Influence of Principal’s Supervisory Roles on Students’ Academic Performance in Senior Secondary Schools in Otukpo LGA in Benue State
CHAPTER ONE
OBJECTIVE OF THE STUDY
The aim of this research work is to investigate principals’ supervisory role on instruction and academic performance of SSS students in education with focus on otukpo LGA in Benue state. The following objectives are to achieve the purpose of the study.
- To examine the attitude of principal towards supervision of instruction.
- To examine the effectiveness of supervision techniques adopted by secondary school principals.
- To identify the challenges faced by principal in the course of instruction supervision.
- To examine the impact of principal supervision of instruction on student performance.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
PRINCIPALS’ SUPERVISORY ROLE AND TEACHERS’ MOTIVATION
The principal in a school system is a professional leader. He is the foremost supervisor who combines the roles of administration supervisor, instructional supervisor and subject supervisor. Spears (1993) asserts that, of all the school personnel, the principal is in the best position to receive the overall public reaction to the school effort. The principal therefore is seen as one who combines all efforts in the school system towards the realization of set objectives and this can be achieved through the cooperation and support of his teachers. Consequently, the teachers have to be motivated to be in the right frame of mind to deliver qualitative instruction to the students. One of the problems confronting school today is that of motivating teachers to perform assigned tasks to meet predetermined standards. Steiner (2002) opines that, it is not easy to motivate an individual, for the success of any motivational effort depends on the extent to which the motivator meets the needs of the individual employees for whom it is intended. Motivation is related to leadership, for good leadership sets an example, provides guidance, encouragement and instruction and these can be the greatest motivation to the system. Schools with effective leadership (principals) have motivated staff (teachers) and students. Motivation of teachers is highly related to morale. High morale is difficult to attain in the school system; motivation is a prime factor, in achieving it through the headship of the school. In research findings of related studies on supervision and motivation, Akubue (1981) observed that principals’ poor instructional supervisory role performance was found because they were incompetent and preoccupied with other demanding routine functions. Boardman (1993) discovered that in schools enrolling approximately 500 pupils, the principals tended to spend the major part of their time in the duties of their offices. In large schools, they rarely taught, spending most of the time on administration. The research also revealed that though the amount of experience was related to the size of the school, there had been slow but steady increase in experience. Akpan (2001) observed that in schools, where the principals were able to reconcile the needs and aspirations of the teachers with the needs of the school, students tended to achieve better academic performance than in those schools where the principals did not show enough concern for both the welfare of the teachers and the need of the schools. Based on the findings from other studies and problems of the study, the following research questions are raised to direct this study. 1. Is there any relationship between principals’ instructional supervisory role performance and teachers’ motivation in Ekiti Central Senatorial District of Ekiti State.?
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought on Influence of principals supervisory roles on students academic performance in senior secondary schools in otukpo LGA in Benue state
Sources of data collection
Data were collected from two main sources namely:
Primary source and Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on Influence of principals supervisory roles on students academic performance in senior secondary schools in otukpo LGA in Benue state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of principals supervisory roles on students academic performance in senior secondary schools
Summary
This study was on Influence of principals supervisory roles on students academic performance in senior secondary schools in otukpo LGA in Benue state. Four objectives were raised which included: To examine the attitude of principal towards supervision of instruction, to examine the effectiveness of supervision techniques adopted by secondary school principals, to identify the challenges faced by principal in the course of instruction supervision, to examine the impact of principal supervision of instruction on student performance. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in otukpo LGA in Benue state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the foregoing discussion, it is should be realized that the principals’ supervisory roles is a complex one and diverse, but it should also be burn in mind that the principals’ supervisory roles for quality education and effective school administration cannot be overemphasized because of the vital role he/she play in ensuring that educational goals and objectives are attained as well as maintain and improve standard. Similarly, principal as supervisors of their schools need to adopt the highlighted principles and techniques according to the prevailing circumstances of their schools to promote the growth of teachers as well as the improvement in teaching and learning to ensure quality basic education schools in Nigeria
Recommendation
The principals should pay more attention to their instructional supervisory role for quality and effective school administration as it has a significant influence on the motivation of their staff. School supervision and inspection should be prioritized by the Ministry of Education for effective service delivery by the school principals. Government should provide more facilities like stationary, equipment; school building and libraries to ease the supervisory work of principals. Similarly, they should also minimize the bottle necks that often delay response to challenges of schools administrators by Ministry of Education officials
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