The Role of Supervision in the Development of Primary Education

The Role of Supervision in the Development of Primary Education

Chapter One

OBJECTIVES OF THE STUDY

This research study is aimed at achieving the following objective

To determine whether present school supervision in the area are adequate and professionally trained to carry out the
To find out whether primary schools supervisors in the area of study are doing their job in supervising the primary schools under area of study
To determine the impacts of school supervision in the area under study.
To find out problems and challenges facing school supervision in the area
To suggest the possible ways of addressing and improving supervision in the

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

This chapter presents a review of studies, comments and suggestion of researches, scholars and writes that are relevant to this study. This chapter intends to focus its attention on the role of supervision in the development of primary school education with reference to sokoto metropolis

NEED FOR SCHOOL SUPERVISION

Education can be viewed as the transmission of values and accumulated knowledge of a society. It is designed to guide the child in leaning a culture molding his behavior in the ways of adulthood and guiding him rewards his eventual role in the society in the most primitive cultures, there is little formal learning. Informal learning was adequate or transmitting knowledge and skills. As societies grow more complex however, the quality of knowledge to be passed on from one generation to the next becomes more than any one person can now, and hence there must evolve more selective and efficient means of cultural transmission. The outcome is formal education the school and the school and the specialists called the teacher.

During the 20^th century A.D there has been great in demand for formal education due to a number of factors as population increase, parental awareness of the benefits of education and a change of emphasis in the curriculum content towards science and technology. these changes in education made it (education) very expensive for the government ho was given the responsibility of should during it consequently school supervision was formally introduce fir the purpose of interacting with the teachers in such a way as to maintain, change and improve the provision and actualization of learning opportunities for the students.

It could be deduced also that supervising a school means to oversee, watch and check the activities of the school with the aim of correcting mistakes where necessary. In this context therefore, it involves all efforts that are directed towards ensuring that teaching and learning are getting on properly in the classroom and teacher are assisted to improve themselves by promoting a conductive atmosphere for the classroom interactions.

Supervision is also found to be concentrating on such things or matters as appraising the general achievement of students in subject matter, evaluating method used by teachers observing the general management of schools and conducts of students. This was necessary in order to justify the heavy expenditures on education as certain whether money spends on education was wisely expended and also to ensure successful “enculturation” of students. In this respect any member of the education system the proprietor, depending on what he/she does. The important factor is not the little of the role but the nature the behavior activity, school supervision was introduced in Nigeria because according to the Nigeria policy on education (1997) “the success of any education system is hinged proper planning effective administration, adequate financing. Administration includes organization and structure, proprietorship and control, inspection and supervision”.

Also according to Nwaogu (1980) ‘there is a pressing Nigeria which should develop and evaluate programmes in the ever-changing Nigeria society especially now when the universal primary education (U.P.E) has come into being and also when in future universal secondary education will come into operation, which is now currently introduced as Universal Basic Education (U.B.E) as a new educational programme proposed by the Federal Government of Nigeria for the primary school and the junior secondary level.

CHAPTER THREE

RESEARCH METHODOLOGY

INTRODUCTION

This chapter explained the method of converting relevant data needed for this research study, it undivided into section which included the research design and procedure, population of the study, sample and sampling techniques, the instrument, used in data collecting the information, the validity and reliability of the instrument, administration of the instrument and approach of data analysis.

RESEARCH DESIGN

In finding out the role of supervision in the development of primary school education in Sokoto Metropolis the research design employed was the survey method which involved drawing interview and questionnaire to obtain responses from both supervisor, educations sectaries, inspectors of education headmasters as well as teacher on the subject matter.

POPULATION OF THE STUDY

The population of the study included all the primary schools in Sokoto metropolis.

Information from the inspectorate division of ministry of education indicated that there are total number of 131 primary schools in sokoto metropolis.

CHAPTER FOUR

DATA PRESENTATION

INTRODUCTION

This chapter analysis the data obtained through the use of questionnaire from which personnel information about the respondents and obtained summarized in tabular form musing frequency distribution and percentage. While analyzing the data collected, percentage should be calculated in terms of the responses received and not in terms of the total number of questionnaire distributed. The tables representing the analsyed data include a set of tables for supervisors, Headmasters and teachers responses, within the selected schools in sokoto State.

CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

Introduction

It is very importance to summaries, examine and derive conclusion for this research study as it will make it easier to arrive at suggestions necessary for the improving the role of supervision in the development of primary school education. In order to provide these information, the chapter has been subdivided as follow; summary of findings, conclusion and recommendations/suggestions.

Summary

Chapter one introduces the topic and attempt to give brief background to the study on the role of supervision in primary schools education. It state the reason of embarking on the research study and the significance of the study, research questions basic assumptions, and scope and delimitation of the study was also stressed.

Chapter two comprises of the related literature in which a lot of research findings were conducted and also educationists who gave various view on the subject matter.

Chapter there concentrated on the research methodology four questionnaires for supervisors, headmasters teachers and or the zonal inspector and education secretaries was used as research instrument in arriving at the research findings. The research design, validity and reliability of both instruments were obtained and stated.

Data analysis and interpretation of the result done in chapter four using frequency distribution table and percentage.

Findings and Discussion

From what have been presented in the preceding chapter, there are a lot of factors that causes the low performance of supervision in the primary schools in sokoto State. Some of these factors are generally affecting the effective supervision and development of primary education.

It has been observed that the supervisors who were expected to be counselors, advisers to the teachers, sometimes tend to be unfriendly in their approach towards the teachers which also inturn make teachers developed negative attitude towards them, which of course affect supervision itself and the progress of the school
The responses collected have also indicated that there was inadequate teaching materials and lack of qualified teachers and the supervision as
The study also revealed that only few among the supervisors, headmasters and teachers were able to attend workshops seminar for the improvement of their professions. It shows that there is much need to organize for them some seminars or refreshes courses so that they would gain more experience that would enable them perform better in the classroom.

It has also been indicated by the zonal inspector of education (Z.I.E), the education secretaries (E.S) and supervisors collectively that lack of transport was one of the problems hindering effective supervision in the primary schools. Mostly, supervisors find it very difficult to carry out their duties effectively due to this
Another area also noticed by this research was that supervisors gives much preference on surprise visits only, mostly, follow-up supervision was not regarded with much importance for they don’t know whether what they have recommended on full supervision is implemented or not and whether it is implemented, they don’t know how far the school has gone in implementing the reports. The authority in particular does not bother to see whether all the supervisors follow-up to see the implementation of their report in the various schools.

In this research work, it was also observed that some of the headmasters with large school population were either placed on the same scale or higher than that of supervisors. In this situation a supervisor who is below a headmaster in salary will probably develop some feelings that will affect the smooth running of his work. Some of the supervisors who complained about this situation, clearly indicated their
One important thing also observed in the research is the non payment of supervisor’s allowances. The allowances provided (i.e transport or meal claims and night allowances) are the most important thing that encouraged the supervisors to perform their duty effectively.

CONCLUSION

In conclusion, the supervisors role for the development of primary education was quite commendable not only with in the local government level but to the state and the country in general, provided that they carryout their duty effectively. One of the main objectives of supervisors was to ensure that the children in the schools for which he was responsible are learning properly in decent environment. To achieve this objective, the authority should not developed like warm attitude on any problem presented by the supervisors and teachers. Everybody should contribute his own quota honestly to see that the stated goal is achieved. The teachers should know that both the community and the authority depend upon them.

Children are trust given to them, therefore, it is their sole responsibility for the children’s education which determines their failures.

To achieve success in all their dealings in school activities, they have to co-operate fully with their supervisors. Supervisors are made in order to guide them on what they don’t know or added to what they know about their work. That is the only way through which their problems are channeled to the authority concern for immediate action.

Recommendation

As it is aware that the inspectors/supervisors of primary school have many vital duties to perform. One must always be aware that his main objectives must always be to ensure that the pupils/students learning in the schools for which he is responsible are learning properly in decent environment. Where there is falling standard of education in schools, the supervisors/inspectors advice must be geared towards raising standard in the schools.

The number of recommendations and suggestions have been made to the general public, especially with regards to negative attitude of teacher towards education.

There is often an assumption that nay trained teacher is qualified to be a supervisor. However it should be noted that the art of supervision requires special training leading to the acquisition of both professional and personal qualities required for the job. Therefore, every supervisor should be trained and professionally experienced in teaching. This will enable him to work up to the expectation to the fulfillment of his
The headmasters and the staff should consider the supervisors/inspectors as an investigator to ensured that government policies are carried out faithfully in the schools under their inspection/supervision, such as promotion of effective teaching in all subjects; proper keeping of school
It is the sole responsibility of the government to provide vehicles to the zonal education offices that could be used by the inspectors in supervisors inspecting primary schools. The authority should note that when supervisors are mobile they will be able to conduct their services
The authority should not develop hike worm attitude on any problem presented by the supervisors no matter how minor it is, rather it should be assessed to see how possible is its
The ministry of education should ensure the training and retraining of school supervisors to keep them current in discharging their
Every headmaster should also be trained as a school inspector, so that Ire could have the opportunity to train or help the untrained teachers in the classroom instruction. This will simply reduce the problem of poor teaching instruction among the classroom
Whenever a supervisor visit a school, after his advice and observations Ire should discuss the matter with principle headmasters who will continue in helping the teachers concerned before the supervisor comes back for a follow-up
The allowances provided to the supervisors such as transport claims, meal allowance, are the most important things that encourage the supervisors to perform their duty effectively. Therefore, there is urgent need for the local government to encourage her supervisors by paying them their allowances promptly. If the above recommendations and suggestion are strictly adhered to, it is believed that there will be effective supervision in the primary school education.

REFERENCES

Aderounmo, W.O and Ehiametallor, E.T. (1985) Introduction to Administration of School in Nigeria. Evans Brother publisher Ltd
Adesina S. (1981) Introduction of educational planning university of lie- lie Nigeria.
Castals, B. (1982) Educational facilities Planning modernization and Management, 2nd ed, Boston Allyn and Bacom, Inc.
Fafunwa, A.B (1974). History of education in Nigeria London: Allen and Unwin.
Garba, S.D (1981) Improving Learning Techniques through effective supervision unpublished conference paper University of Sokoto.
Goldhamm, R. et ah, (1980) Clinical supervisors on: special method for the supervision of teacher.
Harris, M.B. (1975). Supervisor Behaviour in Education. 2nd ed. Eaglewood Cliffs News Jersy Prentice Hail.
Jodd, W.A ( 1968) Primary school inspection in new countries Oxford University Press.

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