DEMOGRAPHIC VARIABLES AS PREDICTORS OF EFFECTIVE SECONDARY SCHOOL SUPERVISORY PRACTICES IN NORTH CENTRAL STATES OF NIGERIA


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TABLE OF CONTENTS

Title Page
Certification
Approval Page
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Appendices
Abstract

CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Research Hypotheses

CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
Concept of Supervision
Concept of Effectiveness
Concept of Secondary School Education
Concept of Effective Secondary Schools
Concept of Supervisory Practices
Concept of Demographic Variables
Schematic Relationship between the Key Variables
Theoretical Frame work         
Scientific Management Theory by Frederick W. Taylor
Human Relation Theory by Elton Mayo
Behaviourist Theory by Chester Barnard
Review of Related Empirical Studies
Studies Related to Demographic Variables such as:
Gender, Experience, Highest Qualification and Age
Studies Related to Supervision
Studies Related to Supervisory Practices
Studies Related to School Supervisors
Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER FOUR: RESULTS
Result of the Study
Summary of the Major Finding

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.
Discussion of the Findings
Conclusion
Educational Implications of the Study
Limitations of the Study
Recommendations
Suggestions for Further Studies
Summary of the Study
References
Appendices




Abstract

The study investigated the demographic variables as predictors of effective secondary school supervisory practices in the North-Central states of Nigeria. The purpose of the study was to determine the extent to which gender, experience, professional qualification and age can predict effective secondary school supervisory practices. The design of the study was correlational survey. Four research questions and four hypotheses guided this study. The target population consisted of 2,051 external supervisors from Ministries of Education, Teaching Service Boards, and Area Education Offices as well as internal Supervisors from Government Secondary Schools in the North-Central States of Nigeria. The sample of the study consisted of 528 respondents. Multi-stage sampling technique was used where random sampling technique was used to select three states out of the six states in the North-Central States of Nigeria while proportionate certified random sampling technique was used to select secondary schools in each of the sampled states. The instrument for data collection was researcher’s developed questionnaire titled Demographic Variables Supervisory Practices Questionnaire (DVSPQ). The instrument was face validated by two experts in educational administration and one in measurement and evaluation from Faculty of Education University of Nigeria, Nsukka. The overall reliability yielded 0.93 using Cronbach alpha coefficient Method. Data was analyzed using Pearson r and R2for answering research questions. The hypotheses were tested at 0.05 level of significance using linear regression analysis. The major findings of the study were that gender, experience, professional qualification and age to a little extent predict supervisors’ effective secondary school supervisory practices. The educational implications are that, the study has provided empirical evidence that gender is not a hindrance to supervisors’ effective secondary school supervisory practices; the finding of the study also shows that experience has little impact on supervisors’ effective performance among others. The following recommendations were made based on the findings, that the government can employ supervisors on equal basis not minding whether they are males or females; both experienced and inexperienced supervisors can be employed by the government since on-the-job experience is most important; the government can encourage supervisors to attain higher professional qualifications; both young and old supervisors can be employed and on-the-job training given to them during their service years.





CHAPTER ONE

INTRODUCTION

Background to the Study

School systems worldwide are faced with the challenge of how to improve teaching and learning outcomes which can be possible through effective supervision of schools. Supervision is the process of guiding, directing and helping the teachers in the improvement of the instructional process (Afianmagbon, 2004). Supervision is viewed as a process of directing, overseeing, guiding or making sure that expected standards are met (Igwe, 2001). Supervision can also be defined as that which helps to improve the teaching and learning processes in schools. It involves supervising teaching and classroom activities of the teachers (Igbo, 2003). Supervision can thus be regarded as an educational process that focuses on the improvement of teaching and learning processes in schools.
The purpose of supervision in secondary schools among others include to provide assistance to teachers towards the improvement of teaching and learning process; to provide a conducive teaching and learning environment in order to promote effective teacher performance and learning in schools; to help teachers in identifying their strengths and weaknesses with a view to providing relevant in-service training; to induct beginning teachers into the main stream of the school system (Oluwole, 2007). Supervision is important in schools because according to Akpa and Abama (2000), it improves the teaching competence of teachers which invariably, positively enhances students learning. In the view of Oyedeji (2011) it will be very difficult to attain the standards that are set if supervision is not adequate or not undertaken at all. Therefore, supervision helps to enhance the quality of education. According to Onasanya (2006), teachers need supervision to work harder no matter their level of experience and devotion. Without supervision both teachers and school administrators backslide rapidly in their performance....


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