Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools

Bolupe Abayomi Awe; Rose Nkem Tilije; Foluke Fatimayin; Victoria Oluwatoyin Adeyemi

doi:doi:10.11648/j.sjedu.20221003.16

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Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools

Bolupe Abayomi Awe, Rose Nkem Tilije, Foluke Fatimayin, Victoria Oluwatoyin Adeyemi

Published in Science Journal of Education (Volume 10, Issue 3)

Received: 16 May 2022 Accepted: 6 June 2022 Published: 14 June 2022

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Abstract

Background: The study examines the significance of supervision in the attainment of the specific objectives of secondary education in Nigeria as indicated in the National Policy on Education. Emphasis was placed on the internal supervisory roles of principals and their impact on teachers’ productivity. This is in view of the perceived correlation between principals’ approaches to supervision and teachers’ productivity. Objectives: Evidence abounds in the literature to show that principals in public secondary schools exhibit different disposition towards supervisory functions in their various institutions. The nature of this disposition can either improve or constrain productivity of these teachers. This study was therefore undertaken to ascertain internal mechanisms for instructional supervision in public secondary school; the perception of teachers on principals’ approach towards supervisory practices and the influence principals’ supervisory functions on teachers’ productivity in the public secondary schools. Method: The study used descriptive research of the survey type. The population of the study comprised all public secondary school teachers and students in Badagry Local Government. Simple random sampling technique was used to select 150 secondary school teachers and 240 secondary students in Badagry Local Government. A self-designed instrument named “Principals’ Instructional Supervisory Practices and Teachers’ Productivity Questionnaire” (PISPTPQ) was used for data collection. The reliability of PISPTPQ was established through test-retest method. The scores obtained were correlated using Pearson Moment Correlation Coefficient. A coefficient of 0.86 obtained for PISPTPQ was considered adequate for the instrument. The data collected were analyzed using frequency and mean scores as descriptive statistics while correlation coefficient was used as the inferential statistic. Results: The study revealed the existence of internal measures for instructional supervision in the public secondary schools with teachers exhibiting negative perception towards principals’ instructional supervisory practices. The study showed that teachers’ productivity was high in these public secondary schools but there was no statistically significant relationship between principals’ instructional supervisory practices and teachers’ productivity. Conclusion: The negative perception of teachers towards principals’ supervisory practices is highly worrisome and while the observed high productivity among the teachers is a positive development for secondary education.

Published in	Science Journal of Education (Volume 10, Issue 3)
DOI	10.11648/j.sjedu.20221003.16
Page(s)	118-126
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

National Policy on Education, Secondary Education, Supervision, Principals, Teachers

References

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APA Style

Bolupe Abayomi Awe, Rose Nkem Tilije, Foluke Fatimayin, Victoria Oluwatoyin Adeyemi. (2022). Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Science Journal of Education, 10(3), 118-126. https://doi.org/10.11648/j.sjedu.20221003.16

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ACS Style

Bolupe Abayomi Awe; Rose Nkem Tilije; Foluke Fatimayin; Victoria Oluwatoyin Adeyemi. Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Sci. J. Educ. 2022, 10(3), 118-126. doi: 10.11648/j.sjedu.20221003.16

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AMA Style

Bolupe Abayomi Awe, Rose Nkem Tilije, Foluke Fatimayin, Victoria Oluwatoyin Adeyemi. Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Sci J Educ. 2022;10(3):118-126. doi: 10.11648/j.sjedu.20221003.16

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@article{10.11648/j.sjedu.20221003.16,
  author = {Bolupe Abayomi Awe and Rose Nkem Tilije and Foluke Fatimayin and Victoria Oluwatoyin Adeyemi},
  title = {Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools},
  journal = {Science Journal of Education},
  volume = {10},
  number = {3},
  pages = {118-126},
  doi = {10.11648/j.sjedu.20221003.16},
  url = {https://doi.org/10.11648/j.sjedu.20221003.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221003.16},
  abstract = {Background: The study examines the significance of supervision in the attainment of the specific objectives of secondary education in Nigeria as indicated in the National Policy on Education. Emphasis was placed on the internal supervisory roles of principals and their impact on teachers’ productivity. This is in view of the perceived correlation between principals’ approaches to supervision and teachers’ productivity. Objectives: Evidence abounds in the literature to show that principals in public secondary schools exhibit different disposition towards supervisory functions in their various institutions. The nature of this disposition can either improve or constrain productivity of these teachers. This study was therefore undertaken to ascertain internal mechanisms for instructional supervision in public secondary school; the perception of teachers on principals’ approach towards supervisory practices and the influence principals’ supervisory functions on teachers’ productivity in the public secondary schools. Method: The study used descriptive research of the survey type. The population of the study comprised all public secondary school teachers and students in Badagry Local Government. Simple random sampling technique was used to select 150 secondary school teachers and 240 secondary students in Badagry Local Government. A self-designed instrument named “Principals’ Instructional Supervisory Practices and Teachers’ Productivity Questionnaire” (PISPTPQ) was used for data collection. The reliability of PISPTPQ was established through test-retest method. The scores obtained were correlated using Pearson Moment Correlation Coefficient. A coefficient of 0.86 obtained for PISPTPQ was considered adequate for the instrument. The data collected were analyzed using frequency and mean scores as descriptive statistics while correlation coefficient was used as the inferential statistic. Results: The study revealed the existence of internal measures for instructional supervision in the public secondary schools with teachers exhibiting negative perception towards principals’ instructional supervisory practices. The study showed that teachers’ productivity was high in these public secondary schools but there was no statistically significant relationship between principals’ instructional supervisory practices and teachers’ productivity. Conclusion: The negative perception of teachers towards principals’ supervisory practices is highly worrisome and while the observed high productivity among the teachers is a positive development for secondary education.},
 year = {2022}
}

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TY  - JOUR
T1  - Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools
AU  - Bolupe Abayomi Awe
AU  - Rose Nkem Tilije
AU  - Foluke Fatimayin
AU  - Victoria Oluwatoyin Adeyemi
Y1  - 2022/06/14
PY  - 2022
N1  - https://doi.org/10.11648/j.sjedu.20221003.16
DO  - 10.11648/j.sjedu.20221003.16
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 118
EP  - 126
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20221003.16
AB  - Background: The study examines the significance of supervision in the attainment of the specific objectives of secondary education in Nigeria as indicated in the National Policy on Education. Emphasis was placed on the internal supervisory roles of principals and their impact on teachers’ productivity. This is in view of the perceived correlation between principals’ approaches to supervision and teachers’ productivity. Objectives: Evidence abounds in the literature to show that principals in public secondary schools exhibit different disposition towards supervisory functions in their various institutions. The nature of this disposition can either improve or constrain productivity of these teachers. This study was therefore undertaken to ascertain internal mechanisms for instructional supervision in public secondary school; the perception of teachers on principals’ approach towards supervisory practices and the influence principals’ supervisory functions on teachers’ productivity in the public secondary schools. Method: The study used descriptive research of the survey type. The population of the study comprised all public secondary school teachers and students in Badagry Local Government. Simple random sampling technique was used to select 150 secondary school teachers and 240 secondary students in Badagry Local Government. A self-designed instrument named “Principals’ Instructional Supervisory Practices and Teachers’ Productivity Questionnaire” (PISPTPQ) was used for data collection. The reliability of PISPTPQ was established through test-retest method. The scores obtained were correlated using Pearson Moment Correlation Coefficient. A coefficient of 0.86 obtained for PISPTPQ was considered adequate for the instrument. The data collected were analyzed using frequency and mean scores as descriptive statistics while correlation coefficient was used as the inferential statistic. Results: The study revealed the existence of internal measures for instructional supervision in the public secondary schools with teachers exhibiting negative perception towards principals’ instructional supervisory practices. The study showed that teachers’ productivity was high in these public secondary schools but there was no statistically significant relationship between principals’ instructional supervisory practices and teachers’ productivity. Conclusion: The negative perception of teachers towards principals’ supervisory practices is highly worrisome and while the observed high productivity among the teachers is a positive development for secondary education.
VL  - 10
IS  - 3
ER  -

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Author Information

Bolupe Abayomi Awe

Department of Educational Management and Business Studies, Faculty of Education, Federal University of Oye Ekiti, Oye, Nigeria
Rose Nkem Tilije

Department of Educational Foundations, National Open University of Nigeria, Abuja, Nigeria
Foluke Fatimayin

Department of Educational Foundations, National Open University of Nigeria, Abuja, Nigeria
Victoria Oluwatoyin Adeyemi

Department of Educational Management and Business Studies, Faculty of Education, Federal University of Oye Ekiti, Oye, Nigeria

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APA Style

Bolupe Abayomi Awe, Rose Nkem Tilije, Foluke Fatimayin, Victoria Oluwatoyin Adeyemi. (2022). Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Science Journal of Education, 10(3), 118-126. https://doi.org/10.11648/j.sjedu.20221003.16

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ACS Style

Bolupe Abayomi Awe; Rose Nkem Tilije; Foluke Fatimayin; Victoria Oluwatoyin Adeyemi. Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Sci. J. Educ. 2022, 10(3), 118-126. doi: 10.11648/j.sjedu.20221003.16

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AMA Style

Bolupe Abayomi Awe, Rose Nkem Tilije, Foluke Fatimayin, Victoria Oluwatoyin Adeyemi. Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools. Sci J Educ. 2022;10(3):118-126. doi: 10.11648/j.sjedu.20221003.16

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@article{10.11648/j.sjedu.20221003.16,
  author = {Bolupe Abayomi Awe and Rose Nkem Tilije and Foluke Fatimayin and Victoria Oluwatoyin Adeyemi},
  title = {Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools},
  journal = {Science Journal of Education},
  volume = {10},
  number = {3},
  pages = {118-126},
  doi = {10.11648/j.sjedu.20221003.16},
  url = {https://doi.org/10.11648/j.sjedu.20221003.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221003.16},
  abstract = {Background: The study examines the significance of supervision in the attainment of the specific objectives of secondary education in Nigeria as indicated in the National Policy on Education. Emphasis was placed on the internal supervisory roles of principals and their impact on teachers’ productivity. This is in view of the perceived correlation between principals’ approaches to supervision and teachers’ productivity. Objectives: Evidence abounds in the literature to show that principals in public secondary schools exhibit different disposition towards supervisory functions in their various institutions. The nature of this disposition can either improve or constrain productivity of these teachers. This study was therefore undertaken to ascertain internal mechanisms for instructional supervision in public secondary school; the perception of teachers on principals’ approach towards supervisory practices and the influence principals’ supervisory functions on teachers’ productivity in the public secondary schools. Method: The study used descriptive research of the survey type. The population of the study comprised all public secondary school teachers and students in Badagry Local Government. Simple random sampling technique was used to select 150 secondary school teachers and 240 secondary students in Badagry Local Government. A self-designed instrument named “Principals’ Instructional Supervisory Practices and Teachers’ Productivity Questionnaire” (PISPTPQ) was used for data collection. The reliability of PISPTPQ was established through test-retest method. The scores obtained were correlated using Pearson Moment Correlation Coefficient. A coefficient of 0.86 obtained for PISPTPQ was considered adequate for the instrument. The data collected were analyzed using frequency and mean scores as descriptive statistics while correlation coefficient was used as the inferential statistic. Results: The study revealed the existence of internal measures for instructional supervision in the public secondary schools with teachers exhibiting negative perception towards principals’ instructional supervisory practices. The study showed that teachers’ productivity was high in these public secondary schools but there was no statistically significant relationship between principals’ instructional supervisory practices and teachers’ productivity. Conclusion: The negative perception of teachers towards principals’ supervisory practices is highly worrisome and while the observed high productivity among the teachers is a positive development for secondary education.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Principals’ Supervisory Practices and Teachers’ Productivity in Public Secondary Schools
AU  - Bolupe Abayomi Awe
AU  - Rose Nkem Tilije
AU  - Foluke Fatimayin
AU  - Victoria Oluwatoyin Adeyemi
Y1  - 2022/06/14
PY  - 2022
N1  - https://doi.org/10.11648/j.sjedu.20221003.16
DO  - 10.11648/j.sjedu.20221003.16
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 118
EP  - 126
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20221003.16
AB  - Background: The study examines the significance of supervision in the attainment of the specific objectives of secondary education in Nigeria as indicated in the National Policy on Education. Emphasis was placed on the internal supervisory roles of principals and their impact on teachers’ productivity. This is in view of the perceived correlation between principals’ approaches to supervision and teachers’ productivity. Objectives: Evidence abounds in the literature to show that principals in public secondary schools exhibit different disposition towards supervisory functions in their various institutions. The nature of this disposition can either improve or constrain productivity of these teachers. This study was therefore undertaken to ascertain internal mechanisms for instructional supervision in public secondary school; the perception of teachers on principals’ approach towards supervisory practices and the influence principals’ supervisory functions on teachers’ productivity in the public secondary schools. Method: The study used descriptive research of the survey type. The population of the study comprised all public secondary school teachers and students in Badagry Local Government. Simple random sampling technique was used to select 150 secondary school teachers and 240 secondary students in Badagry Local Government. A self-designed instrument named “Principals’ Instructional Supervisory Practices and Teachers’ Productivity Questionnaire” (PISPTPQ) was used for data collection. The reliability of PISPTPQ was established through test-retest method. The scores obtained were correlated using Pearson Moment Correlation Coefficient. A coefficient of 0.86 obtained for PISPTPQ was considered adequate for the instrument. The data collected were analyzed using frequency and mean scores as descriptive statistics while correlation coefficient was used as the inferential statistic. Results: The study revealed the existence of internal measures for instructional supervision in the public secondary schools with teachers exhibiting negative perception towards principals’ instructional supervisory practices. The study showed that teachers’ productivity was high in these public secondary schools but there was no statistically significant relationship between principals’ instructional supervisory practices and teachers’ productivity. Conclusion: The negative perception of teachers towards principals’ supervisory practices is highly worrisome and while the observed high productivity among the teachers is a positive development for secondary education.
VL  - 10
IS  - 3
ER  -

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