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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
23
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.
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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
Minna Education Zone.
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
4 Supervision ensures good working relationship between teachers and school heads
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
8 Teachers see supervision as exhibition of friendship and colleagueship
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
Minna Education Zone.
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
4 Supervision ensures good working relationship between teachers and school heads
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
8 Teachers see supervision as exhibition of friendship and colleagueship
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
18 Female teachers influence reports of supervisory visits
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
20 Gender is not a factor in school supervision
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
NS. = Not significant, α = 0.05
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
NS. = Not significant, α = 0.05
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
Minna Education Zone.
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.
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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
18 Female teachers influence reports of supervisory visits
19 Male teachers fall victims of supervision more than their female
counterparts
20 Gender is not a factor in school supervision
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
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
.88 16
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Reliability
Scale: Cluster C: Influence of supervision on teachers’ performance
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
.79 10
Reliability
Scale: Overall Reliability
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
.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 .