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SUPERVISION
AND QUALITY INSTRUCTION IN SENIOR SECONDARY SCHOOLS
ABSTRACT
This study
was aimed at examining the relationship between supervision and quality of
instruction in secondary schools in Lagos state. In order to achieve this, five
research questions and hypotheses were postulated to guide the study. A
descriptive research design was adopted in the study. 200 teachers from five
selected schools constituted the sample for the study. They were selected
through the method of random sampling. A researcher-designed and validated
questionnaire was used to obtain relevant information from the sample.
Descriptive statistics was used to analyse the research questions while
inferential statistics Chi- square (X2) was used to test the five hypotheses. Based
on the analysis, the findings were: Adequate supervision has a significant
relationship with the quality of education. Teachers’ level of education has
significant relationship with quality of education. Inadequate instructional
materials have significant effect on quality of education. Students’ attitude
towards learning has relationship with quality of education. Parental
responsibility has significant relationship with quality of education.
Consequent upon these, a conclusion was drawn and some recommendations were
made.
CHAPTER ONE
INTRODUCTION
Background
to the Study
It is a
known fact that education is the instrument for economic empowerment and
development of sustainable economy. Little wonder, one of the national
education goals is “the acquisition of appropriate skills and the development
of mental, physical and social abilities and competencies as equipment for the
individual to live and contribute to the development of the society” (FRN,
2004). Nwangwu, (2007) opines that what children learn, retain and practice
after leaving school has direct impact on the nation’s competencies and skills.
What is learnt both formally and informally, thus, determines the individual’s
ability to contribute to national development. According to Aghenta (2006),
trained or educated human resources constitute manpower and personnel that
bring about national development. It, therefore, means that the quality of
education received by the citizens determines the level of development of any
nation.
The Nigerian
school system is increasingly challenged with many complex problems. There is a
general outcry that the standards of education are falling and morals are
flagging (Ayeni, 2012). Some blame students for this apparent decline in the
quality of education and moral values. A thoughtful few think that it is due to
the nature of changes in all directions. Majority blame the teachers for the
woes in our schools. They claim that the present day teachers are not as
devoted and dedicated to the cause of education as their predecessors were.
Teachers, as a group, blame parents and the children. They also blame
government for unattractive conditions of service and poor educational
facilities in some parts of the educational system. This research project
intends not to put the blame on the educational policy or on the system (Arong
and Ogbadu, 2010). The research does not even think that the children, the
parents, the teachers and the poor educational facilities are responsible for
the declining quality of education in the country. What the research wants to
make vivid to all is that, the whole blame should be on the lack of adequate
educational supervision in our educational system especially at the public
senior school levels. Besides the educational supervision factors, the research
sees corruption or lack of integrity on the part of some education stake
holders as another major factor responsible for the declining quality of
education in the country. Two facts concerning education in the country are
very evident. These facts are: Only very few are aware of the value or
importance of education in the nation’s development and only very few are aware
of the real magnitude of the decline in the quality of education in the
country, with special reference to selected schools in Lagos state.
Education is
the bedrock of any nation’s development. It gives men the tools to navigate
their way through the world. What joy do parents experience to see their
children acquire qualitative education? It is appalling to discover nowadays
that the quality of education today (most especially in Lagos state, the case study
of this research work) is low. The quality of education from the primary up to
the tertiary levels has significantly fallen. The products of primary schools
are unable to write their own names just as products of the secondary schools
are unable to copy down notes on the chalkboards with correct spellings (Ayeni,
2012; Aghenta, 2006). It is equally unbearable to hear products of our tertiary
institutions turned into glorified secondary schools graduates. Some graduates
find it difficult to write standard formal letters for employment. There is no
doubt that the quality of our education has evidently fallen generally.
It will not
be an overstatement to say that if there is any issue which bothers, burdens
and is most often debated among educational stake holders and the generality of
Nigerians today, it is the issue of declining quality of education. African
News, V.O.A of 15th February, 2009 reported that only 20% of Nigerian graduates
have quality (sound) education to make them compete for jobs in the labour
market; the remaining 80% do not have sound education. The idea of who to blame
occupies the heart of the generality of Nigerians, most especially the
educationists. While many media writers blame the teachers for the problem,
others blame the students and their parents for lack of discipline in the home.
A larger percentage put the blame squarely on government (FRN, 2004). No matter
the dimension one takes, it will not be an easy task to unveil the
circumstances surrounding the declining quality in education.
The need to
improve the quality of education is high on the agenda in most countries, in
the developed as well as the developing world. The increasing emphasis on the
achievement of pupils has led countries to focus more on the functioning of schools
and on the performance of teachers, as well as on the ways these can be
monitored and improved (UNESCO/IIEP, 2011).
In almost
all countries, the main actor in charge of controlling and supporting schools
and teachers is the school supervision service. The actions of supervisors are
expected to contribute to quality improvement. However, regularly the
effectiveness of this service is questioned on its functioning and criticised
by decision-makers and schools. The criticisms relate, among other things, to
the regularity of supervision visits, to the insufficient follow-up on reports
and to the lack of impact of supervision on the quality of teaching and
learning. Several countries, therefore, have undertaken significant reforms in
order to transform school supervision into a genuine quality improvement
service (UNESCO/1IEP, 2011).
This
attention to schools and teachers’ supervision and support finds an additional
justification in the present trend towards increased school autonomy. Teachers
themselves, once in the classroom, have always had a significant level of
autonomy. But recently, in many countries around the world, schools have
received more freedom in making decisions in fields as crucial as the
curriculum, staff management or the budget (FRN, 2004). The ability of schools
to use this increased freedom effectively will depend to a large extent on the
support services on which they can rely, while supervision may be needed to
guide them in their decision-making.
This study
intends to examine impact of supervision on the quality of instruction in
senior secondary schools with reference to Oshodi-Isolo Local Development Area
of Lagos state.
Statement of
the Problem
The problem
of declining quality of education can be attributed to lack of adequate educational
supervision: this is a major factor. The outcome of lack of adequate
supervision is, for example, as a result of the following factors which
contribute to the declining quality of education: Lack of qualified teachers,
lack of instructional materials, dearth of library facilities, pupils’ attitude
towards learning, inadequate remuneration to teachers, parental responsibility,
misplaced priority and corruption or lack of integrity among some educational
stake holders.
In addition,
most head teachers do not meaningfully supervise and evaluate teachers, plan
and co-ordinate curriculum actively, manage innovation and change or spend time
in classroom. On the other hand, according to Maranga (1993), inspectors visit
to schools are sporadic; and in cases where inspections are carried out, the
inspectors are more ignorant than the teachers on how to handle certain
curriculum issues. Schools continue to experience shortage of teachers, poor
performance, low rate of retention and completion and indiscipline among
teachers and pupils (UNESCO, 2005).
Nevertheless,
Anukam (2009) opined that the nation is finding ways of improving supervision
of schools in the wake of assumed falling standard of learning, increased
school enrolment, and increased recruitment of unqualified teachers. The study
will emphasize the importance of supervised instruction in schools as correlate
of students ‘positive’ academic performance.
The problem
of the study arose from the background information that the field of supervised
instruction has been duly neglected for one reason or another in the midst of
modern complications of the secondary school.
Adesina (2008) was of the opinion that schools have not been regularly
visited by inspectors of the Ministry of Education and when inspection is done,
it is far from being thorough. Inspection reports are hardly made available,
and there are no follow-ups that would ensure that the weaknesses identified
have been corrected.
Knowing that
the principals of schools and inspectors from the Ministry of Education are
meant to be instructional leaders, it therefore becomes imperative to conduct a
comparative study on instructional supervisory roles of these two key
instructional leaders and see if there is any relationship between their
supervisory roles.
However,
this research tends to fill the gap between effective supervision and quality
of instruction in public senior secondary schools in Lagos state.
Objectives
of the Study
This study
is aimed at examining the impact of effective supervision on the quality of
instruction in senior secondary schools in Lagos state. Subsequently, the
following are the objectives of the study:
1. To examine if adequate supervision has
significant relationship with quality of education.
2. To ascertain if teachers’ level of
education has significant relationship with quality instruction.
3. To find out if inadequate instructional
materials contribute to the declining quality of education.
4. To investigate if pupils’ attitude to
learning contributes to the declining quality of education.
5. To identify if parental responsibility
has significant relationship with declining quality of education..
Research
Questions
In this
study, attempt will be made to provide answers to the following questions.
1. To what extent does lack of adequate
educational supervision contribute to the declining quality of education?
2. To what extent does lack of qualified
teachers contribute to the declining quality of education?
3. To what extent does lack of
instructional materials contribute to declining quality of education?
4. To what extent does students’ attitude
towards learning contribute to the decline of the quality of education?
5. To what extent does lack of parental
care contribute to the declining quality of education?
Research
Hypotheses
The
following hypotheses were formulated to guide the study.
1. Adequate supervision has no significant
relationship with quality education.
2. Teachers’ level of education has no
significant relationship with quality of education.
3. Inadequate instructional materials have
no significant relationship with quality of education.
4. Students’ attitude towards learning has
no relationship with quality of education.
5. Parental responsibility has no
significant relationship with quality of education.
Significance
of the Study
The study is
meant to be beneficial to all stake-holders of our educational system as it
would have been if there had been adequate educational inspection and
supervision. The following however, are meant to benefit from the research:
It will
benefit teachers, government, pupils and students as well as the society at
large. Educational planners will stand to benefit; the pupils and students will
be able to learn effectively and intelligently; the government will try to
prioritize education projects by funding them; teachers will improve on
themselves by acquiring necessary professional skills, even as good
remuneration for them is being worked out; the schools will begin to excel in
their examinations; the quality of education will be highly improved;
corruption will be reduced and some with proven integrity will be raised
higher.
Scope of the
Study
The study
focuses on adequate educational supervision, instructional materials, pupils’
attitude to learning, parental responsibility towards quality education,
qualified teachers and declining quality of education.
The scope of
the study will cover only selected public senior secondary schools in
Oshodi-Isolo local council development area of Lagos state. The research work
is limited to Lagos state, Nigeria.
More so, the
study seeks to determine the relationship that exists between school
supervision and quality of instruction in Lagos state public senior school.
Definition
of Terms
In the
course of study, certain words are used to describe certain situations and the
meanings of these words are given below:
Supervision:
This refers to a way of advising, guiding, refreshing, encouraging,
stimulating, improving and over-seeing certain groups in the hope of seeking
their cooperation in order for supervisors to be successful in their tasks of
supervision.
Quality
Instruction: This aims at promoting improvements in standards, quality and
attainment in academic achievement through first-hand and independent
evaluation.
Performance:
This is described as the net wealth after subtracting the inputs (the
activities of processing work) from the outputs or final results.
Language:This
is referred to as the system of human expression by means of word; a particular
system of words used to express meaning or feelings.
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