ABSTRACT

This study examines the effects of administrative supervisory practices on teacher performance in secondary schools in Buea Municipality, Cameroon. Grounded in Instructional Leadership Theory (Hallinger, 2003) and Adult Learning Theory (Knowles, 1980), the research investigates three critical dimensions of supervision: the frequency of classroom observations, the quality of feedback provided by supervisors, and administrative support for teacher professional development.

A quantitative survey design was employed, with data collected from 120 teachers and administrators across six secondary schools using structured questionnaires. Descriptive and inferential statistics, including Spearman’s rho correlation analysis, were utilized to analyze the data.

The findings reveal significant positive relationships between each supervisory practice and teacher performance. Specifically, regular classroom observations (r = 0.520, p < 0.01) were associated with improved teaching methods, while high-quality feedback (r = 0.618, p < 0.01) enhanced lesson planning and delivery. Administrative support for professional development (r = 0.621, p < 0.01) emerged as a strong predictor of teacher effectiveness, particularly in classroom management and instructional strategies. However, challenges such as inconsistent observation schedules, delayed feedback, and limited funding for training were identified as barriers to optimal supervision.

The study contributes to the literature on educational leadership by highlighting the contextual nuances of teacher supervision in semi-urban African settings. It underscores the need for standardized supervisory frameworks, targeted professional development, and collaborative feedback mechanisms to foster teacher growth. Recommendations include policy reforms to ensure equitable resource allocation, training for supervisors, and the integration of technology to enhance supervision efficiency. These insights are pivotal for policymakers, school administrators, and educators aiming to improve instructional quality and student outcomes in resource-constrained environments.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

The role of effective teacher supervision in enhancing educational quality has gained increasing recognition in recent years. Supervision has evolved from a primarily inspectorial focus to a more developmental approach that emphasizes mentorship and professional growth (Glickman, Gordon, & Ross-Gordon, 2018). This shift is crucial as it acknowledges that constructive feedback and collaborative environments significantly enhance teachers’ performance and, consequently, student outcomes (Darling-Hammond, 2017). Understanding the dynamics of teacher supervision, particularly in semi-urban areas like Buea Municipality, is essential for addressing the unique challenges faced by educators in these contexts.

Teacher supervision practices vary widely across different regions, influenced by historical, cultural, and policy-related factors. In Africa, for instance, disparities in supervision quality often arise from colonial legacies and inconsistent educational policies (Oduro, 2019). In Cameroon, supervision tends to be uneven, especially between urban and semi-urban regions, leading to significant gaps in teaching quality (Tambo, 2020). This context is particularly relevant for this study as it aims to explore how administrative supervisory practices can be tailored to meet the specific needs of teachers in Buea, thereby enhancing their effectiveness.

The significance of this research extends beyond mere academic inquiry; it has practical implications for educational stakeholders. By investigating the impact of supervisory practices on teacher performance, the study aims to provide evidence-based recommendations that can inform policy and practice. This is particularly important for the Ministry of Secondary Education in Cameroon, which seeks to improve teaching quality through effective supervision (Ministry of Secondary Education, 2022). The findings may guide school administrators in developing more supportive environments for teachers, ultimately leading to better educational outcomes for students.

• Background to the Study

Historically, the evolution of teacher supervision has undergone significant changes globally, particularly since the early 20th century. Initially, supervision in education was largely inspectorial, focusing on compliance and fault-finding rather than support (Glickman, Gordon, & Ross-Gordon, 2018). Over time, this approach shifted towards a more developmental model, emphasizing mentorship and professional growth. This shift was driven by the recognition that teachers benefit more from constructive feedback and collaborative support than from punitive evaluations (Darling-Hammond, 2017).

In Africa, teacher supervision practices have varied widely due to differences in colonial legacies, educational policies, and resource availability. For example, in countries like Nigeria and Kenya, supervision has often been inconsistent, with urban areas receiving more attention than rural ones (Oduro, 2019). This inconsistency has led to disparities in teaching quality and student outcomes across the continent.

In Cameroon, teacher supervision has historically been uneven, particularly between urban and semi-urban regions. The Buea Municipality, a semi-urban area, reflects these challenges. Supervision here is often unstructured and fails to address teachers’ needs effectively (Tambo, 2020). Many teachers report infrequent classroom observations and vague feedback, which limits their professional growth (Ndifor & Forsuh, 2021). Understanding this historical context is crucial for identifying gaps and opportunities to reform supervisory practices in Buea and similar regions.

The global shift towards developmental supervision, combined with the unique challenges faced in Africa and Cameroon, underscores the need for tailored approaches to teacher supervision. By learning from international best practices and adapting them to local contexts, schools in Buea can develop more effective systems to support teachers and improve student outcomes.

Theoretically, this study is anchored in two key theories: Instructional Leadership Theory (Hallinger, 2003) and Adult Learning Theory (Knowles, 1980). Instructional Leadership Theory posits that effective school leaders directly influence teaching quality through structured supervision, goal-setting, and support (Hallinger, 2003). The theory emphasizes three core functions: defining the school’s mission, managing instructional programs, and fostering a positive learning climate. This framework aligns with the study’s objectives by highlighting how administrative supervision—such as classroom observations and feedback can enhance teacher performance in Buea’s secondary schools.

Adult Learning Theory, developed by Knowles (1980), explains how adults learn differently from children, emphasizing self-direction, experience-based learning, and practical application. The theory suggests that teachers, as adult learners, thrive when given autonomy, relevant training, and opportunities for collaborative reflection (Knowles et al., 2015). This connects to the study’s focus on professional development and feedback quality, as effective supervision should cater to teachers’ needs as adult learners. By applying this theory, the study explores whether current supervisory practices in Buea align with principles of adult learning.

Together, these theories provide a robust framework for analyzing teacher supervision. Instructional Leadership Theory underscores the role of administrators in guiding teachers, while Adult Learning Theory ensures that supervisory practices are tailored to educators’ professional growth. The study leverages these theories to assess how structured observations, constructive feedback, and professional development—key variables in the research—impact teacher performance in Cameroon’s semi-urban schools.

Conceptually, Administrative supervisory practices in schools involve systematic processes where school leaders monitor, evaluate, and support teachers to improve teaching quality (Glickman et al., 2018). These practices include classroom observations, feedback provision, and professional development support. Effective supervision shifts from inspectorial approaches to developmental models, focusing on mentorship and growth rather than compliance (Darling-Hammond, 2017). In Buea, however, supervision is often inconsistent, with infrequent observations and vague feedback limiting teacher improvement (Ndifor & Forsuh, 2021). Addressing these gaps requires tailored strategies aligned with local needs.

Teacher performance refers to educators’ effectiveness in delivering lessons, managing classrooms, and achieving student learning outcomes (Stronge, 2018). Key indicators include adherence to curriculum standards, student engagement, and adaptive teaching methods. In Buea, challenges like large class sizes and limited resources hinder performance (Ministry of Secondary Education, 2022). Regular supervision and constructive feedback can help teachers refine their skills. Performance improves when teachers receive targeted support, such as training and resources. Thus, effective supervision is critical for enhancing teaching quality.

The frequency of classroom observations is a core aspect of supervision, influencing teacher performance (Agusiobo & Okonkwo, 2018). Regular observations allow supervisors to identify strengths and areas for improvement. In Buea, observations are often irregular, reducing their impact on teacher growth (Tambo, 2020). Studies suggest that frequent, structured observations lead to better teaching practices (Nwankwoala, 2020). Balancing observation frequency with actionable feedback is essential. Schools in Buea could benefit from adopting a consistent observation schedule.

Feedback quality is another critical factor in teacher development (Hattie & Timperley, 2007). Effective feedback should be specific, timely, and solution-oriented. In Buea, feedback is often delayed or generic, demotivating teachers (Ndifor & Forsuh, 2021). Collaborative feedback sessions, where teachers discuss observations with supervisors, foster trust and growth (Ubogu, 2024). Training supervisors to provide constructive feedback can enhance its impact. High-quality feedback transforms supervision into a meaningful professional development tool.

Administrative support for teacher professional development is vital for sustained improvement (Darling-Hammond et al., 2017). This includes workshops, mentoring, and funding for further education. In Buea, limited resources and heavy workloads hinder teachers’ access to training (Ministry of Secondary Education, 2022). Schools should prioritize ongoing, relevant professional development aligned with teachers’ needs (Mduma & Mkulu, 2021). Creating peer-learning communities and leveraging technology can also address logistical challenges. Such support empowers teachers to enhance their performance and student outcomes.

Contextually, Teacher supervision in Cameroon has evolved over time, but challenges remain, especially in semi-urban areas like Buea. Historically, supervision focused on compliance rather than support, leading to inconsistent teaching quality (Tambo, 2020). In urban areas, supervision is more structured, but rural and semi-urban schools often lack resources and regular oversight (Ndifor & Forsuh, 2021). This disparity affects teacher performance and student outcomes, highlighting the need for reforms. The Cameroonian education system must address these gaps to ensure equitable quality education nationwide.

The Ministry of Secondary Education (2022) emphasizes supervision as a tool for improving teaching, but implementation is uneven. In Buea, supervisors often lack training, and feedback to teachers is vague or infrequent (Tambo, 2020). Teachers report feeling unsupported, which demotivates them and hinders professional growth. Without clear guidelines, supervision fails to achieve its developmental goals. This situation calls for standardized practices and better training for supervisors to enhance teacher performance.

Administrative support for teacher development is another critical issue in Cameroon. Many schools lack funding for workshops or mentoring programs (Ndifor & Forsuh, 2021). Teachers in Buea struggle to access professional development, limiting their ability to adopt new teaching methods. When support is available, it often targets urban schools, leaving semi-urban areas behind. Addressing this imbalance requires policy changes and increased investment in teacher training. Effective professional development can empower teachers and improve classroom outcomes.

The quality and frequency of classroom observations also vary widely across Cameroon. In Buea, observations are irregular, and feedback is rarely actionable (Ministry of Secondary Education, 2022). Research shows that regular, constructive observations improve teaching practices, but this is not the norm (Agusiobo & Okonkwo, 2018). Teachers need consistent monitoring and clear feedback to grow professionally. Strengthening supervision frameworks could bridge this gap and foster a culture of continuous improvement in schools.

Cameroon’s educational challenges are compounded by large class sizes and limited materials, particularly in semi-urban areas (Tambo, 2020). These factors strain teachers and reduce the effectiveness of supervision. However, studies suggest that tailored approaches, such as peer mentoring and collaborative feedback, can mitigate these issues (Ubogu, 2024). By adapting global best practices to local contexts, Cameroon can create a more supportive environment for teachers. This would ultimately enhance student learning and national educational standards.

1.2 Statement of the Problem

Teacher performance is a key factor in student success, but many secondary schools in Buea Municipality struggle with inconsistent teaching quality (Ministry of Secondary Education, 2022). While school administrators are expected to supervise and support teachers, research shows that supervision practices in Cameroon are often irregular and ineffective (Tambo, 2020). Many teachers report receiving little useful feedback or professional development opportunities from their supervisors (Ndifor & Forsuh, 2021).

Current studies about teacher supervision mainly come from Western countries (Darling-Hammond, 2017) or focus on urban areas in Africa (Oduro, 2019). Very few examine how supervision affects teachers in semi-urban areas like Buea. This creates a gap in our understanding of what supervisory practices work best in this specific context.

Without this information, schools in Buea may continue using supervision methods that don’t help teachers improve. This study will examine these issues to provide evidence-based recommendations for better supervision practices. The findings could help schools in Buea and similar areas develop more effective ways to support their teachers, which should ultimately lead to better education for students.

1.3 Purpose of the Study

 1.3.1 Main Objective

To examine the effects of administrative supervisory practices on teacher performance in secondary schools in Buea Municipality.

1.3.2 Specific Objectives

1. To examine how the frequency of classroom observations by supervisors influences teacher performance in secondary schools in Buea Municipality.
2. To determine the effect of feedback quality from supervisors on teacher performance in secondary schools in Buea Municipality
3. To investigate how administrative support for teacher professional development affects teacher performance in secondary schools in Buea Municipality

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