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EVALUATION
OF SUPERVISORY PRACTICES IN PUBLIC PRIMARY SCHOOLS
ABSTRACT
The main
thrust of this study is to evaluate the supervisory practices in public primary
schools in Anambra State. The study was guided by four research questions and
two null hypotheses tested at 0.05 level of significance. As a descriptive
survey, a sample of 400 respondents were used for data collection. The data
collected was statistically analyzed using mean and standard deviation for the
research questions and t-test statistics for testing the null hypotheses. The
findings of the analysis showed among other things that the supervisors in
public primary schools use different supervisory practices, the supervisory
practices of supervisors in public primary schools are very effective, the
supervisory practices of external supervisors are more felt in public primary
schools than those of internal supervisors. Gender is not a significant factor
in determining the supervisory practices of school supervisors in public
primary schools. Based on these findings, it was among others recommended that
supervision should endeavour to perform their roles according to the specified
guidelines on supervision of schools by the Anambra State Universal Basic
Education Board.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Educating
the individual for self-reliance and productive citizenship is a major concern
of the Nigeria educational system. At every level of the nations education
strata, the quest for productive citizenship has become a critical factor such
that without it, the nation’s developmental objectives would seem to be
ineffective. The National Policy on Education 4th edition (F.R.N 2004) see a
situation where every citizen of the nation is offered life-long education;
education that will be centered on the learner for maximum self-development and
fulfillment; education that will be related to the community's needs amongst
others. It also referred to primary education as the education given to
institutions for children aged 6 - 11 years plus and that the rest of the
education system is built upon it. Therefore the primary level is the key to
successes or failure of the whole system. The goal of the primary education as
stated in the National Policy on Education (F.R.N. 2004) is as follows:
a. permanent literacy and numeracy, and
ability to communicate effectively;
b. laya sound basis for scientific and
reflective thinking;
c. give citizenship education as a basis
for effective participation and contribution to the life of the society;
d. mould the character and develop sound
attitude and morals in the child,
e. develop in the child the ability to
adapt to the child's changing environment,
f. give the child opportunities for developing
manipulative skills that will enable the child function effectively in the
society within the limits of the child's capacity; and
g. provide the child with basic tools for
further educational advancement, including preparation for trades and crafts of
the locality.
The document
went further to say that these goals will form the basis of primary education
in all the States of the Federation. In pursuance of the goals, primary
education was made tuition free, universal and compulsory.
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