Teachers' Reactions on the Conduct of Instructional Supervision by School Heads in the District of Maddela I

Abstract

INTRODUCTION

Instruction is the vein by which rewarding results are arrived at. Thus the teachers, schools and department must be prepared and committed to attain this goal which is part of the mission they avowed to excel in when they entered into the teaching profession. This is where the aspect of instructional supervision finds its place.

METHODS

The Descriptive Method of Research was used. Questionnaires were answered by the 148 teacher-respondents in the district and 5 were picked out randomly in each of the 16 schools for the interview. Data were scored through the 5-Pt Likert Scale. Simple frequency, percentage counts, weighted means and ranks were used

RESULTS

There were different modes by which supervision was conducted and as a result, supervision came out dominant. Supervision was also addressed to different areas and the dominant area covered was on Curriculum Enhance and Assessment of Learning outcomes with a mean of 4.61. On the extent of supervision based on Supervisory types as dominant with an established mean of 4.28(often conducted). Least was on the conduct of action research which gained a mean of 2.12(seldom conducted). The average weighted mean computed was 4.01 interpreting all supervising types as often conducted. In instructional supervision as confirmed by teachers and school heads, no feedbacks given to teachers on the result of the supervision conducted was dominant with a mean of 4.20(serious). Considering as least among the problems considered was on the confirmation that instructional supervision is merely fault findings as evidenced by a mean of 1.81(slightly serious). The average computed mean was 2.97 which compounded that all the problems as serious.

DISCUSSIONS

It is the general objective of education to produce learned and entrepreneurial individuals who could stand as strong arms in the country's bid for progress. This is a noble mission as there must be a proper streamlining of the modes and practices in instructional supervision to come out with the desired goals and objectives. As surfaced in this study, the different modes of supervision and the types that best fit the purpose were considered on varying extents. The results demonstrate the need for a proper and equal distribution of supervision to all teachers and not discriminating in purpose.