Abstract

This study sought to investigate the extent to which instructional supervision affects teacher teaching effectiveness. It was guided by four objectives: to determine the effect of supervisor attitudes on teaching effectiveness, to investigate the impact of supervision frequency on teaching effectiveness, to determine the extent to which supervisor feedback affects teaching effectiveness, and to identify the factors that impede instructional supervision in some secondary schools in Buea.

The study was driven by ideas such as Social Constructivism Theory (Vygotsky, 1978), Theory X and Y (Douglas McGregor, 1950s and 1960s), Model of Clinical Supervision (Robert Hammer, 1969 and Cogan, 1973), and Herberg’s Two Factor Theory (1959).

The study used a concurrent mixed method research approach, with data collected by a closed-ended questionnaire sent to 150 secondary school teachers in Buea. Interviews were also done with these schools’ internal supervisors (principals, vice principals, and department heads) as well as external supervisors (Regional Pedagogic Inspectors and Divisional Delegates). Data were analyzed using both descriptive and inferential statistical methods, including percentages and spearman Rho.

The findings revealed that there is a significant but negative and weak relationship between supervisors’ attitudes and teaching effectiveness; there is a very weak positive and insignificant relationship between supervision frequency and teaching effectiveness; and there is a significant but weak negative relationship between supervisor feedback and teaching effectiveness. Furthermore, obstacles impeding instructional supervision include a lack of necessary resources (financial), illiteracy on the part of certain supervisors, insufficient follow-up of instructors, absence by some colleagues, and challenges in reaching some of these institutions.

It was discovered that supervisors’ collaborative approach toward instructional supervision had a greater influence on teaching effectiveness than the number of supervisor visits or supervisor comments.

The study suggests that stakeholders in institutional supervisors work to maintain conventional attitudes such as being pleasant to instructors and hearing their own voice. Measures should be taken to guarantee that teachers are constantly present to ensure that the supervisory process is carried out.

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