INSTRUCTIONAL SUPERVISION AND TEACHING EFFECTIVENESS IN SECONDARY SCHOOLS IN LIMBE
Abstract
This research investigated the degree to which instructional oversight influences teachers’ efficacy. Four objectives were established: to assess the impact of supervisor attitudes on teaching efficacy, the effect of supervision frequency on teaching efficacy, to evaluate how feedback from supervision influences teaching efficacy, and to identify the obstacles that obstruct instructional oversight in certain secondary schools in Limbe.
A literature review was conducted, establishing several theoretical frameworks related to 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 survey research methodology was employed, and data was gathered through questionnaires distributed to 150 participants who were teachers in secondary schools in Limbe. Additionally, interviews were held with internal supervisors of these institutions (principals, vice principals, and Heads of Departments) as well as external supervisors (Regional Pedagogic Inspectors and Divisional Delegates).
The instruments included both closed and open-ended queries. Results indicated a significant but weak negative correlation between supervisors’ attitudes and teaching efficacy, a very weak positive and negligible correlation between supervision frequency and teaching efficacy, and a significant but weak negative correlation between feedback from supervision and teaching efficacy.
Furthermore, hindrances to instructional oversight include insufficient resources, lack of awareness among some supervisors, inadequate follow-up with teachers, absenteeism by certain colleagues, and challenges in accessing some of these schools. The conclusion drawn was that the collaborative approach displayed by supervisors regarding instructional oversight significantly affects teaching efficacy; it is not the frequency of supervisors’ visits or the feedback received from them that matters.
Recommendations commended the notable contribution made by instructional supervisors, yet suggested that supervisors reevaluate their strategies during oversight to ensure that teachers’ dignity is preserved and constructive feedback is provided.
| Project Details | |
| Department | Curriculum Studies |
| Project ID | CST0101 |
| Price | Cameroonian: 5000 Frs |
| International: $15 | |
| No of pages | 85 |
| Methodology | Descriptive |
| Reference | yes |
| Format | MS word & PDF |
| Chapters | 1-5 |
| Extra Content | table of content, questionnaire |
This is a premium project material, to get the complete research project make payment of 5,000FRS (for Cameroonian base clients) and $15 for international base clients. See details on payment page
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INSTRUCTIONAL SUPERVISION AND TEACHING EFFECTIVENESS IN SECONDARY SCHOOLS IN LIMBE
| Project Details | |
| Department | Curriculum Studies |
| Project ID | CST0101 |
| Price | Cameroonian: 5000 Frs |
| International: $15 | |
| No of pages | 85 |
| Methodology | Descriptive |
| Reference | yes |
| Format | MS word & PDF |
| Chapters | 1-5 |
| Extra Content | table of content, questionnaire |
Abstract
This research investigated the degree to which instructional oversight influences teachers’ efficacy. Four objectives were established: to assess the impact of supervisor attitudes on teaching efficacy, the effect of supervision frequency on teaching efficacy, to evaluate how feedback from supervision influences teaching efficacy, and to identify the obstacles that obstruct instructional oversight in certain secondary schools in Limbe.
A literature review was conducted, establishing several theoretical frameworks related to 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 survey research methodology was employed, and data was gathered through questionnaires distributed to 150 participants who were teachers in secondary schools in Limbe. Additionally, interviews were held with internal supervisors of these institutions (principals, vice principals, and Heads of Departments) as well as external supervisors (Regional Pedagogic Inspectors and Divisional Delegates).
The instruments included both closed and open-ended queries. Results indicated a significant but weak negative correlation between supervisors’ attitudes and teaching efficacy, a very weak positive and negligible correlation between supervision frequency and teaching efficacy, and a significant but weak negative correlation between feedback from supervision and teaching efficacy.
Furthermore, hindrances to instructional oversight include insufficient resources, lack of awareness among some supervisors, inadequate follow-up with teachers, absenteeism by certain colleagues, and challenges in accessing some of these schools. The conclusion drawn was that the collaborative approach displayed by supervisors regarding instructional oversight significantly affects teaching efficacy; it is not the frequency of supervisors’ visits or the feedback received from them that matters.
Recommendations commended the notable contribution made by instructional supervisors, yet suggested that supervisors reevaluate their strategies during oversight to ensure that teachers’ dignity is preserved and constructive feedback is provided.
This is a premium project material, to get the complete research project make payment of 5,000FRS (for Cameroonian base clients) and $15 for international base clients. See details on payment page
NB: It’s advisable to contact us before making any form of payment
Our Fair use policy
Using our service is LEGAL and IS NOT prohibited by any university/college policies. For more details click here
We’ve been providing support to students, helping them make the most out of their academics, since 2014. The custom academic work that we provide is a powerful tool that will facilitate and boost your coursework, grades, and examination results. Professionalism is at the core of our dealings with clients.
For more project materials and info!
Contact us here
OR
Click on the WhatsApp Button at the bottom left
