Abstract

This research focused on investigating the degree to which instructional supervision affects teacher effectiveness. It was driven by four main objectives: to assess the influence of supervisor attitudes on teaching effectiveness, to explore the impact of supervision frequency on teaching effectiveness, to evaluate how feedback from supervision influences teaching effectiveness, and to identify obstacles that impede instructional supervision in certain secondary schools within the Fako Division.

A review of related literature was conducted, and the theoretical frameworks that supported the study included: the Social Constructivism Theory (Vygotsky, 1978); Theory X and Y (Douglas McGregor, 1950s and 1960s); the Model of Clinical Supervision (Robert Hammer, 1969 and Cogan, 1973); and Herzberg’s Two Factor Theory (1959).

The study employed a concurrent mixed-method research design, with data collected through a questionnaire distributed to 150 respondents who were teachers in secondary schools in the Fako division. Additionally, interviews were carried out with internal supervisors of these schools (principals, vice-principals, and Heads of Department) as well as external supervisors (Regional Pedagogic Inspectors and Divisional Delegates).

The instruments included both closed and open-ended questions. Data analysis was conducted using both descriptive and inferential statistical techniques, specifically percentages and Spearman’s Rho. The results indicated a significant but weak negative correlation between supervisors’ attitudes and teaching effectiveness (P=0.000); a very weak positive and insignificant correlation between supervision frequency and teaching effectiveness (P=0.191); and a significant but weak negative correlation between feedback from supervision and teaching effectiveness (P=0.000).

Furthermore, factors obstructing instructional supervision included insufficient financial resources, ignorance among some supervisors, lack of adequate follow-up on teachers, absenteeism by some colleagues, and difficulties in reaching some of these schools.

The conclusion drawn was that the cooperative attitude displayed by supervisors regarding instructional supervision significantly influences teaching effectiveness, rather than the frequency of supervisors’ visits or the feedback they provide.

The study suggests that stakeholders in institutional supervision should strive to maintain positive attitudes, such as being approachable to teachers and valuing their input. Measures should be put in place to ensure that teachers are consistently present to facilitate the supervision process.

Check out: CST Project Topics with Materials