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TEACHERS’
PERCEPTION OF SUPERVISORS’ 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. The researcher therefore recommended that though supervision in
primary
schools in the zone is regular, it should be more regular in order to keep
enhancing
teachers’
performance. Supervisors should allow clinical supervision and human relations
theories to
come into play while interacting with teachers during supervision. These would
in
turn
translate into effective and qualitative teaching which will ultimately benefit
the pupils
and result
into better academic performance of the schools.
12
12
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,
13
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 as a tool for bringing about a relative change in behaviour
of the
learner as a
result of learning. According to Ekundayo, Oyerinde and Kolawole (2013), the
behavior
change can only occur in learners based on the quality of instructions given to
them
at any level
of education vis-à-vis how such instruction is delivered during the
teachinglearning
process.
However, no matter how well packaged an instruction may be at any level
of
education, particularly at the primary school level, if there is no effective
supervision,
especially
during the delivery period, such instruction may fail to achieve the expected
or
desired
results.
Primary
education, as stated in the National Policy on Education (FRN, 2004), is the
education
given in institutions for children aged six to eleven years plus. The policy
states
that this
level of education is the basic foundation upon which the rest of the education
system is
built. It is therefore the key to the success or failure of the whole education
system.
This is
because, if the foundation is solidly laid, the main building, that is, the
rest of the
system (of
education) would equally be solid and would stand the test of time.
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