Introduction
1.1 Background of the Study
The success of any system of education according to the national policy on Education (NPE 2004) is hinged on proper planning effective supervision administration and adequate financing. Hence the need for supervision in today’s educational system, since it is the thrust of all established schools.
Despite the increasing school enrolment representing about 20 percent of the country’s population there is no corresponding growth in planning administration and control of education in Nigeria schools Akpa (1999).
This therefore forms the core concern of educational administration in which supervision comes into focus. Because at present, the teaching force is weak and the standard of performance is also low. This is an indication too that the standard of supervisory practice is sub-optimal Akpa (1999).
The responsibility of ensuring quality supervision in the educational system lies with the federal and state ministries of education as well as the local Government Education Authority as stated in the National Policy on Education (2004 Edition) in section ‘116’ of the policy it states that state ministries of Education and Local Education Authorities in collaboration with the federal inspectorate services shall be responsible for the organization of supervision of all educational institution under their care. For the education industry to carry out its functions of developing quality human capital, there is need for checks and balances by regular and effective supervision. The federal inspectorate service of the Federal Ministry of Education is directly responsible for quality control and maintenance of standards in primary and secondary schools.
Unfortunately, the inspectorate services both at the state and federal levels have not lived up to expectation. This is because they are faced with a number of issues and challenges. A study carried out by Ogunu (2001) revealed that inadequate number of supervisors, inadequate funds, lack of transportation among others were some of the problems encountered by supervisors. He also noted that 88% of the respondents reported that inadequate number of supervisors was a serious constraint to school supervision. This inadequacy may be due to lack of policy on the recruitment and deployment of supervisors. Meanwhile, there is need to have the right quality of supervisors for effective discharge of their duties Wasanga (2004) suggested that supervisors inorder to carry out their duties, should have good academic qualifications, specialized skills and well established staff development programmes to enable them keep pace with the changes in the education sector.
The standard of education is continually declining leading to the production of low quality output who are unable to contribute to societal development. Educations stakeholders have blamed the quality assurance agents (supervisors of education) for the falling standard. The complain is that schools are not regularly supervised and that the quality of supervisors is below expectation. According to Ogunu (2001), the number of supervisors is inadequate and a good number of them are said to be unqualified and are not well informed about their responsibilities due to lack of in service training and workshops. The result of these inadequacies is that the quality of instruction has progressively declined as evidenced by poor performance of students in examination and graduates in their work places.
Therefore, there is need to regularly monitor and evaluate any set standards through supervision whereby classroom teachers and school administrators are the actual determinants through curriculum implementation of existing quality in the system Olagboye (2004).
The prevailing situation requires an intensification of supervisory activities in the school, this becomes most crucial in view of the fact that the dearth of qualified supervisors has created an unreasonably wide span of control as evident and seen in schools especially among private school teachers Okobia (1992). This is indeed a worrisome situation particularly that there are several untrained and unqualified people among the teaching force.
This situation is not clear and it needs to be solved, hence the need for supervision and teachers effectiveness that would enhance the quality of education inorder to revamp the ailing educational system.
1.2 Statement of the Problem
The recent downward trend in the quality of education in Nigeria has been a major source of concern to all as it affects almost every facet of life.
At present, the teaching force is weak and the standard of performance is also low which is an indication that the standard of supervisory practices is sub optimal Akpa (1999) Educational supervisors are lazy when it comes to monitoring and ensuring that teachers follows the set out rules except if some benefits are attached or are being compelled to submit reports by the authorities Onyia (2010).
As a result, the researcher intends to find out the extent to which regular monitoring and supervision can affect teachers effectiveness and increase their performance which will inturn affect the academic performance of students and also improve the teaching and learning conditions within the school as well as improve the overall effectiveness and efficiency of the school system.
1.3 Purpose of the Study
As a result of this, the researcher intends to find out:
- To what extent would supervision affects teachers effectiveness?
- To what extent would teachers effectiveness affects students and their learning performance?
- To what extent can teachers be supervised to increase their performance?
- How would supervision improve teaching and learning conditions in schools?
- How would teacher performance at the job improve and increase school efficiency?
1.4 Research Questions
In the course of this study, the following research questions will be raised:
- Is there any relationship between supervision and teachers effectiveness?
- Is there any relationship between supervisory roles and solving problems of teachers?
- To what extent can supervision and teachers effectiveness affects students and learning performance?
- Is there any relationship between supervision and learning performance of students in the school?
1.5 Research Hypotheses
- There is no significant relationship between supervision and teachers effectiveness.
- There is no significant relationship between principals inspectors supervisory roles and problems solving ability of teachers.
- Supervision and teachers effectiveness will not have any significant effect on students and learning performance.
- There is no significant relationship between supervision and learning performance of students in the school.
1.6 Significance of the Study
When this study is completed, the following people will benefit from it.
- Teachers
- Government
- School heads/principal
- Counsellors
The study will reveal to school administrator, teachers, government, counselors the need to always supervise teachers and how it will bring about effectiveness in the school system, since the success of any school in meeting its goal depend on its chief administrators particularly his supervisory functions.
It will create an awareness that a study has been done in the area of teachers effectiveness and supervision, thereby encourage teachers to put more effort, abide by rules and regulation and take necessary recommendation and correction given to them so as to make students learning performance good.
1.7 Scope of the Study
The study investigated supervision and teachers effectiveness among private school teachers in Ikotun/Igando Local Government of Lagos State.
1.8 Definition of Terms
Supervision
This is a way of advising guiding refreshing encouraging improving and overseeing certain groups with the aim of improving their performance. Supervision improves the effectiveness of teachers so that they contribute maximally to organizational pride and prestige. Madumere (2004).
School Supervision
Is the constant and continuous process of guidance based on frequent visits which focus attention on one or more aspects of the school and its organization Musaazi (1982).
Teachers Effectiveness
Medley 1982 asserts that it can be defined as behavior and learning of students not in terms of teachers behaviour.
An effective teacher must posses the knowledge and skill needed to attain the goals and must be able to use that knowledge and those skills appropriately if the goals are to be achieved Medley (1982).
Learning Facilities
These are the physical facilities which consists of the school buildings, school ground and equipment, classroom environment that are provided in the school which aid the stimulation of teaching learning process. Effective teaching and learning can occur when appropriate school facilities are provided.
Effectiveness
It is producing a result. It stresses the actual production of or power to produce an effect.
Academic Performance
This refers to the rate of success in an examination.
Efficiency
This refers to the rate at which the educational system (school) is able to reduce wastage in terms of drop outs, withdrawals, failure etc.
