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TEACHERS
PERCEPTION OF SUPERVISORS AND ROLES IN PRIMARY SCHOOLS
ABSTRACT
This study
investigated ?Teachers? Perception of Supervisors? Roles in Primary Schools in
Minna Education Zone, Niger State.? Six research questions answered using Mean
and SD and three null hypotheses tested at 0.05 level of significance using
t-test statistic and ANOVA guided the study. Population of the study was 8,087
primary school teachers in the 764 public primary schools in the zone. The
sample was 404 teachers drawn though multi-stage sampling technique. The study
adopted descriptive survey design. The instrument for data collection was a
structured questionnaire developed by the researcher and was validated by three
experts from the Faculty of Education, University of Nigeria, Nsukka. Main
findings of the study revealed, among others, that supervision in primary
schools is perceived by teachers as one of the ways of improving the quality of
primary education and facilitating the achievement of school goals and
objectives. Supervision makes teachers sit up and be more committed to their
duties thereby making them more effective and efficient. There was no
significant difference in the mean ratings of male and female teachers in the
study area on their perception of supervision. Major implication of the
findings is that quality of primary education in the zone will highly be
enhanced if the supervisors carry out their supervisory functions diligently.
CHAPTER ONE
INTRODUCTION
Background of the Study
Organizations
are established essentially to achieve their stated objectives or targets. Such
objectives cannot be achieved without putting in place strong mechanisms. One
of such mechanisms is supervision. Supervision of educational activities
generally and in particular classroom instructions is not only necessary but
important to evaluate teachers? performance and their effectiveness in the
discharge of their duties as transmitters of education. Education is the
transmission of what is worthwhile from generation to generation. It is the process
of assisting learners to acquire knowledge, skills and acceptable attitudes and
moral behaviours that would make them responsible citizens able to take care of
themselves, their families and contribute to society (Chukwu, 2011). In
agreement with this, Joseph (2014) stated that education is the principal
method through which society transmits knowledge from one generation to
another. Education can be described therefore, as a very strong weapon used by
the society to instill in learners its norms and values that they can use to
appreciate the past, reshape the present in order to advance the future of
their societies. It is the means through which individuals acquire relevant
knowledge, skills and attitudes that would help them fit well into the society
and shape their lives for the better and enable them contribute toward the
general development of their society.
The essence
of education is to change positively, the behaviour of the learner and to make
him a better citizen of his society who can contribute to national development.
Education is a vital instrument ?par excellence? for effecting and achieving
national development (Federal Republic of Nigeria, FRN, 2004). In line with
this, the second Nigeria philosophy of education states that education fosters
the worth and development of the individual for each individual?s sake and for
the general development of the society. Kimani, Kara and Njagi (2013) stated
that education helps societies fashion out and model individuals to function
well in their environment. Education serves a lot of purposes. It equips the
citizenry to reshape their society and eliminate inequality (Boit, Njoki and
Chang?arc (2012) as mentioned by Kimani et-al (2013). The Government of
Trinidad and Tabago (2005) regards education generally.
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