purposes of implementing and

achieving the objectives of education are effectively carried out by teachers. The supervisor

comes in with his expertise in terms of advice and guidance to teachers for the achievement

of school objectives. In line with this definition, Nwagwu, Ijeoma and Nwangwu (2004)

state that supervision is a way of advising, guiding, encouraging, stimulating, refreshing,

improving and overseeing teachers in the hope of seeking their cooperation in order that

they may be successful in the task of teaching and classroom management. In support of

Enaigbe (2009) and Nwagwu et-al (2004), Ahmet and Izzet (2013), postulate that

supervision is the process of among other things providing guidance for repairable

deficiencies, presenting suggestions for providing mission and vision for development and

change.

Going by the above definition therefore, it is not out of place to say that guidance is

an important ingredient in supervision. This is because in an ideal situation, during

supervision in schools, observations are supposed to be made, deficiencies on the part of the

teachers and school noted with the aim of addressing these problems or deficiencies at the

end of the supervision with those concerned. To this end, supervision could be seen as a

34

means of helping teachers to achieve excellence in their chosen field of work. It is a vital

process and combination of activities which are concerned with teaching and improvement

of teaching in the school (Onasanya, n.d). Affirming this statement, Ogoda (2013), views

supervision as the primary process by which instructional excellence is achieved and

maintained.

For the purpose of this study, the researcher adopts the definitions of supervision put

forward by Onasanya (n.d), Nwangwu (2004) and Enaigbe (2009) because the definitions

are in tune with the human relations system of administration. In this regard, the researcher

views supervision in school as a system of administration whereby teachers in particular are

supervised or observed as they carry out their teaching function and exhibit their managerial

skills in the classroom. Classroom management here does not only refer to how the teacher

manages the children in the classroom but how conducive he makes the classroom

environment for learning. Like Onasanya notes, while the supervision is going on, the

supervisor observes and notes down areas of problems to the teacher either as regards his

lesson delivery or management of classroom situations. Such observations should be noted

and made known to the teachers without prejudice or ill feelings but with the sole aim of

correcting them so that they would guard against the reoccurrence of such mistakes or

problems. This would facilitate their professional growth and development thereby making

them effective and efficient in the delivery of their lessons.

There are various reasons for carrying out supervision in schools. One of the crucial

reasons is to ensure that the individual teacher within the school has been performing the

duties for which he is scheduled. Ogunsaju (2003) identified the numerous purposes of

school supervision to include improving teachers’ effectiveness so that they can contribute

maximally to the attainment of school goals. This will assist the supervisors in making

recommendations for the improvement of incompetent teachers. It will also help to enhance

35

the quality of instruction in schools as well as maintain minimum standards in the school

system. Another is to assess the overall climate of the school and identify some of its most

urgent needs.

Supervision also helps in the prudent management of school funds and other

resources at the disposal of the school head. Ozigi (2000) states that the functions of those

engaged in supervision of instruction include supervising lessons to raise the standard of

education, encouraging professional growth of teachers by giving advice and also

organizing in-service training for professional growth and development of teachers. Again,

supervision determines whether a teacher should be transferred, retained, promoted, retired

or dismissed based on the aptitude and attitude of such a staff. It helps also in the discovery

of special and unique qualities in teachers and learners. This can be used for staff

development and pupils’ placement.

In carrying out his duties of supervision, the supervisor is first and foremost an

adviser to teachers. He is to provide concrete and constructive advice to teachers so that the

quality of education in schools may improve. Such a supervisor should possess requisite

experience, have helpful attitude, be genuinely enthusiastic about his job and have the zeal

and vigour required in dealing with problems occurring in schools (Nwokafor, 2004).

Supervisors must therefore be honest and frank, strong, consistent, approachable and fair to

teachers. This will encourage the teachers to work in harmony with them to achieve the

goals and objectives of the school system. In terms of technical expertise, Wood (2008)

asserts that the supervisors and the supervising agencies are supposed to know the technical

details of supervision. As such, supervisors are expected to develop or design guidelines to

be adhered to by supervisees and schools concerned. The supervisor’s expertise or technical

knowledge of the job helps him confront challenges faced in the course of his assignments,

especially those put before him by classroom teachers and school heads. There are defined

36

characteristics that must be exhibited by supervisors. Nwokafor identifies them as the

supervisors’ ability to give technical and professional advice to the supervisees. This advice

must not be forced on the supervised but be explained explicitly to him. Also, the

supervisor must speak or advice in a clear tone and language. Supervisors should also be

able to employ participatory decision making approaches to carry the supervisees along just

as stipulated by Clinical supervision theory.

As mentioned earlier, the supervisor is someone who is certified and assigned the

responsibility of directing and guiding the work of others. School supervisors’ major role is

to assist teachers become efficient and effective in the performance of their duties.

According to Ekundayo et-al (2013), the roles of the supervisor include, giving instructional

leadership and assessing the progress of pupils. Instructional leadership here implies the

supervisor’s ability to lead other teachers in instruction so as to make them as effective as

possible. The supervisor leads teachers in developing and implementing an effective plan of

instruction continues Ekundayo et-al. This goes to show that as an instructional leader, the

supervisor’s role is mainly to improve the quality of instruction by improving the quality of

teachers and enhancing their professional growth.

Another aspect of the roles of supervisor is to assess the progress of pupils. He is to

ensure that teachers do not only prepare but maintain adequate and accurate records of the

progress of every pupil in the class. Similarly, Kiadesi (2000) also identifies the following

as roles of a school supervisor. These include planning, staffing, coordinating, observing

and curriculum development. Planning entails that School supervisor needs to plan his

supervision in such a way that the aims of his supervision would be achieved. In this regard,

the supervisor needs to articulate his objectives, select the strategies that are best to him to

achieve his objectives, map out policies, programmes and procedures that would stand the

test of time in helping him attain his stated objectives. The supervisor needs these principles

37

in planning so as to be able to guide the teachers properly especially as their lesson plan

preparation is concerned.

The role of a school supervisor in the area of staffing is that he is expected to

identify, during the period of supervision, staff vacancies especially in terms of subject

areas. That is, he takes note of such subject areas that have none or in adequate specialist

teachers. This would be reflected in his report to the supervising agency to enable it take

necessary action pertaining posting such teachers to the schools where necessary. Also, he

discovers staff inadequacies and challenges and advises on possible solutions. Coordination

of activities and efforts of the teachers and the school generally is also part of a supervisor’s

roles. Co-ordination is mainly to ensure that whatever decision would be taken or arrived at

on an issue/subject becomes a collective responsibility. The supervisor is expected to

observe every activity in the school but. By so doing, he is able to consult and advise those

teachers as well as help improve the teaching-learning process and other activities of the

school. And by virtue of the involvement of the supervisor in school activities, he can make

useful suggestions which can help the process of curriculum development.

According to the Federal Republic of Nigeria (FRN, 2004) as reflected in the

National Policy on Education, the primary role or responsibility of supervisors include to

diffuse information about instructional materials and tested and effective teaching methods;

to obtain information in respect to difficulties experienced by teachers in schools and

instructions and further provide advisory solution through appropriate authorities; to

monitor and document the overall quality of education in schools and give practical and

positive advice. Others are, to organize meetings with and workshops for teachers when

necessary with a view to improving their professional competence and to provide a strong

sense of comradeship and professionalism among teachers. Arising from the above, one can

say that achievement and maintenance of high academic standards by schools and

38

adherence to the Ministry of Education’s laid down rules and regulations in the running of

schools are some of the major roles of supervisors of primary schools.

Also contributing on the roles of a school supervisor, Kathleen (2006), summed up

the roles to include; monitoring or providing for mentoring of fresh teachers to facilitate a

supportive induction into the profession; bringing individual teachers up to minimum

standards of effective teaching; improving individual teachers competences no matter how

proficient they are; working with teachers collaboratively to improve pupils’ learning and

relating teachers’ efforts to improve their teaching to the larger goals of school-wide

improvement in the service of quality learning for all pupils. The critical duties of

supervisors, according to Yildirim (2013), involve helping teachers in staff development

which requires the implementation of inter-personal skills, programme development and

improvement in instruction. This is because, according to Yildirim, the main duty expected

from supervisors in education is to provide assistance and guidance to teachers to ensure

efficient practices at schools in educational activities.

The roles of the school supervisor seem to be common to all especially those who

have a stake in education. The Ministry of Education, Republic of Trinidad and Tobago for

instance, enumerated these roles to include: leadership, administrative management,

teaching/learning, internal/external linkages, physical/financial, governance and

extracurricular (Ministry of Education, Trinidad & Tobago, 2005). The concern of the

teacher and supervisor alike is to improve the delivery of instruction which would

subsequently result in the greater output by the pupils. To achieve this, the supervisor has a

duty in ensuring the establishment of good and friendly relations with the teachers. In

support of the above, Zepeda (2003), opines that the most important work a supervisor does

is to work with teachers in ways that promote lifelong learning skills; inquiry, reflection,

collaboration and a dedication to professional growth and development. A Commission,

39

according to Oforka (1999), was established by the government of Western Nigeria in 1961

to review the education system in the region. This Commission lends support to the friendly

relationship that should exist between the supervisor and the teachers in this way.

“By supervision, it does not mean descending upon schools as agents of wrath and vengeance. Rather, supervisors must go to schools as friends, colleagues, counsellors and guides; cooperative, sympathetic, though frank in their constructive criticism and giving helpful advice and suggestions.” (P. 38)

From the fore going, it is clear that the roles of supervisors in primary schools

cannot be over-emphasized. As a supervisor, he has the responsibility of supervising,

guiding, advising and mentoring the teacher for effective teaching and qualitative learning

of the pupils. His roles also include serving as a Liaison officer between the school and the

supervisory agencies and when he observes some challenges in a school that are beyond his

powers, he reports to the appropriate authority for necessary action. The researcher is

spurred by these crucial roles of the supervisor in primary schools to investigate how these

roles are being perceived by teachers in relation to the activities of the supervisors in the

schools.

Concept of Perception/Teachers’ Perception of Supervisors/Supervision

A study conducted by Blumberg in 1980 on the “Cold war” between supervisors of

instructions and teachers reveal a blunt picture of the relationship that has existed overtime

between school supervisors and teachers. One of the findings was that instructional

supervisors believe that what they do has high value but the teachers with whom they work

find instructional supervision to be of little value. This seems to give a summary of the

perception teachers have on both the supervisors and the roles they play in the educational

system generally and primary school system in particular.

In the process of improving teacher instructional competences, many scholars have

stated that the quality of instruction depends not only on the quality of teachers but also on

40

the quality of supervisory staff. Glanz (2010) posits that supervisors have the responsibility

of assisting teachers in making decisions regarding the quality of their instructional

competencies. Ozigi (2000), in a bid to ensure the effectiveness of supervision, advises that

supervisors require conceptual skills in supervision in its broadest sense in order to ensure

that they fully understand what their roles and tasks as supervisors of schools are. This is

because according to Ndebele 2006, lack of supervisory skills may result in conflict

between teachers and supervisors especially when teachers feel unfairly treated and

supervisors feel disrespected.

Supervision is an integral part of school administration and management. However,

literature shows that supervisors are not in the good books of teachers because of

supervision. In the traditional form of supervision, supervisors regard themselves as the

boss and as being above or higher than the teachers and not as colleagues to them. This

earned them unfriendly attitudes from teachers as attested to by Ojelabi (2005) when he

said:

“In the past, supervisors of instruction in Nigeria carried out their functions in a way that earned them all sorts of uncomplimentary names. To the teachers especially, supervisors and inspectors alike were tin-gods, omniscient, sacrosanct, distant authoritarian cousins in the family of educators, pompous, witch-hunters who came to school to harass, bully and terrorize teachers.’’

This image of supervisors appears outdated but Adaralegbe (2010) opines that it still

lingers on till date, though substantially reduced. According to Sullivan and Glanz (2000),

the field of supervision has for decades been suffering from unfriendly and uncordial

relationship between teachers and the supervisors. Among the reasons for this “war”, might

be the different ways teachers see or perceive things that take place in schools as part of the

supervisory activities. It includes how supervisors behave while working with teachers.

Some appear as if they have come to find fault in teachers or seen to behave like mini-gods

without realizing that both the supervisor and the teacher are colleagues who are supposed

41

to collaborate to better the teaching-learning process (Ityav, 2009). To this end, supervisors

in their relationship and interaction with the teachers exhibit respect and consideration for

them (teachers) so as not to create negative feelings in them.

However, despite the above, many teachers appear to be dissatisfied with

supervisors’ classroom observations. Ndebele (2006) says most teachers are apprehensive

about being supervised. Hence their negative views towards instructional supervision. A

similar submission is made by Marks (2008) who states that many teachers fear a visit by

the supervisor and subsequently develop negative perception of his roles for good reasons.

One is that some teachers are proof of supervisor’s victimization for socio-economic or

even political reasons. Other supervisors have the habit of making love advances to female

teachers or arranging frequent and incessant supervisory visits to those that turned down

their requests. Others still, come specifically to create panic among the school head and

teachers found wanting in the discharge of their duties. It is in respect to this that the way

class teachers view the supervisors’ roles which, primarily is supervision, calls for close

scrutiny.

The attitudes a teacher exhibit during supervision depends largely on how he views

the supervision. Such attitudes can affect the supervision process and its outcome. In the

views of Firth (2009), the way teachers view the supervision that they are undergoing and

think about it is very important to the outcome of the supervisory process. Therefore,

knowing teachers opinions and expectations about the roles and practices of the supervisor

is important to implementing successful supervision. Although teaching and supervision are

theoretically distinct, they are in fact bound together by the mutual understanding that the

expected outcomes in the course of their duties (teaching and supervising), is improved

quality of teaching and learning process. Blumberg (2000) advised that supervisors should

rather interact with teachers, guide, help or assist and motivate them for greater

42

productivity. Teachers on the other hand, should “open their minds” to accept advice,

assistance, guidance, help and motivation from supervisors.

Concept of Primary School/Education

School is an educational institution where teaching and learning takes place. It is a

place where pupils/ students are trained to take up the challenges as future leaders of a

nation. It is a place where learners are equipped with various techniques, skills, attitudes

and right behaviours that would enable them to become good citizens and proud

ambassadors of their communities and country. Ahmet and Izzet (2013), assert that school

is one of the institutions where the future of a country is shaped. Equally, schools do not

just transfer information from societies to pupils/students but also make them obtain the

necessary skills for the development of societies.

Primary school is an educational institution where children receive their education

prior to their entry into secondary school. Primary school is where basic educational

foundation for other levels of education is solidly laid. The Federal Republic of Nigeria

(FRN, 2004) refers to primary school education as the education given in institutions for

children between the ages of six to eleven years plus. Primary education is the key to the

success or failure of the whole system of education as the rest of the education system is

built upon it.

The role of primary education in Nigeria in the attainment of personal and national

development cannot be overemphasized. This statement is supported by Enaigbe (2009)

who states that the crucial role of primary education in both personal and national

development informed the introduction of various educational programmes by the Federal

Government such as the Universal Primary Education (UPE) in 1976 and the Universal

Basic Education (UBE) in 1999 with the aim of enhancing primary education in Nigeria.

This implies that the establishment of primary schools in Nigeria is mainly to enhance

43

primary education and consequently help achieve the national goals and objectives of

education. These national goals include; the inculcation of national consciousness and

national unity; the inculcation of the right type of values and attitudes for the survival of the

individual and the Nigerian society; the training of the mind in the understanding of the

world around; and the acquisition of appropriate skills and the development of mental,

physical and social abilities and competencies as equipment for the individual to live in and

contribute to the development of the society (FRN, 2004).

On the other hand, the goals of primary education as stated in the above policy are:

to inculcate permanent literacy and numeracy and ability to communicate effectively; lay a

sound basis for scientific and reflective thinking; give citizenship education as a basis for

effective participation in and contribution to the life of the society; mould the character and

develop sound attitude and morals in the child. Others are to: develop in the child the ability

to adapt to the child’s changing environment; give the child the opportunities for

developing manipulative skills that will enable the child function effectively in the society

within the limits of the child’s capacity and provide the child with basic tools for further

educational advancement, including preparation for trades and crafts of the locality.

The Federal Republic of Nigeria also, in the NPE, enumerates the subjects that shall

form the curriculum for primary school education to include English Language, French and

Language of the environment, Science, Mathematics, Physical and Health Education (PHE),

Social Studies, Citizenship education, Cultural and Creative arts, among others. As earlier

stated, the policy document also states that the medium of instruction for the first three

years of this level of education shall be the language of the immediate environment with

English being taught as a subject. At the senior level, that is, the last three years (primary 4-

6), English shall become the medium of instruction while language of the immediate

environment as well as French shall be taught as subjects. The policy also stipulates that the

44

primary school leaving certificate shall be based on continuous assessment (C.A) and it

shall be issued locally at the end of the sixth year by the head-teacher. All these; the goals,

the curriculum and medium of instruction in primary schools call for concerted efforts to

ensure that all the goals of primary education are achieved. This can only be achieved when

supervision is carried out in all the components of the school.

The state of most public Primary Schools leaves a lot to be desired. Commenting on

this, Igwebuike (2002), laments that our primary school system has been so much neglected

in the past by both the teachers and supervisors. While the supervisors visit schools once in

a year or may not, the nonchalant attitudes of the teachers and other behaviours such as

truancy, poor quality of instructions, collection of illegal levies and lateness to school

increased tremendously. All these and many more other acts have persisted in making the

general public to be curious about the functions of the supervisors in our educational

system. The present study aims at relating these general feelings to the happenings in Minna

Education Zone of Niger State to find out if actually these perceived nonchalant attitudes of

teachers are responsible for the ways the teachers perceive the roles of primary school

supervisors in the zone.

Concept of Gender

The term, gender, literarily means the sex of a person. That is, the physical make of

a person as either male or female. However, the two (gender and sex) are conceptually

distinct. Gender is used to describe or explain the differences in the attitudes and behaviours

of men and women and between boy and girl and to analyze the bases of the differences as

basically biological or as social constructions by the society. It is an analytical category that

is socially constructed to differentiate the biological differences that exist between men and

women (United Nations, 2001). The United Nations Educational, Scientific and Cultural

Organization (UNESCO, 2003), refers to gender as the roles and responsibilities of men and

45

women that are created in our families, our societies and our cultures. UNESCO further

asserts that these roles are culturally and socially constructed to show the responsibilities,

privileges, relations and expectations of males and females. Again, that because such roles

and responsibilities are socially constructed, they differ from one place to another and can

change over time. On its own part, the American Psychological Association (APA, 2011),

defines gender as the attitudes, feelings and behaviours that a given culture associates with

a person’s biological sex.

Sex is the natural characteristic features a person is born with either as male or

female. It is a person’s biological status that typically categorizes him/her as male, female

or intersex (APA, 2011). Intersex is defined by APA as a combination of natural features

that usually differentiate male from female. Sex, according to Eckert and McConnell 2012,

is a biological categorization based primarily on reproductive potential, whereas, gender is

the social elaboration of biological sex. It is a systematic way of understanding men and

women socially. Simply, gender is social while sex is biological. This is because, gender

roles are seen as the result of nurture and so, are social and sex as biological which is given

by nature. Generally, societies differentiate between men and women and between boys and

girls. Thus, Eckert & McConnell (2012) assert that the contrast between male and female is

the biological human formation that cannot be altered. It is the ground upon which one

builds self from the moment of birth and gradually launches in to the process of learning to

be a boy or a girl, a man or a woman.

Gender in the context of this study means the focus on both male and female

primary school teachers who expectedly have different perceptions about their supervisors

and supervision generally. According to UNESCO (2003), women and men perform

different roles and that this leads them to having different experience, knowledge, talents

and needs. The different experience and knowledge that both male and female primary

46

school teachers have would naturally give them the opportunity to perceive supervision

differently. It is therefore assumed in this study that supervision affects male and female

primary school teachers in the study area differently and so, would differ in their

perception of supervision unlike what Fasasi (2011) noted, that, male and female teachers

have similar perceptions of supervisory roles of primary school supervisors in Osun State.

Concept of Location

Location means a place or position or point where something is placed or

positioned. It is a place where something happens or something exists. It also means the site

of a project; the point where a project is sited. A place, as a location, has two basic

characteristics – physical and human. In an article, ‘the five themes of geography’, the

physical characteristics include land, water, climate, vegetation and animal life among other

things. The human characteristics include houses or buildings, parks, bridges which are as a

result of human ideas and actions. Others are human population, language pattern of the

people, their religion, their political system and occupation.

Location in this study refers to those places or settlements that are considered rural

or urban and which the primary schools sited or located there are referred to as rural or

urban primary schools. Location here will therefore be viewed in two perspectives – rural

and urban. The definition of rural and urban varies from country to country. In Nigeria, the

term ‘rural’ has been technically taken to signify any area of underdevelopment, poverty

and thin population; and where agricultural activities are prominent (Sule, Alinno and

Ikwegbe, 2013). Equally, Ele, cited by Ugwuanyi and Emma (2013), describes rural area in

Nigeria as a country side whose population engages mainly in primary production activities

like farming, fishing and rearing of livestock. The current official designation of a rural area

is based on a level of about 20,000 people Okali, Okpara and Olawoye, (2001), Babalola,

(2012), Ajaero and Onokala (2013). On the other hand, according to Babalola, communities

47

with at least 20,000 inhabitants and at least 75% of them engaged in work other than

agriculture are designated urban. Based on the above, rural area in Nigeria is any

community with less than 20,000 human population with agricultural activities being the

most prominent among the people while urban is any community with 20,000 and above

with greater percentage of the people engaged in activities outside agriculture.

On its own part, the United States Census Bureau (2000) describes rural and urban

areas based on the geographical characteristics of the areas. It defines rural areas as

comprising open country and settlement with fewer than 2,500 people. According to

Myrdal and Kristiansen (2005), three types of criteria generally define a rural area. These

are: the number of inhabitants, the ratio of inhabitants to open land and type of economic

activities such as food production – agriculture, fishing and exploitation of raw materials.

The authors opine however, that governments do not use the same criteria for rural and

urban population. For example, in Japan, any settlement with a population of less than

30,000 is considered rural while in Norway, settlements with more than 200 people and less

than 50 meters between houses are regarded as densely populated areas and so are urban. In

Korea, says Babalola, communities with at least 40,000 inhabitants are designated urban.

Like rural, the definition of urban also depends on how each country defines it.

Urban is a place based characteristic that incorporates elements of population density, social

and economic organization and the transformation of natural environment into a built

environment (Weeks, 2010). This means that an urban area is an area where the people

engage in non-agricultural activities for their livelihood. In this regard, Weeks asserts that a

farming village of 5,000 people might not be called urban, whereas, a tourist resort of 2,500

people may be called so.

Literature shows that the world is fast recording changes in physical and human

development – in infrastructure and technology. Niger State, being part of the larger world

48

is also experiencing some of these changes. However, going by Nigeria’s definition of rural

and urban, there are many areas in the State that can be described as either rural or urban.

This is also applicable to areas in Minna Education Zone. As such, there are equally

primary schools in the zone that can as well be described as either rural or urban primary

schools. Location is seen to have significant influence on primary school teachers’

perception of supervision. Fasasi (2011) for example, found out that primary school

teachers in both rural and urban primary schools in Osun state differ in their perception of

supervisory roles. As Weeks notes, people create an urban place and then are influenced by

the place they have created, so also it is the assumption of this study that teachers teaching

in primary schools in the rural and urban areas in Minna Education Zone would be

influenced by such areas and consequently influence their perception of supervision in

different ways.

Theoretical Framework

The theories that would form the basis of this study are Clinical Supervision Theory

and Human Relations Theory.

Clinical Supervision Theory

Clinical Supervision Theory was propounded by Morris Cogan in 1973. He defined

clinical supervision as a kind of supervision that focuses on the improvement of instruction

by means of systematic cycles of planning, observation and intensive intellectual analysis of

actual teaching performance in the interest of rational modification. The theory has three

components namely, the establishment of a healthy supervisory climate, colleagueship in

supervision, that is, mutually supervisory support system and cycle of supervision that

comprises conference, observation of teachers at work and analysis. These components

show that clinical supervision entails not just supervision but the supervisor planning with

the teacher for the supervision, making observation which in the long run would help to

49

improve teachers’ professional competence. This detailed observation, according to the

theory include: face to face interaction between the supervisor and the teacher who are

bound together in an intimate professional relationship.

From the foregoing, it could be stated that the major tenets of clinical supervision

theory are that the worker, in this case, the teacher, is seen as a friend and colleague. There

is a one on one interaction between the supervisor and the supervisee, there is also planning

with the teacher for the supervision which helps to create an impact on teachers’

effectiveness. Clinical supervision involves helping, guiding and providing support to

enable teachers become more efficient. In clinical supervision, the supervisor is first and

foremost interested in improving instruction and increasing teachers’ competence and

ensuring his professional development. The benefit of this theory include the fact that it

improves the abilities, understanding and skills of those supervised, as it enables the

supervisees to learn from their practices and other team players through reflection and

adjustment. As a result, their leadership and problem solving skills improve, and they

experience professional progress and development.

Accordingly, clinical supervision provides objective feedbacks in instruction,

diagnoses and solves instructional problems, assists teachers in developing strategies to

promote learning. It motivates learners, assists teachers in managing the classroom and

helps them to develop positive attitude towards their professional development. This can be

achieved through the supervisors’ constructive, unbiased criticism and creating a warm

working relationship with the teachers and the school community. It is therefore instructive

to conclude that clinical supervision theory has a direct relationship with the present study

in that, the theory stipulates the activities of the supervisors and their relationship with the

teachers that may influence the teachers’ perception which is the focus of this study.

50

Human Relations Theory

Human Relations Theory was propounded by Mary Parker Follet in 1918. The

theory hinges on the fact that the human factor is definitely and undoubtedly very important

in the realization of organizational goals. The theory’s main interest is on the welfare of

workers. Follet believes that workers would help greatly in the attainment of organizational

goals if their welfare and interests are recognized, considered and satisfied. If the workers

are adequately motivated, they would be more committed to their work and the dividend

will be clearly seen. The theory also believes that establishing an effective communication

strategy between the employers and the employees, particularly in matters affecting the

employees, and encouraging workers to engage in team work would help achieve

organizational targets.

The relationship between the theory and the present study is that the theory equally

stipulates modalities for effective teacher – supervisor relationship in the case of welfare,

team spirit which may influence teachers’ perception which is the main thrust of this work.

Review of Empirical Studies

This section attempts a review of conducted empirical studies related to this study.

Studies on Teachers’ Perception

Ogoda (2013) conducted a study on teachers’ perception of instructional supervision

in public primary schools in Benue State. The focus of the study was on all public primary

School teachers in Zone C of Benue State. The researcher adopted descriptive survey design

for the study. Four research questions and two hypotheses guided the study. The population

of the study was 61,830 teachers in Zone C of the state. Out of this number, 240 teachers,

four (4) from each school were sampled using stratified random sampling technique. A

forty item questionnaire was constructed and used for data collection. Mean and standard

deviation were used to answer the research questions and t-test statistics to analyze the

51

stated hypotheses. The major finding of the study which affects the present study is that

primary school teachers in Benue State perceive instructional supervision as inadequate and

fault finding. It also showed that teachers do not appreciate different forms of supervisory

activities carried out by supervisors in public primary schools in Benue state. Again, that

while some supervisors carry out their supervisory activities often, others do not. The two

studies are related in terms of their design, instrument and method of data analysis. The

studies also relate because both are on perception of primary school teachers. The gap

between the two studies is however in the area of the study, population and sample of the

study.

Okoh (2009) did a study on teachers’ perception of the management of primary

schools by Universal Basic Education Board (UBEB) in Niger State. Descriptive survey

design was used for the research. Four research questions and one hypothesis were

formulated. The study sampled 408 primary school teachers in Niger State public primary

schools comprising 346 class teachers and 52 head teachers. The instrument for data

collection was a structured questionnaire of 31 items. Mean and standard deviation were

used to answer the research questions while t-test statistic was used to analyze the

hypothesis. The results of the study indicated that supervision of schools is adequate, that

the supervisory unit of SUBEB and head teachers, among others, supervise schools and

monthly reports are submitted to SUBEB. The research is related to the present study in the

area and design of the study and both are interested in teachers’ perception.

In a related development, Fasasi (2011) carried out a study on teachers’ perception

of supervisory roles in primary schools in Osun State of Nigeria. The design of the study

was the descriptive survey design. The study had no research questions but three

hypotheses guided it. The population sample was 330 teachers selected using stratified

simple random sampling technique. Questionnaire was used to collect data which was

52

analyzed using t-test statistic. The main findings of the study were that both male and

female teachers have similar perceptions of supervisory roles of primary school supervisors

in Osun State. Also, that, teachers in rural and urban primary schools differ in their

perception of supervisory roles. The above work is related to the present work in the design

and instrument. Both used descriptive survey design and also questionnaire as instrument

for data collection and their interest point is primary school teachers’ perception. However,

there are differences in terms of population and sample. The reviewed work had no research

question(s) but the present study has.

In another related study, Yildirim (2013), did a study on Student teachers’

perception about their education supervisors’ roles. The study was carried out in Necmettin

Erbakan University, Turkey. The sample of the study was 239 students of the education

faculty of the university. The study has neither research questions nor hypothesis. Methods

of data collection and analysis were written interview and content analysis respectively.

Findings of the study showed that student teachers perceive their education supervisors as

individuals who exhibit both positive and negative behaviours. Supervisors are described by

student teachers as they perceive them. Such descriptions are that supervisors are

frightening, ineffective, protecting and developing. The researcher also asserts that

supervisors play outstanding roles in a healthy functioning of the education system and in

determining whether or not the set goals have been achieved. The study relates to the

present one in the sense that they both are interested in teachers’ perception of supervisors’

roles and so have some variables in common. Nonetheless, they vary in many areas such as

the area and population of the study, methods of data collection and data analysis, and time

or period of the study.

53

Studies on Supervision/Supervisory activities

Ebirim (2012) conducted a study on the extent of supervision of instruction in

Federal Government Colleges (FGCs) in Imo and Enugu States of South-East, Nigeria. The

study adopted descriptive research design. Five research questions and two null hypotheses

guided the study. The population of the study was 452 comprising 415 teachers and 37

supervisors. Stratified random sampling technique was used to draw a sample of 208

teachers. All the 37 supervisors were sampled making a total sample of 245. Data was

collected using a structured questionnaire. Mean and standard deviation and t-test statistic

were used to answer and analyze the research questions and the two hypotheses

respectively. The study revealed that to a great extent, supervision is carried out in FGCs

and that supervision of instruction is perceived by teachers as involving monitoring and

assisting teachers to improve their delivery of instruction. It also revealed that imposing

personal idea on teachers by supervisors, teachers refusing to cooperate with supervisors,

appointment of non-experts as supervisors, teachers’ non-attendance to classes and late

coming to classes by students are some of the factors that hinder supervision of instruction

in FGCs. The factors relating the reviewed study and the present one are the design, the

instrument and method of data analysis though an aspect of method of data analysis in the

present study is absent from the former. The area, the purpose and population of the two

studies however vary.

Okeah (2011) undertook a study on ‘appraisal of the management of primary

schools by the Local Government Education Authorities (LGEAs) in Bayelsa State. The

study was to appraise the management of primary schools by the LGEAs in Bayelsa State

between the year 2000 and 2010. The design of the study was the descriptive survey design.

Four research questions and two null hypotheses guided the study. Population of the study

was 568 teachers and 86 head teachers. Simple random sampling technique was used to

54

select 354 teachers in addition to the 86 head teachers giving a total sample of 440

respondents. Questionnaire was the main instrument for data collection. Statistical tools

used to analyze the data were mean, standard deviation and t-test statistic. Results of the

study showed among others that the LGEAs in Bayelsa State are very much aware of their

management functions and they perform them to a great extent. Besides, supervision of

primary schools is carried out by the LGEAs. The above research is related to the current

one in the aspect of instrument, design and method of data analysis and both have interest in

primary schools as their research base.

Also, Igwebuike (2002) conducted a study on the development of new strategies for

improving instructional supervision of primary schools in Enugu Education Zone of Enugu

State. The design of the study was survey design. Four research questions guided the study.

The population of the study was 7,645 comprising primary school teachers, head teachers

and supervisors. Out of this number, simple random sampling technique was used to select

765 respondents made up of 689 teachers, 60 head teachers and 16 supervisors that made

the sample of the study. The instrument was a structured questionnaire on a four point

rating scale. The data was analyzed using mean scores. The study indicated that school

supervisors harass teachers and do not visit schools regularly. And when they do, prior

information of their visits is not given to teachers. Again, that supervisors are not provided

with vehicles which can help to ease their work. However, supervisors’ visits to schools

increase teachers output. The research study has relationship with the current study as

regards their design and instrument and both studies are interested in supervision in primary

schools.

Kolawole (2012) carried out a comparative study of instructional supervisory roles

of secondary school Principals and inspectors of the Ministry of Education in Lagos State,

Nigeria. Design of the study was the descriptive research design. Two hypotheses tested at

55

0.05 level of significance guided the study. Twenty (20) Principals and twenty inspectors

were randomly selected for the study. Instrument for data collection was a questionnaire

which was of two sets: one each for the Principals and the inspectors. Pearson Product

Moment correlation was used to analyze the data collected and to test the relationship

between the two. The results of the study revealed, among others, that there is significant

relationship between the instructional supervision of principals and that of inspectors; that

both the principals and inspectors are aware of the need for improvement in instructional

supervision and that they engage actively in monitoring and evaluation of instruction. The

study used descriptive research design and structured questionnaire as instrument for data

collection just as the current study did. The two studies are on instructional supervision

though in different study areas.

Akudo (2007) conducted a comparative survey study on the influence of

supervision of instruction on teacher effectiveness in primary schools in Onitsha Education

Zone of Anambra State. The research was to find out what influence both internal and

external supervision have on the effectiveness of primary school teachers in Onitsha

Education zone. Two research questions and one hypothesis guided the research. A total of

905 primary school teachers were randomly sampled. The instrument for data collection

was a forty (40) item questionnaire. Mean and standard deviation were used to analyze the

two research questions and t-test statistic was employed in testing the only hypothesis.

Major finding of the study showed that supervision, either internal or external, has

tremendous positive influence on the effectiveness of primary school teachers. Like other

studies reviewed, the above research study relates to the present study in the instrument and

research interest which is instructional supervision in primary schools.

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Summary of Review of Literature

Literature relevant to this study was reviewed under the following headings:

conceptual framework, theoretical framework and review of related empirical studies.

Under conceptual framework, such concepts as teacher, supervision/supervisor,

perception/teachers’ perception of supervisors’ roles, primary school/education, gender and

location were discussed. For theoretical framework, two theories were reviewed namely;

Clinical Supervision Theory by Morris Cogan and Human Relations Theory by Mary

Parker Follet. The two theories emphasize the importance of workers in the attainment of

organizational goals. Hence, they emphasize the need for employers/organizations to show

great concern to workers’ welfare. The theories also emphasize that supervisors in

organizations, in this case, school supervisors, should regard the teachers and other workers

under them as colleagues, friends and partners in progress so that they can all move the

schools forward.

Related empirical studies were also reviewed under the following headings: studies

on teachers’ perception and studies on supervisory roles. Most of the studies reviewed

centred on the perception of teachers on instructional supervision. Findings of most of the

work showed that supervision has great impact on teachers’ performance in the primary

school. Some of the results also indicate that while some supervisors carry out their

supervisory activities regularly, some do not and that supervisors lack supervisory skills due

probably to inadequate knowledge and experience about supervision. This inexperience and

lack of supervisory skills make supervisors carry out their work in a manner that accords

them names or uncomplimentary remarks such as fault finders, intimidators and so forth.

It appears that a lot of studies have been carried out in the area of teachers’

perception and also instructional supervision. However, it seems that no literature exists on

the perception of teachers on the roles of supervisors in primary schools in Minna

57

Education Zone of Niger State. This shows that a gap exists in terms of knowledge which

the present study intends to fill so that there will be better understanding and better working

relationship between primary school teachers and supervisors in the study area.

58

58

CHAPTER THREE

RESEARCH METHOD

This Chapter dealt with the design of the study, area of the study, population of the

study, sample and sampling technique, instrument for data collection, validation of the

instrument, reliability of the instrument, method of data collection as well as method of data

analysis.

Design of the Study

The study adopted the descriptive survey design. According to Nworgu (2006),

descriptive survey research is a research in which a group of people or items is studied by

collecting and analyzing data from only a few people or items considered to be representative

of the entire group. The design allows people to express their views based on their

experiences. It therefore enabled the teachers who were the respondents to respond to the

research instrument based on their experiences with their supervisors.

Area of the Study

The research study was conducted in Minna Education Zone of Niger State. The zone

comprises six Local Government Education Authorities (LGEAs). These are: Bosso,

Chanchaga, Munya, Paikoro, Rafi and Shiroro. Minna Education zone was chosen as the

area of the study because it has its Zonal headquarters in Minna which is also the seat of the

State Government. This made the zone the centre of attraction to the researcher because

maintenance of standard there may be paramount to the education authorities and engender

regular supervision.

48

Population of the Study

The population of the study was 8,087 primary school teachers. According to Niger

State Universal Basic Education Board (SUBEB) (2014), there are 8,087 primary school

teachers made up of 3,884 males and 4,203 females in the 764 public primary schools in the

zone. (See Appendix E Page 85). These teachers are in different ranks and experiences which

shape or influence their perceptions of supervision and the roles/activities of supervisors in

the schools.

Sample and Sampling Techniques

The sample of the study was 404 teachers. This sample size represented 5% of the

entire population. Cohen, Manion and Morrison (2011), Nworgu (2006) and Eze (2005)

recommended 5% for a population of many thousands.

Multi-stage sampling technique was adopted for this study. First, simple random

sampling technique was used to select three LGEAs (i.e.50%) out of the six (6) in the zone.

This was because the researcher considered three as a good representation of six. Simple

random sampling was used in order to give every LGEA equal chance of being selected for

the study. The name of each of the LGEAs was written on a piece of paper, folded and put in

a container, shuffled and the researcher drew the three with replacement (i.e. balloting with

replacement).

In the second stage, purposive sampling technique was used to select ten (10)

administrative zones from the three LGEAs selected for the study. The administrative zones

are creations of the LGEAs for easy administration of their schools. Purposive sampling

technique was used in order to select administrative zones that have both rural and urban

schools.

In the third stage, purposive sampling technique was equally used to select 10 schools

with large population of teachers from the selected administrative zones.

49

The fourth stage used simple random sampling technique to select 404 teachers from

the sampled schools. Again, this was to ensure that all teachers in the sampled schools were

given equal chance of being used for the study.

Instrument for Data Collection

The instrument for data collection was a structured questionnaire titled ‘Teachers’

Perception of Supervision Questionnaire’ (TPSQ). The instrument was based on two sections,

A and B. Section A sought for information on the demographic data of the respondents.

Section B consisted of items in three clusters: A, B, C providing answers to the six research

questions. Cluster A was on teachers’ perception of supervision and had 21 items. Cluster B

was on supervisory activities carried out by supervisors in primary schools with 16 items and

Cluster C had 10 items on the influence of supervision on teachers’ performance. In all, there

were 41 items on the instrument.

The items were scored on a 4-point rating scale of Strongly Agree (SA) 4, Agree (A)

3, Disagree (D) 2 and Strongly Disagree (SD) 1. (See Appendix B page 78).

Validation of the Instrument

To ensure the validity of the instrument, the researcher gave it to three experts; one

each in Childhood Education, Educational Administration and Planning and Science

Education (Measurement and Evaluation), all in the Faculty of Education, University of

Nigeria, Nsukka. They were requested to examine the instrument to ensure that the items

relate to the purpose of the study, the research questions and the formulated hypotheses. They

were also requested to make comments based on the clarity, appropriateness and language of

all the items and make such other comments that they might wish to regarding the overall

adequacy of the items and ways of improving it. It was based on such comments, inputs and

corrections that the instrument was restructured to its present state. (See Appendix B page78)

50

Reliability of the Instrument

To determine the reliability of the instrument, the instrument was subjected to a trial

test outside the study area. The instrument was administered to twenty public primary school

teachers in Suleja Education Zone of Niger State. Cronbach Alpha method of reliability was

used to determine the internal consistency of the instrument. Reliability coefficients for

Clusters A – C were: 0.85, 0.88 and 0.79 respectively while the overall reliability coefficient

was 0.82. These reliability coefficients were considered satisfactory to attest to the reliability

of the instrument. (See Appendix C page 81)

Method of Data Collection

The researcher, with the aid of six research assistants undertook personal visits to

administer the questionnaire directly to the sampled teachers. This ensured smooth

administration and collection of the questionnaire from the respondents. Before this, formal

permission was sought from the Education Secretaries and the Head teachers of the sampled

LGEAs and primary schools respectively.

Method of Data Analysis

Mean (x) scores and standard deviation were used to answer the six research

questions of the study. Any item with a mean of below 2.5 was rejected and any item with a

mean of 2.5 and above was accepted. t-test statistic was used to test hypotheses one and two

while Analysis of Variance (ANOVA) was used to test hypotheses three. All the hypotheses

were tested at 0.05 level of significance.

51

51

CHAPTER FOUR

RESULTS

In this chapter the results of the study are presented in line with the research questions and

the stated hypotheses.

Research Question One:

What is primary school teachers’ perception of supervision in primary schools in Minna Education Zone?

Table 1: Mean response and Standard Deviation of respondents on perception of primary school teachers on supervision by school supervisors in primary schools. S/N Item Statements N �̅ SD Dec.

1 Teachers see supervision as a process of fault finding 390 2.84 1.00 A 2 Supervision is an intimidating exercise 390 2.51 1.04 A 3 Supervision enhances the achievement of high academic

standards 390 3.29 0.79 A

4 Supervision ensures good working relationship between teachers and school heads

390 3.40 0.61 A

5 Supervision is very regular in schools 390 2.65 0.77 A 6 Teachers see supervisors as agents of government in schools 390 2.90 0.67 A 7 Supervisors extort money from erring teachers instead of

recommending disciplinary action against them 390 2.28 0.87

D

8 Teachers see supervision as exhibition of friendship and colleagueship

390 2.87 0.75

A 9 Teachers are scared of supervision 390 2.78 0.89 A 10 Supervision fosters teachers’ professional development 390 3.23 0.73 A 11 Supervisors help teachers to become more effective and efficient. 390 3.48 0.63 A 12 Supervisors are generally autocratic 390 2.60 0.82 A 13 Supervisors alter their reports if financially induced by teachers 390 2.34 0.88 D 14 Supervisors visit schools mainly to get some welfare packages 390 2.24 0.79 D 15 Supervision is meant to guide teachers 390 3.39 0.68 A 16 During supervision, teachers are advised on their short comings 390 3.32 0.64 A 17 Supervision checks the general activities of schools 390 3.33 0.68 A 18 Female teachers influence reports of supervisory visits 390 2.45 0.83 D 19 Male teachers fall victims of supervision more than their female

counterparts 390 2.45 0.89

D

20 Gender is not a factor in school supervision 390 2.94 0.77 A 21 Male supervisors show more sympathy toward female teachers. 390 2.73 0.76 A

Cluster Mean 390 2.85 0.24 A Key: N = Number of respondents, �̅ = mean, SD = Standard Deviation Result in Table 1 showed the mean and standard deviations of respondents on

perception of primary school teachers on supervision by school supervisors in primary

52

schools in Minna Education Zone. The result showed that items 1, 2, 3, 4, 5, 6, 8, 9, 10, 11,

12, 15, 16, 17, 20 and 21 had mean scores of 2.84, 2.51, 3.29, 3.40, 2.65, 2.90, 2.87, 2.78,

3.23, 3.48, 2.60, 3.39, 3.32, 3.33, 2.94 and 2.73 with standard deviations of 1.00, 1.04, 0.79,

0.61, 0.77, 0.67, 0.75, 0.89, 0.73, 0.63, 0.82, 0.68, 0.64, 0.68, 0.77 and 0.76 respectively.

Since the mean scores are above the criterion level of 2.50, this means the respondents agreed

with the items which indicated that they have good perception about supervision. However,

they disagreed with items 7, 13, 14, 18 and 19. This is because the mean scores of these items

are below 2.50 criterion level. The cluster mean of 2.85 with a standard deviation of 0.25

showed that all the respondents agreed with all items in table 1 as being teachers’ perceptions

of supervision in primary schools in Minna Education Zone.

Research Question Two:

What supervisory activities are carried out by supervisors in primary schools in Minna

Education zone?

53

Table 2: Mean response and Standard Deviation of respondents on supervisory activities carried out by supervisors in primary schools in Minna Education zone. S/N Item Statements N �̅ SD Dec. 22 Supervisors guide and direct teachers and head teachers

390 3.53 0.57 A

23 Supervisors assess the progress of pupils in the class 390 3.29 0.61 A

24 Supervisors mentor fresh teachers for higher productivity 390 3.08 0.61 A

25 Supervisors identify staff vacancies and make recommendations to government

390 3.04 0.77 A

26 Supervisors collaborate with teachers to improve the teaching-learning process

390 3.33 0.58 A

27 Assisting, rather than commanding teachers is the major role of supervisors

390 3.07 0.73 A

28 Supervisors advise the government on the state of facilities in schools

390 3.17 0.70 A

29 Supervisors organize workshops for teachers and head teachers 390 2.69 0.80 A

30 Supervisors ensure that teachers write and use lesson notes in teaching

390 3.49 0.63 A

31 Supervisors check teachers’ attendance to school and classes 390 3.45 0.57 A

32 Supervisors check the use of syllabus by teachers. 390 3.45 0.57 A

33 Supervisors check and encourage the use of instructional materials

390 3.42 0.66 A

34 Supervisors audit school account 390 2.03 0.85 D

35 Supervisors recommend teachers for promotion, recognition or disciplinary action(s)

390 2.84 0.76 A

36 Supervisors check teachers’ methods of teaching 390 3.33 0.57 A

37 Supervisors oversee classroom instruction 390 3.12 0.72 A

Cluster Mean 390 3.15 0.32 A

Result in Table 2 showed the mean and standard deviations of respondents on

supervisory activities carried out by supervisors in primary schools in Minna Education Zone.

The result showed that items 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36 and 37 had

mean scores of 3.53, 3.29, 3.08, 3.04, 3.33, 3.07, 3.17, 2.69, 3.49, 3.45, 3.45, 3.42, 2.84, 3.33

and 3.12 with standard deviations of 0.57, 0.61, 0.61, 0.77, 0.58, 0.73, 0.70, 0.80, 0.63, 0.57,

0.57, 0.66, 0.76, 0.57 and 0.72 respectively. These mean scores are above the criterion level

54

of 2.50 set for accepting an item. This implies that the respondents agreed that all the above

activities except one are supervisory activities carried out by supervisors in primary schools

in Minna Education Zone. Teachers disagreed with item 34 which stated that it is an activity

of supervisors to audit school account with a mean of 2.03 and a standard deviation of 0.85.

The cluster mean of 3.15 with a standard deviation of 0.32 indicated a general acceptance of

items on table 2 as supervisory activities carried out by supervisors in primary schools in


Research Question Three:

What is the perception of primary school teachers in Minna Education Zone of the

influence of supervision on their performance?

Table 3: Mean response and Standard Deviation of respondents on perception of primary school teachers on the influence of supervision on their performance. S/N Item Statements N �̅ SD Dec. 38 Supervision enhances commitment of teachers to work 390 3.37 0.57 A

39 Supervision instills discipline in teachers and school

heads 390 3.23 0.58 A

40 Supervision boosts the morale of teachers 390 2.97 0.63 A

41 There is little teachers gain from supervision 390 2.68 0.79 A

42 Supervision increases teachers’ productivity 390 3.26 0.68 A

43 Uncommitted teachers put up pretense during supervision

390 3.22 0.73 A

44 Supervision makes teachers to keep proper records of their class/pupils

390 3.48 0.58 A

45 Supervision makes teachers to be more effective and efficient

390 3.53 0.56 A

46 Supervision motivates and inspire teachers 390 3.22 0.61 A

47 Supervision keeps teachers updated on new methods and techniques of teaching.

390 3.38 0.65 A

Cluster Mean 390 3.23 0.35 A

55

Result in Table 3 showed the mean and standard deviations of respondents on

perception of primary school teachers of the influence of supervision on their performance.

Result showed that items 38 – 47 had mean scores of 3.37, 3.23, 2.97, 2.68, 3.26, 3.22, 3.48,

3.53, 3.22 and 3.38 with standard deviations of 0.57, 0.58, 0.63, 0.79, 0.68, 0.73, 0.58, 0.56,

0.61 and 0.65 respectively. All the mean scores are above the criterion level of 2.50. The

cluster mean of 3.23 and a standard deviation of 0.35 showed that practically, all items in

table 3 are perceptions of primary school teachers of the influence of supervision on their

performance.

Research Question Four

What is the influence of gender on primary school teachers’ perception of supervision?

56

Table 4: Mean and Standard Deviation of respondents of the influence of gender on primary school teachers’ perception of supervision. Male (N=202) Female (N=188)

S/N Items �� SD Dec. �� SD Dec. 1 Teachers see supervision as a process

of fault finding 2.96 0.99 A 2.71 0.99 A

2 Supervision is an intimidating exercise

2.63 1.04 A 2.38 1.03 D

3 Supervision enhances the achievement of high academic standards

3.34 0.78 A 3.23 0.80 A


3.37 0.59 A 3.43 0.63 A

5 Supervision is very regular in schools 2.59 0.80 A 2.72 0.74 A 6 Teachers see supervisors as agents of

government in schools 2.88 0.69 A 2.92 0.65 A

7 Supervisors extort money from erring teachers instead of recommending disciplinary action against them

2.28 0.81 D 2.29 0.94 D


2.76 0.70 A 2.99 0.78 A

9 Teachers are scared of supervision 2.87 0.89 A 2.69 0.89 A 10 Supervision fosters teachers’

professional development 3.24 0.68 A 3.22 0.78 A

11 Supervisors help teachers to become more effective and efficient.

3.43 0.66 A 3.54 0.60 A

12 Supervisors are generally autocratic 2.64 0.84 A 2.56 0.80 A 13 Supervisors alter their reports if

financially induced by teachers 2.40 0.86 D 2.28 0.89 D

14 Supervisors visit schools mainly to get some welfare packages

2.28 0.77 D 2.20 0.82 D

15 Supervision is meant to guide teachers

3.39 0.67 A 3.39 0.69 A

16 During supervision, teachers are advised on their short comings

3.38 0.62 A 3.26 0.66 A

17 Supervision checks the general activities of schools

3.31 0.66 A 3.35 0.69 A

18 Female teachers influence reports of supervisory visits

2.62 0.79 A 2.26 0.83 D

19 Male teachers fall victims of supervision more than their female counterparts

2.54 0.90 A 2.36 0.88 D

20 Gender is not a factor in school supervision

2.90 0.81 A 2.99 0.73 A

21 Male supervisors show more sympathy toward female teachers.

2.83 0.73 A 2.63 0.78 A

Cluster Mean 2.88 0.24 A 2.82 0.24 A

57

Result in Table 4 showed the mean and standard deviations of respondents on the

influence of gender on primary school teachers’ perception of supervision. Result shows that

both male and female respondents agreed on items 1, 3, 4,5, 6, 8, 9, 10, 11, 12, 15, 16, 17, 20

and 21 with their mean scores above the 2.50 level and disagreed on items 7, 13 and 14 with

their mean score of below 2.50. They however differ in their opinions about items 2, 18 and

19. While the male teachers agreed with the items, their female counterparts did not. This is

because the mean values for the items are 2.63, 2.62, and 2.54 with standard deviations of

1.04, 0.79 and 0.90 respectively for males and, 2.38, 2.26 and 2.36 with corresponding

standard deviations of 1.03, 0.83, and 0.88 respectively for females. The table shows the

cluster mean of 2.88 and 2.82 for male and female respondents respectively which are above

the criterion level of 2.50. This therefore means that gender does not necessarily have

influence on primary school teachers’ perception of supervision in public primary schools in


Research Question Five

What influence does qualification have on primary school teachers’ perception of

supervision?

Table 5: Mean and Standard Deviation of respondents on the influence of Qualification on primary school teachers’ perception of supervision.

Category N �� SD Dec.

NCE 268 2.87 0.24 A First Degree 106 2.82 0.22 A Post Graduate 12 2.75 0.19 A No Qualification 4 2.94 0.12 A Total 390 2.85 0.24 A

Result in Table 5 shows the mean and standard deviations of respondents on the

influence of qualification on their perception of supervision. Result shows that the NCE, First

degree, Postgraduate degree holders and those without teaching qualification (TQ) had mean

ratings of 2.87, 2.82, 2.75 and 2.94 with standard deviations of 0.24, 0.22, 0.19 and 0.12

respectively. Since all the mean ratings of the respondents are above 2.50 set as criterion

58

level, interpretation of this therefore is that qualification may not have influence on primary

school teachers’ perception of supervision in Minna Education Zone.

Research Question Six

What is the influence of location on primary school teachers’ perception of supervision?

Table 6: Mean and Standard Deviation of respondents on the influence of Location on primary school teachers’ perception of supervision.

Urban(N=188) Rural (N=202) S/N Items �� SD Dec. �� SD Dec. 1 Teachers see supervision as a process of

fault finding 2.8 1.0 A 2.87 0.92 A

2 Supervision is an intimidating exercise 2.5 1.0 A 2.50 1.06 A 3 Supervision enhances the achievement of

high academic standards 3.4 0.8 A 3.17 0.76 A


3.4 0.6 A 3.37 0.57 A

5 Supervision is very regular in schools 2.6 0.6 A 2.62 0.85 A 6 Teachers see supervisors as agents of

government in schools 2.8 0.6 A 2.96 0.67 A

7 Supervisors extort money from erring teachers instead of recommending disciplinary action against them

2.1 0.8 D 2.39 0.91 D


2.8 0.7 A 2.94 0.75 A

9 Teachers are scared of supervision 2.8 0.7 A 2.74 0.98 A 10 Supervision fosters teachers’ professional

development 3.2 0.7 A 3.24 0.73 A

11 Supervisors help teachers to become more effective and efficient. 3.5 0.6 A 3.41 0.63 A

12 Supervisors are generally autocratic 2.5 0.7 A 2.68 0.90 A 13 Supervisors alter their reports if

financially induced by teachers 2.2 0.7 D 2.44 0.94 D

14 Supervisors visit schools mainly to get some welfare packages

2.1 0.7 D 2.30 0.84 D

15 Supervision is meant to guide teachers 3.4 0.6 A 3.30 0.72 A 16 During supervision, teachers are advised

on their short comings 3.4 0.5 A 3.24 0.68 A

17 Supervision checks the general activities of schools

3.3 0.6 A 3.35 0.69 A


2.4 0.7 D 2.45 0.88 D

19 Male teachers fall victims of supervision more than their female counterparts

2.4 0.8 D 2.48 0.95 D


2.9 0.7 A 2.95 0.77 A

21 Male supervisors show more sympathy toward female teachers.

2.7 0.8 A 2.72 0.73 A

Cluster Mean 2.8 0.2 A 2.86 0.23 A

59

Result in Table 6 shows the mean and standard deviations of respondents on the

influence of location on primary school teachers’ perception of supervision. Result shows

that the respondents from both urban and rural schools agreed on items 1, 2, 3, 4, 5, 6, 8, 9,

10, 11, 12, 15, 16, 17, 20 and 21 with mean ratings of 2.81, 2.53, 3.41, 3.44, 2.69, 2.84, 2.80,

2.83, 3.22, 3.56, 2.52, 3.49, 3.41, 3.31, 2.93 and 2.74 for urban teachers and 2.87, 2.50, 3.17,

3.37, 2.62, 2.96, 2.94, 2.74, 3.24, 3.41, 2.68, 3.30, 3.24, 3.35, 2.95 and 2.72 for rural teachers

respectively. These mean ratings are all above 2.50 criterion level. The respondents however

disagreed on items 7, 13-14, 18- 19. This is because their mean ratings are below 2.50. The

cluster mean of 2.85 for urban respondents and 2.86 for rural respondents are above the

criterion level of 2.50. This indicates that location does not have influence on primary school

teachers’ perception of supervision in Minna Education Zone.

Hypothesis One:

There is no significant difference in the mean perception scores of male and female teachers on the activities of supervisors in primary schools in Minna Education Zone . Table 7: t-test analysis of the significant difference in the mean perception scores of male and female teachers on the activities of supervisors in primary schools.

Gender N X SD Df t-value Sig Decision

Male 202 3.12 0.28 388 -1.25 0.21 NS

Female 188 3.16 0.35

NS. = Not significant, α = 0.05

Result in Table 7 presents the summary of t-test analysis of the mean difference in the

responses of male and female teachers on the activities of supervisors in primary schools in

Minna Education Zone. Result reveals that a t-value of -1.25 with a degree of freedom of 388

and a significant or probability value of 0.21 were obtained. Since the probability value of

0.21 is greater than 0.05 level of significance, it means the null hypothesis of no significant

difference in the mean perception scores of male and female teachers on the activities of

supervisors in primary schools in Minna Education Zone is not rejected. Inference drawn

60

therefore is that male and female respondents did not differ in their opinion of the activities of

supervisors in primary schools in Minna Education Zone.

Hypothesis Two:

There is no significant difference in the mean scores of urban and rural teachers on their perception of supervision in primary schools in Minna Education Zone. Table 8: t-test analysis of the significant difference in the mean perception scores of urban and rural teachers on their perception of supervision in primary schools. Location N X SD Df t-value Sig Decision

Urban 188 2.85 0.24 388 -0.17 0.87 NS

Rural 202 2.86 0.23


Result in Table 8 presents the summary of t-test analysis of the significant difference

in the mean perception scores of urban and rural teachers on their perception of supervision

in primary schools in Minna Education Zone. Result showed that a t-value of -0.17 with a

degree of freedom of 388 and a significant or probability value of 0.87 were obtained. Since

the probability value of 0.87 is greater than 0.05 level of significance, it means that the null

hypothesis of no significant difference in the mean perception scores of urban and rural

teachers on their perception of supervision in primary schools in Minna Education Zone is

not rejected. Inference drawn therefore, is that teachers in urban and rural primary schools in

the Zone did not differ in their perception of supervision.

Hypothesis Three:

There is no significant difference in the mean responses of teachers on their perception

of supervision based on the teachers’ qualifications.

61

Table 9: ANOVA result of the significant difference in the mean responses of teachers on their perception of supervision based on qualification.

Sum of

Squares

Df Mean

Square

F Sig. Dec.

Between Groups 0.389 3 0.130 2.307 0.07 NS

Within Groups 21.672 386 0.056

Total 22.060 389


The ANOVA of the significant difference in the mean responses of teachers on their

perception of supervision based on their qualifications is shown in table 9 above. Result

showed that there was no significant difference between the mean ratings of respondents

based on their qualifications. This is because the significant value of 0.07 is greater than 0.05

set as level of significance for testing the hypothesis. This means hypothesis three of no

significant difference in the mean responses of teachers on their perception of supervision

based on the teachers’ qualifications, is not rejected. This means that, qualification of primary

school teachers in Minna Education Zone has no significant influence on their perception of

supervision in primary schools.

Summary of the Findings

From the data analysis and interpretation of the results done based on each research

question and the tested hypotheses, a number of findings emerged. These include:

1. Primary school teachers in Minna Education Zone perceived supervision as a means of

enhancing their effectiveness and achievement of high academic performance by the pupils.

It is also a way of fostering their professional development.

2. Supervisory activities such as assessing the progress of pupils, guiding and directing

teachers on the right things to do for the improvement of teaching and learning in the school

62

and advising them on their short comings are regularly carried out in primary schools in


3. Supervision has influence on teachers’ performance. It boosts their morale and makes them

more committed to their work.

4. Male and female teachers did not differ significantly in their perception of the activities of

supervisors in primary schools in Minna Education Zone.

5. Teachers’ qualification had no significant influence on their perception of supervision in

public primary schools in Minna Education Zone.

6. There was no significant difference between the mean ratings of urban and rural teachers

in Minna Education Zone on their perception of supervision in primary schools.

63

63

CHAPTER FIVE

DISCUSSION OF THE FINDINGS, CONCLUSION, RECOMMENDAT IONS

AND SUMMARY OF THE STUDY

This chapter is organized under the following sub-headings: discussion of findings,

conclusion, educational implications, recommendations, limitation of the study, suggestions

for further studies and Summary of the study.

Discussion of Findings

The discussion of findings of the study took cognizance of the six research questions

and the three hypotheses that guided the study.

Primary School Teachers’ Perception of Supervision in Primary Schools.

Research question one was on primary school teachers’ perception of supervision by

school supervisors in primary schools in Minna Education Zone. The findings of the study

revealed that teachers perceived supervision in schools in the zone as regular, as a process of

fault finding, an intimidating exercise, and a process of enhancing the achievement of high

academic standards. Others are: exhibition of friendship and colleagueship, and a way of

ensuring good working relationship between teachers, school heads and supervisors.

The study also revealed that supervisors are agents of government in schools and

teachers are scared of supervision. This particular finding is in consonance with Yildirim

(2013), whose study revealed, among other things, that student teachers perceive their

education supervisors as frightening and ineffective. Generally, the result of the study agreed

with the findings of Ogoda (2013), which revealed that primary school teachers in Benue

State perceive instructional supervision as inadequate and a fault finding exercise. The two

results are however in contrast about the adequacy of supervision in schools. The result of the

study is also consistent with Okoh (2009), who found out that supervision of primary schools

by Niger SUBEB is adequate. Ebirim (2012) also confirmed that teachers perceive

64

supervision of instruction as involving monitoring and assisting teachers to improve their

delivery of instruction.

Supervisory activities carried out by supervisors in primary schools in Minna

Education Zone.

Supervisory activities carried out by supervisors in primary schools in Minna

Education Zone, was the focus of research question two. Result showed that various

supervisory activities are carried out by supervisors in the primary schools. These include

that; supervisors guide teachers and head teachers on what to do for the good of the school

generally; they assess the progress of pupils in the class as well as teachers’ performance.

They as well mentor fresh teachers for higher productivity, identify staff vacancies and

facilities that are lacking or are in short supply in schools and make recommendations to

supervisory agencies like SUBEB and MOE. They equally collaborate with teachers to

improve the teaching-learning process. Other activities are; ensuring that teachers write and

use lesson notes while teaching, they check teachers’ attendance to school and classes, check

the use of syllabus by teachers, check and encourage the use of instructional materials, check

teachers’ methods of teaching and oversee classroom instruction.

The result of the study agreed with the findings of Ebirim (2012) who found that

supervision of instruction is perceived by teachers of FGCs as involving monitoring and

assisting them to improve their delivery of instruction. It is also in line with the opinion of

Kolawole (2012) that the work of supervisors are mainly to give professional guidance to

teachers, identify school problems and proffer solutions to them, help teachers carry out their

teaching job more effectively and also serve as links between the schools and the supervisory

bodies, among others.

65

Perception of primary school teachers in Minna Education Zone of the influence of

supervision on their performance.

The major findings with regard to research question three which was on perception of

primary school teachers of the influence of supervision on their performance indicated that

supervision instills discipline in teachers and school heads, boosts teachers’ morale, increases

the productivity of teachers, makes teachers to keep proper records of their class/pupils,

makes teachers more effective and efficient, motivates and inspires teachers. Equally,

supervision keeps teachers abreast of new methods and techniques of teaching. All these

show that supervision has much influence on teachers’ performance in Minna Education

Zone of Niger State.

The result of the study is in line with Akudo (2007) who revealed that supervision,

either internal or external, has tremendous positive influence on the effectiveness of primary

school teachers and when properly carried out, can improve the overall quality of the

educational system. In the same vein, Ogada (2013) found out that school supervision helps

in improving the quality of teaching, keeps teachers informed and equipped about modern

techniques of teaching as well as assisting newly appointed teachers to overcome their

challenges. The result is also in agreement with Yildirim 2013 who defined supervision as a

process of stimulating others towards greater productivity and effectiveness.

Influence of gender on primary school teachers’ perception of supervision.

Result in Table 4 showed the mean and standard deviations of respondents on the

influence of gender on primary school teachers’ perception of supervision. The overall

finding showed that both male and female teachers shared the same view on their perception

of supervision in primary schools. However, while the male teachers agreed that female

teachers influence reports of supervisory visits and male teachers fall victims of supervision

more than their female counterparts, the female teachers on the other hand disagreed. The

66

finding of this study is consistent with Fasasi (2011) who showed that both male and female

teachers have similar perceptions of supervisory roles of primary school supervisors in Osun

State. The finding of this study therefore showed that gender had no influence on teachers’

perception of supervision in primary schools in Minna Education zone.

Influence of Qualification on Teachers’ Perception of Supervision

Result of research question five which was on the influence of qualification on

primary school teachers’ perception of supervision indicated that the respondents, had similar

opinion or perception of supervision. This finding is supported by the result of hypothesis

three in table 9 that there was no significant difference in the mean ratings of respondents on

teachers’ perception of supervision based on qualification. However, the finding of the study

is at variance with Hazi (2004) who stated that teachers with higher qualifications seem to

have total disregard for supervisors while teachers with minimum and non-professional

qualifications tend to have more regard for supervisors and are more submissive to them.

Influence of Location on Teachers’ Perception of Supervision

Research question six was on the influence of location on primary school teachers’

perception of supervision. The result of the study showed that teachers from both urban and

rural public primary schools in Minna Education Zone have similar views on their perception

of supervision in primary schools. The result of hypothesis two in table 8 also showed that

there was no significant difference between the mean ratings of teachers in urban and rural

schools with regard to teachers’ perception of supervision. However, the finding of this study

disagreed with Chike-Okoli (2005), that teachers in the urban areas have more positive

perception of the roles of their supervisors than the rural school teachers. The fiinding is also

in contrast with the finding of Fasasi (2011), that, teachers in urban and rural schools tend to

be different in their perception of supervisory roles because teachers in urban areas expressed

a significant difference in their perception of supervisory roles from their rural counterparts.

67

Conclusions

From the foregoing discussions based on the results of the study, the following

conclusions were drawn.

1. Teachers perceive supervision in primary schools in Minna Education Zone as a way of

facilitating the achievement of the school goals and objectives, as an exhibition of

friendship and colleagueship between them and the supervisors though some feel it is an

exercise to intimidate teachers and find faults with them.

2. Supervisory activities carried out by supervisors in primary schools include: giving

teachers professional advice and guidance; linkage between the schools and supervisory

agencies, working jointly with teachers to improve the quality of teaching and learning in

schools, checking teachers’ lesson plan among others.

3. Supervision has much influence on the performance of primary school teachers through

boosting their morale and enhancing their professional development. It makes them more

committed to their work thereby making them more effective and efficient.

4. Supervision instills discipline in teachers and school heads and ensures good working

relationship between them.

5. Supervisory activities are regularly carried out in primary schools in Minna Education

Zone.

6. Gender, location of schools and qualification did not influence teachers’ perception of

supervision in primary schools in the study area. This is because there is no significant

difference in the mean responses of male, female, rural and urban teachers on their

perception of supervision. Equally, there is no significant difference in the mean

responses of teachers on their perception of supervision based on their qualifications.

68

Implications of the Findings

The findings of this study have some implications for teachers, school heads,

supervisors and the supervisory agencies like MOE, SUBEB and LGEAs.

1. Supervisors guide and direct teachers and head teachers, assess the progress of pupils in

the class, mentor newly appointed teachers to overcome their challenges and collaborate

with teachers to improve the teaching-learning process among others. This implies that if

supervisors carry out these supervisory activities in primary schools with more

commitment and enthusiasm, the quality of primary education will be enhanced.

2. The study showed that supervisory activities boost the teachers’ morale, increases their

productivity and so forth. This implies that regular supervision in schools is necessary and

important. It should therefore be carried out more regularly in order to keep teachers on

their toes.

3. Some teachers perceive supervision as a punitive measure. Regular and friendly kind of

supervision will clear such notion in their minds so that they can see it as an evaluating

and corrective measure.

Recommendations

On the basis of the findings of this study and its educational implications, the following

recommendations are made.

1. Supervisors should always guide, assist and direct teachers and not to find fault or

intimidate them. They should dialogue or interact with teachers. This will create

confidence in the teachers and make learning environment conducive which will bring

about quality instruction to learners.

2. Supervisors should imbibe the principles of Clinical supervision and Human relations

theories in their approach to supervision and regard and relate with their teachers as

69

friends and colleagues. If this happens, there will be mutual respect for each other and

teachers will not be scared of supervision.

3. Supervisors recommendations which bother on the welfare of the teachers should be

implemented as the welfare of teachers definitely has an immediate transferred effect

on the quality of their instruction.

4. Supervisory agencies like SUBEB, LGEAs and MOE should also see to the general

welfare of the supervisors so as to create an enabling environment for them to

function maximally and in the best interest of primary education.

5. Teachers and head teachers should cooperate with supervisors in the discharge of their

functions so as to enhance the quality of primary education in the zone and the State

at large.

6. Though supervision in primary schools in the zone is regular, it should be carried out

more regularly so as to keep improving the performance of the teachers which

ultimately will translate into improving the academic performance of the pupils and

the schools.

7. Regular workshops and seminars should be organized for the school supervisors to

equip them with modern supervision techniques.

Limitations of the Study

Research of this nature cannot be completed without limitations.

1. The task of moving from one LGEA to another in the study area to gather some

information prior to the start of the study was not an easy one.

2. Going round the three sampled LGEAs to administer the instrument to the respondents

was equally tedious.

Suggestions for Further Studies

Based on the findings of the study, the following suggestions for further research are made.

70

1. A replication of the study can be done in other education zones of the state.

2. Further investigations could be carried out using larger sample size and more than one

state.

3. School supervision as a determinant of quality education in Niger State.

Summary of the Study

The main purpose of this study was to assess primary school teachers’ perception of

supervisors’ roles/activities in public primary schools in Minna Education Zone of Niger

State. Six research questions and three null hypotheses guided the study. The hypotheses

were tested at 0.05 level of significance. Literature related to the study was reviewed under

four headings: conceptual framework, theoretical framework, empirical studies and summary

of literature review. Descriptive survey design was used for the study. The population of the

study was 8,087 primary school teachers in the 764 public primary schools in the zone. The

sample of the study was 404 teachers representing 5% of the population which was drawn

from three LGEAs out of the six in the zone. The instrument for data collection was a

structured questionnaire entitled ‘Teachers’ Perception of Supervision Questionnaire (TPSQ)

and was validated by three experts. The instrument was administered to 404 public primary

school teachers (respondents) in Minna Education Zone though 390 were retrieved. The data

collected were analyzed using mean and SD for the research questions and t-test statistic and

ANOVA for the hypotheses.

The result of the study showed that teachers perceive supervision as good and helpful

though some opined that it is an intimidating and fault finding exercise. Supervision impacts

positively on teachers’ performance which in turn enhances better academic performance of

the pupils. It also revealed that gender, location of schools and teachers’ qualifications did not

significantly influence teachers’ perception of supervision in Minna Education Zone. Based

on the above, the researcher recommended, among others, that supervisors should employ the

71

use of Clinical supervision methods and Human relations theories in carrying out supervision.

This, no doubt, will boost the teachers’ morale, enhance their performance and ultimately

increase their productivity.

lxxii

REFERENCES

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APPENDIX A

Department of Educational Foundations,

University of Nigeria,

Nsukka.

19th August, 2014.

Dear Respondent,

LETTER OF INTRODUCTION

I am a Master’s Degree student of the above named University. I am carrying out a research on

‘Teachers’ Perception of Supervisors’ Roles in Primary Schools in Minna Education Zone, Niger

State.

Your cooperation is solicited to honestly answer all the items on the questionnaire in order to

make this work a success. Please, be assured that all information provided shall be treated in

confidence and only for the purpose of this research work.

Thanks for your cooperation.

Yours’ faithfully

SALIHU, Maimuna B.

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APPENDIX B

TEACHERS’ PERCEPTION OF SUPERVISION IN PRIMARY SCHO OLS

QUESTIONNAIRE (TPOSIPSQ)

Section A: Demographic Information

Please, tick (√) as applicable to you.

Gender: Male Female

Location of school: Urban Rural

Qualification (s): NCE First Degree Post Graduate Degree

Others without teaching qualification

Section B: Questionnaire on Teachers’ Perception of Supervision in Primary Schools.

Please, indicate by a tick the column that best describes your opinion or feelings or level

of agreement for each item.

Key: S A - Strongly Agree A - Agree D - Disagree S D - Strongly Disagree Cluster A: Teachers’ perception of supervision

S/N ITEMS SA A D SD

1 Teachers see supervision as a process of fault finding

2 Supervision is an intimidating exercise

3

Supervision enhances the achievement of high academic

standards

4

Supervision ensures good working relationship between teachers

and school heads

5 Supervision is very regular in schools

6 Teachers see supervisors as agents of government in schools

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7 Supervisors extort money from erring teachers instead of

recommending disciplinary action against them.

8

Teachers see supervision as exhibition of friendship and

colleagueship.

9 Teachers are scared of supervision

10 Supervision fosters teachers’ professional development.

11 Supervisors help teachers to become more effective and

efficient

12 Supervisors are generally autocratic

13 Supervisors alter their reports if financially induced by teachers.

14 Supervisors visit schools mainly to get some welfare package

15 Supervision is meant to guide teachers.

16 During supervision, teachers are advised on their short comings.

17 Supervision checks the general activities of Schools


19 Male teachers fall victims of supervision more than their female

counterparts


21 Male supervisors show more sympathy toward

female teachers

Cluster B: Supervisory activities carried out in primary schools

22 Supervisors guide and direct

teachers and head teachers

SA A D SD

23 Supervisors asses the progress of pupils in the class

24 Supervisors mentor fresh teachers for higher productivity

25 Supervisors identify staff vacancies and make recommendations to

government

26 Supervisors collaborate with teachers to improve the teaching –learning

process

27 Assisting, rather than commanding teachers is the major role of

supervisors

28 Supervisors advise the government on the state of facilities in schools.

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29 Supervisors organize workshops for teachers and head teachers.

30 Supervisors ensure that teachers write and use lesson notes in teaching.

31 Supervisors check teachers’ attendance to school and classes.

32 Supervisors check the use of syllabus by teacher

33 Supervisors check and encourage the use of instructional

materials.

34 Supervisors audit School account

35 Supervisors recommend teachers for promotion, recognition or

disciplinary action(s)

36 Supervisors check teachers’ method of teaching

37 Supervisors oversee classroom instructions

Cluster C: Influence of supervision on teachers’ performance

38 Supervision enhances commitment of teachers to work SA A D SD

39 Supervision instills discipline in teachers and school heads

40 Supervision boosts the morale of teachers

41 There is little teachers gain from supervision

42 Supervision increases teachers’ productivity

43 Supervision instills pretext in teachers

44 Supervision makes teachers to keep proper records of their

class/pupils.

45 Supervision makes teachers to be more effective and efficient.

46 Supervision motivates and inspires teachers.

47 Supervision keeps teachers updated on new methods and

techniques of teaching.

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APPENDIX C

Reliability

Scale: Cluster A: Teachers’ perception of supervision

Case Processing Summary

N %

Cases

Valid 20 100.0

Excludeda 0 .0

Total 20 100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.85 21

Reliability

Scale: Cluster B: Supervisory activities carried out in primary schools


N %

Cases

Valid 20 100.0

Excludeda 0 .0

Total 20 100.0




.88 16

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Reliability

Scale: Cluster C: Influence of supervision on teachers’ performance


N %

Cases

Valid 20 100.0

Excludeda 0 .0

Total 20 100.0




.79 10

Reliability

Scale: Overall Reliability


N %

Cases

Valid 20 100.0

Excludeda 0 .0

Total 20 100.0




.82 47

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APPENDIX D

NIGER STATE UNIVERSAL BASIC EDUCATION BOARD.

SUMMARY OF PUPILS AND TEACHERS ENROLMENT 2013/2014 SESSION.

LGEA NO OF SCHS NO OF PUPILS NO OF TEACHERS

MALE FEMALE TOTAL MALE FEMALE TOTAL

AGAIE 167 15,772 10,169 25,941 866 33 899

AGWARA 57 7,467 5,614 13,081 225 40 265

BIDA 54 15,595 13,417 28,999 987 595 1,582

BORGU 140 15,864 11,378 27,242 780 491 1,271

BOSSO 96 21,017 20,311 41,328 543 752 1,295

CHANCHAGA31 18,206 18,751 36,955 730 1,537 2,267

EDATI 102 1,104 622 1,726 551 66 617

GBAKO 202 14,363 9,410 23,773 641 104 745

GURARA 103 11,672 7,530 19,202 501 404 905

KATCHA 196 21,410 12,219 33,629 1,602 88 1,690

KONTAGORA 50 16,190 12,677 28,867 294 253 547

LAPAI 164 16,253 12,778 29,031 565 367 932

LAVUN 217 19,425 15,782 35,207 1,280 472 1,752

MAGAMA 105 17,493 8,531 26,024 479 128 607

MARIGA 120 18,700 11,353 30,053 804 170 634

MASHEGU 141 17,668 7,735 25,403 371 87 458

MOKWA 205 19,666 14,754 34,420 845 232 1,076

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MUNYA 110 6,995 5,503 12,498 371 193 564

PAIKORO 194 20,394 18,089 38,483 792 761 1,553

RAFI 127 15,042 11,176 26,222 386 261 647

RIJAU 87 17,390 10,575 27,965 367 139 506

SHIRORO 206 19,514 15,230 34,744 1,062 699 1,761

SULEJA 80 13,341 13,684 27,025 434 725 1,159

TAFA 51 9,024 9,355 18,714 209 154 339

WUSHISHI 67 14,790 11,269 26,059 230 105 335

TOTAL 3,066 352,803 275,501 644,519 31,626 21,250 52,511

SOURCE: SUBEB NIGER STATE, 2014

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APPENDIX E

POPULATION OF THE STUDY.

NO OF SCHOOLS AND TEACHERS /LGEA IN MINNA EDUCATION ZONE

LGEA NO OF SCHOOLS NO OF TEACHERS

MALE FEMALE TOTAL

BOSSO 96 543 752 1,295

CHANCHAGA 31 730 1,537 2,267

MUNYA 110 371 193 546

PAIKORO 194 792 761 1,553

SHIRORO 206 1,062 699 1,761

RAFI 127 386 261 647

TOTAL 764 3,884 4,203 8,087

SOURCE: CULLED FROM APPENDIX I

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APPENDIX F

ADMINISTRATIVE ZONES OF LGEAs IN THE STUDY AREA

LGEA ZONES NO OF SCHOOLS

BOSSO GIDAN KWANO 9

GARATU 12

CHANCHAGA 10

BOSSO 6

BEJI 14

MAIKUNKELE 16

KODO 11

PYATA 10

MAITUMBI 8

TOTAL 96

CHANCHAGA A 1

B 2

C 1

D 2

E 1

F 2

G 1

H 3

I 3

J 3

K 5

L 3

M 2

N 2

TOTAL 31

MUNYA SARKIN PAWA 47

GUNI 24

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DANDAUDU 39

TOTAL 110

PAIKORO K/SHAKA 7

GRIGODNA 11

GWAM 10

TUNGAN MALLAM 10

TATIKO 8

U.K.BELLO 8

ESSAN 10

NIKUCHI 11

ZUBAIRU 11

ZUBAKPERE 11

KAFIN KORO 13

KWAKUTI 11

KUTAGBA 16

CHIMBI 8

ADUNU 10

ISHAU 7

TUNGAN AMALE 9

NOMADIC I 15

NOMADIC II 8

TOTAL 194

LGEA ZONES NO OF TEACHERS

SHIRORO KUTA 608

GWADA 355

GUSORO 56

SHE 110

PINA 70

GURMANA 80

ALLAWA 64

GALKOGO 108

ERENA 310

TOTAL 1,761

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RAFI 127 SCHOOLS 647

SOURCE: THE SIX LGEAs .

Documents

Ebere Omeje - University of Nigeria, Nsukka · 2016-02-12 · Primary Schools. 51 Table 2: Mean responses and Standard Deviations of respondents on supervisory activities carried