University of Nigeria Victoria Omaka_97_149… · university of nigeria, irlsukka. february 1997- ,i _- .c . principals' and 'reachers pgrception or' constraints to tde efyectlve

University of Nigeria Research Publications

NWOUSE, Victoria Omaka A

utho

r

PG/PM.ED/93/14957

Title

Principals’ and Teachers’ perception of Constraints

to the Effective Supervision of Instruction by Principals in Secondary Schools in Imo State

Facu

lty

Education

Dep

artm

ent

Education

Dat

e

February, 1997

Sign

atur

e

P R I N C I P A L S ' AND f E A C t i c R S P E R C E P T I O N OF C O N S T R A I N T S TO THE E F F E C T I V E S U P E R V I S I O N OF I N S T R U C T I O N

BY PRINCIPALS I N SECONDARY SCHOOLS I N JMO S T A T E .

NWOSU V I C T O R I A OMAKA ~ ~ / ~ ~ ~ / 9 3 / 1 4 9 5 7

DEPARTMEF:T O F EDUCATIOM, U N I V E R S I T Y O F N I G E R I A ,

IrlSUKKA.

FEBRUARY 1997-

, I _- .C

PRINCIPALS' AND 'rEACHERS PGRCEPTION Or' CONSTRAINTS TO T d E EFYECTlVE SUPERVISION OF INSTRUCTION

BY PRINCIPALS I N SECONQARY SCHOOLS I N IHO STATE,

A PHOJEC'I' HEPORT PRES&NTCIJ TO THE DEPARTMGNT OF EDUCATLOM UNIVEHSITY- O Y N I G E R I A ,

NSUKKA.

f'7 Qd* * 'cr $ 0 I N PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE AWARD . OF THE DEGREE OF MASTER O F EDUCATION,

CERTIFICATION

NWOSU VICTORIA OMAKA, a post graduate

student in the Department of ~ducatiom and with the

registration Number ~ ~ / M E ~ / 9 3 / 1 4 9 5 7 has satisfactorily

completed the requirements for course, and research

work for the degree of master, The work embodied

in this project is original and has not bgen submitted

in part or full for any Diploma or Degree of this or

any other University, .-

PROF. 3, OKPALA DR. TOO, MGBODILE HEAD OF DEPARTMENT SUPERVISOR

, ' , , . , < * f . * . p , 3 t t 4 T ' .

This work is dedicated to my lovely mother

Mrs. Agnes Wosu who slept in death in the course

v of t h i s studyo

ACKMOWLEDGEHEMT

The r e s e a r c h e r m o t n o t f a i l t o t h a n k t h o s e uhooa

fmnmnmt c o n t r i b u t i o n s l e d to the s u c c e s s of t h i s work,

The r e s e a r c h e r is -st g r a t e f u l t o D r . T,O.

Hgbod i l e , h e r B h e a i s s u p e r v i s o r f o r h i s e x p e r t

a u g g a a t i o n s and c o n s t r u c t i v e c o r r e c t i a n o ~ h i c h ~ g u i d e d

h e r t h r e u q h t h i s work,

H e r profound g r a t i t u d e a also go t o h e r l o v e l y

p a r e n t s Mr I nrs S i a e o n Nwosu; h e r b e l a v e d b r o t h e r

M r , sac, Hvosu whose u n t i r i n g f i n a n c i a l , moral and

8pir3tu. l o u p p r t o k e p t t h e r e s e a r c h e r o n t h e move. r

H e r t h a n k 8 also go t o h i s w i f e and c h i l d r e n . Tha

r e s e a r c h e r f i n ~ i n c e r e and l o v i n g a p p r z c i a t i o n also go

fo h e r dear b r o t h e r Louis Wwoou and h i s w i f e , her

sisters, R o s e l i n e , Christians, Chioaa and k h e i r re8pective k families who c o n t r i b u t e d immensely to t h e 8ucce88 af

t h i s work,

She fo g r a t e f u l ,, t o ,< .... 4. +.l1 5t ., c 5 1 # h e r c o l l e a g u e s e s p e c h l l y

P a u l i n u s , and Stel la , h e r chri t s t fan 8 i e t e r s and

b r o t h e r s r h o c o n t r i b u t e d i n one way or the e t h e r i n

&he 8 u c c e . s s f u l c o m p l e t i o n ef t , h i s work e s p e c i q l l y 4' .. .L

~ w a k i r t ~ s f a m i l y and b r o t h e r ~ k p e b i , ~ h a n k r t o M r ,

Attamah F r a n c i 8 who t y p e d t h i s work.

TABLE O F CONTENTS v i .

. TITLE PAGE APPROVAL PAGE CERTIFICATION DEDICATION PAGE ACKNOWLEDGEMENTS TABLE O F CONTENTS LIST OF TABLES ABSTRACT

CHAPTCii uNE: INTRODUCTION

B a c k g r o u n d o f t h e S t u d y S t a t e m e n t of t h e P r o b l e a s P u r p o s e o f t h e S t u d y S c o p e o f t h e S t u d y S i g n i f i c a n c e of t h e S t u d y R e s e a r c h Q u e s t i o n s H y p o t h e s i s

PAGES - i ii iii i v v v i v i i i i x

CHAPTER TWO: LITERATURE REVIEW . . O . 10 ,

T h e C o n c e p t a n d n e e d o f I n s t r u c t i o n a l S u p e r v i s i o n . . .. 1G

T e a c h e r s ' A t t i t u d e towards S u p e r v i s i o n , , .. 16

M o r a l e / M o t i v a t i o n a n d I n t e r n a l S u p e r v i s i o n s . . 2 3

E x p e c t a t i o n s of P r i n c i p a l s as I n t e r n a l S u p e r v i s o r s . . . . 31

Summary o f L i t e r a t u r e Rev iewed . .. 42

CHAPTER T tIREE: HESEARC;~i.,.H?%SGGDWRE/METHODOLOGY . . 46

Research D e s i g n Area o f S t u d y P o p u l a t i o n o f S t u d y S a m p l e a n d S a m p l i n g T e c h n i q u e I n s t r u m e n t f o r Data C o l l e c t i o n

11 - V a l i d a t i o n of t h e I n s t r u m e n t R e l i a b i l i t y of t h e I n s t r d r w n t A d m i n i s t r a t i c n of t h e I n s t r u m e , ~ t Method of u d t a A n a l y s i s

v i i 0

TABL'E OF CONTENTS CONT'D

CHAPTER' FOUR: RESULT/PRESENTATION AND DATA A N A L Y S I S

S u m m a r y of F i n d i n g s . rn

CHAPTER F I V E : D I S C U S S I O N , I M P L I C A T I O N , RECOMMENDATION AND CONCLUSION

D i s c u s s i o n of F i n d i n q s . S u m m a r y of t h e S t u d y o

I m p l i c a t i o n s of t h e S t u d y . . R e c o m m e n d a t i o n s . rn

L i m i t a t i o n s of t h e S t u d y o

Suggestions for f u r t h e r S t u d i e s ,. I

C o n c l u s i o n .. I REFERENCES

A P P E N D I X .

LIST OF TABLES

T a b l e s

~ i s t of ( 9 ) L o c a l G o v e r n m e n t Areas i n O w e r r i Z o n e w i t h t h e i r r e s p e c t i v e number o f P r i n c i p a l s a n d T e a c h e r s . . L i s t o f (5) L.G.As i n Ok igwe Z o n e w i t h t h e i r r e s p e c t i v e number o f P r i n c i p d l s and T e a c h e r s . . L i s t of ( 7 ) L.G.As i n O r l u Zone w i t h t h e i r r e s p e c t i v e number o f P r i n c i p a l s a n d T e a c h e r s . . T h e d i s t r i b u t i o n o f t h e S a m p l e d Numbers of P r i n c i p a l s a n d T e a c h e r s i n t h e S e l e c t e d L o c a l G a v e r n m e n t Areas . . T h e Summary of r e s p o n s e s o n t e a c h e r s a t t i t t i d e s / r e a c t i o n s t o w a r d s s u p e r v i . s f o n .. C o n d i t i o n s t h a t r e d u c e s / i n c r e a s e s t h e m o r a l s / m o t i v a t i o n o f t e a c h e r s a n d t h e m f o r e make t h e m less/rnore r e c e p t i v e t o s u p e r v i s i o n . . The summary of t h e P r i n c i p a l s t s u p e r v i s o r y p a t t e r n that cons t i t u te supervisary p r ~ ~ 3 i crrx 0 .

S u m m r y on how a d m i n i s t r a t i v e c h o r e s c a n p r e v e n t e f f e c t i v e s u p e r v i s i o n 3f i n s t r u c t i o n . . C h i - s q u a r e ( x L ) test cornpa r i sm o f t h e r e s p o n s e s o f teadtTefk"'gn"d p r i n c i p a l s . .

~i i i .

Pages

4.5.1 Areas o f ~ i s a g r e e r n e n t i n t h e p e r c e p t i o n of p r i n c i p a l s a n d t e a c h e r s . . 6 9

ABSTRACT IX '

T h e s t a n d a r d of o u r f a l l i n g a t a n a l a r m i n g

ra te , F o r i n s t a n c e , t h e r e h a s b e e n m a s s f a i l u r e i n b o t h

j u n i o r a n d s e n i o r cer t i f ica te exai i i ina t i o n . New f o r m s o f

e x a m i n a t i o n m i p r a c t i c e s come o u t dbefy y e a r ' ( i i k e j e 1991 ) . Most o f t h e s t u d e n t s do n o t l e a r n a n d c o r i s e q u e n t l y d o n o t

a c h i e v e a n y t h i t l g a t t h e e n d of t h e i r s e c o n d a r y s c h o o l

car r ier d e s p i t e 211 e f f o r t s by ii)? government to i m p r o v e

r d u c a t i m , P? T t t~es r cnt-iai t i o n s m d d e t i l e r e s e a r c h e r t o

w o n d e r i f t h e p r s c e d u r e s s t i p u l a t e d f o r a c h i e v i n g b e t t e r

e d u c a t i o n wers r i o t f o l l o w e d . T h i s p r o m p t e d t h c r e s e a r c h e r t o

i d e q t i f y some o f t h e c o n s t r a i n t s to t h e e f f e c t i v e s u p e r v i s i o n

o f i n s t r u c t i o n , u s i n g P r i n c i p a l s a n d T e a c h e r s a s r e s p o n d e n t s .

S i x e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n e n c o u r a g e s

e f f e c t i v e t e a c h i n g , i t w i l l h e l p t o correct t h e f a l l i n

s t a n d a r d of e d u c a t i o n . I n c a r r y i n g o u t t h e s t u d y , f o u r

r e s e a r c h q u e s t i o n s a n d m e h y p o t h e s i s were f o r m u l a t e d f r o m *

t h e l i t e r a t u r e r e v i e w . Uues t i o n n a i r e was u s e d to col lect . s ~ * T .I. .,Ad*

r e l e v a n t d a t a , T h e m p l e o f 7 6 .principals a n d 2 7 3 t e a c h e r s

were r a n d o m l y s e l e c t e d f r o m a t o t a l p o p u l a t i o n o f 294

p r i n c i p a l s a n d 7 , 4 5 5 t e a c h e r s r e s p e c t i v e l y i n Imo S t a t e .

Mean a n d S t a n d a r d D'evia t i o n were employ& i n a n s w e r i n g

t h e r e s e a r c h q u e s t i o n s w h i l e C h i - s q u a r e w a s u s e d t o . t e s t

t h e n u l l h y y o c n e s i s a t 0.05 l e v e l o f s i g n i f i c a n c e .

X.

The 8tuQy among that teacher8

bare negative auperviafatn,

and that Chin problem to

khe ?ri~cip~lm. It furt revealed that m a t Principal.

are autocratic during superviaions that.nome of the

principals are fault finders and do not co-operate

with their teachera during supervision, so this make.

the teachers to resist sup~rvision which in turn crea0e8

supervisory problems to tha principals. his otudy

further finds that most teachers refuse to be supervised

bcc~umc they feel that they are experienced and 8~3 do

mot need'aupervision, In addition, poor condition aC

rervice, irregular payment of ssalaries and lack of

reward/recognition lower the motale/motivation of

b Beachern theraby making them to be resistant to

8upsrvioion, Finally, the findings of this work

indicated that lack of tine due-to other administrative .. ,,.. .*l. .). *> ' I l Z ' .

chorea and no delegation of authority pose eneblrlaour

problems to the principalsD supervisory efforts,

Recommendations were made based on the above finding#, ,( - .C

CHAPTER O N E

INTHOUUCT~O~

B a c k q r o u n d of t h e s t u d y

E d u c a t i o n h a s b e e n u n i v e r s a l l y a c c e p t e d a s t h e

i n s t r u m e n t f o r n a t i o n a l d e v e l o p m e n t , N i g e r i a h a s

a d o p t e d e d u c a t i o n a s a n i n s t r u m e n t f o r t h e a c h i e v e m e n t

o f s e l f r e l i a n c e a n d n a t i o n a l d e v e l o p m e n t . I n order

t o a c h i e v e t h i s , t h e N i g e r i a n g o v e r n m e n t c h a n g e d t h e

i n h e r i t e d e d u c a t i o n a l s y s t e m w h i c h w a s f o r e i g n b o t h t o

t h e c u l t u r e o f t h e p e o p l e a n d t h e i r e n v i r o n m e n t , S h e

w a n t e d t h e t y p e o f e d u c a t i o n t h a t w i l l e n s u r e t h e

, ' g rowth o f t i l e n a t i o n b o t h s c i e n t i f i c a l l y a n d t e c h n o l o -

g i c a l l y . . T h i s i n e f f e c t h a d l e d t o t h e b i r t h o t t h e 8

N a t i o n a i P o l i c y o n E d u c a t i o n i n 1977 , w h i c h among o t h e r

t h i n g s h e l p e d t o re-s L L - u c t u r e o u r e d u c a t i o n s y s t e m f r o m

6-5-4, to 6-3-3-4 s y s t e m . T h u s , t h i s r e v i e w e d p o l i c y E

i s e x p e c t e d among o t h e r t h i n g s t o i n c u l c a t e t h e

a c q u i s i t i o n o f a p p r o p r i a t e s k i l l s , a b i l i t i e s a n d .,,,.... f . n ' . , . * t * .

c o m p e t e n c i e s b o t h meqtal a n d phy; . : ica l a s a n e q u i p m e n t

f o r t h e i n d i v i d u a l to l i v e i n a n d c o r l t r i b u t e t o t h e

d e v e l o p m e n t o f h i s s o c i e t y ( N a t i o n a l P o l i c y o n E d u c a t i o n

T h e g o v e r n m e n t h a s s p e n t h u g e sums o f money f o r

t h e i m p l e m e n t a t i o n o f t h i s programme, E f f o r t s h a v e also

b e e n made by t h e g o v e r n m e n t t o see t h a t a c c o r d i n g t o

w h a t was s t a t e d i n WAC n a t i o n a l p o l i c y on e d u c a t i o n ,

t h a t N a t i o n a l C e r t i f i c a t e on b : d u c a t i o n (NCE) s h o u l d be

t h e minimum t e a c h i n g q u a l i f i c a t i o n or c e r t i f i c a t e .

O p p o r t u n i t i e s h a v e a l s o b e e n made a v a i l a b l e t h r o u g h t h e

s a n d w i c h programme so t h a t teacllers w i t h g r a d e I1

c e r t i f i c a t e a n d o t h e r Low q u a l i f i e d o n e s u p d a t e d t h e i r

c e r t i f i c a t e . T h e r e a r e more t e a c h e r s now i n o u r s e c o n d a r y

s c h o o l s t h a n i n t h e p r e v i o u s y e a r s .

S a d t o s a y t h a t a l l t h e s e e f f o r t s made by t h e

g o v e r n m e n t to e n s u r e q u a l i t y e d u c a t i o n h a s a l m o s t

p r o v e d f r u i t l e s s . The f a l l i n t h e s t a n d a r d o f e d u c a t i o n

i s on t h e increase. T h i s w a s a f f i r m e d by U k e j e (1991)

when h e s t a t e d t h a t t h e s e c o n d a r y . s c h o o l l e a v i n g

c e r t i f i c a t e i s l o s i n g i t s c r e d i b i l i t y . T h i s i s

t r u e e s p e c i a l l y when w e c o n s i d e r t h e ra te o f e x a m i n a t i o n

, m a l p r a c t i c e s t h a t t a k e p l a c e i n o u r s e c o n d a r y s c h o o l s b o t h

i n i n t e r n a l a n d e x t e r n a l e x a m i n a t i o n s . T h e s e n i o r .,,#'..!. . l . , > " i * ' .

s e c o n d a r y c e r t i f i c a t e e x a m i n a t i o n r e s u l t h a s a l s o b e e n

d i s a p p o i n t i n g a n d d i s c o u r a g i n g most o f t h e t i m e . Even

most o f t h e s t u d e n t s who managed t o o b t a i n a n i c e r e s u l t

cai'lnot de tenc i i t when employl&d.-air e v e n when g i v e n a d m i s s i o n .

They may e n d u p f a i l i n g o u t o f t h e h i g h e r i n s t i t u t i o n

p r o b a b l y b e c a u s e t h e y g a i n e d t h e a d m i s s i o n t h r o u g h f o w l

3

means w h i l e mdny others who were n o t o p p o r t u n e d to

i n v o l v e t h e m s e l v e s i n e x a m i n a t i o n m a l p r a c t i c e , f a r e

b a d l y . F o r i n s t a n c e t h e e d i t o r i a l o f May 5, 1992 o f

t h e New N i g e r i a n Newspapers p o i n t e d o u t s u c h a s a d

s i t u a t i o n w h e r e o v e r 60% o f t h e s t u d e n t s t h a t s a t f c r

t h a t 1991/1992 S e n i o r S e c o n d a r y Cer t i f i ca t e E x a m i n a t i o n

(SSCE) had .a below a v e r a g e pe r fo rmance .

T h i s i s a s e r i o u s p rob l em which w e s h o u l d n o t t o y

w i t h e s p e c i a l l y when b o t h t h e d i r e c t a n d t h e i n d i r e c t

costs o f e d u c a t i o n a r e b e i n g c a l c u l a t e d . I t r e a l l y

i n v o l v e s a l o t o f s a c r i f i c e s on t h e p a r t o f t h e gove rn -

ment and p a t e n t s . P a r e n t s who r e l y h e a v i l y on t h e i r

c h i l d r e n ' s e d u c a t i o n a f t e r much s p e n d i n g and s a c r i f i c e s

end u p o n l y i n b e i n g d i s a p p o i n t e d i n t h e f u t u r e when

t h e y r e a l i s e t h a t t h e i r c h i l d r e n h a v e l e a r n e d o r .

, a c h i e v e d n o t h i n g . T h i s d r a s t i c a l l y a f f e c t s t h e s e

g r a d u a n d s ' employment. The e r i ~ l o y e r s on t h e o t h e r hand ., ,, ..*a. .<. ., , 4.. ' .

a r e e q u a l l y d i s a p p o i n t e d when t h e i r emp loyees c a n n o t

p e r f o r m e f f e c t i v e l y . I n f a c t , t h i s i s a b i g t h r e a t

to o u r f u t u r e economic deve lopmen t . I t s u r e l y n e e d s an

i m m e d i a t e and of c o u r s e a ser"iousL a t t e n t i o n .

I n t h e p r e s e n t Imo S t a t e as w e l l a s o t h e r s t a t e s o f

t h e n a t i o n , many f a c t o r s are b e i n g h e l d r e s p o n s i b l e f o r

4

t h e s e blames. S u c h f a c t o r s i n c l u d e among o t h e r t h i n g s ,

p o o r t e a c h i n g s t a n d a r d , s t u d e n t s n o n - r e a d i n e s s to l e a r n

a n d p o o r a d m i n i s t r a t i o n . Among a l l t h e s e f a c t o r s ,

p o o r t e a c h i n g i s a m a j o r f a c t o r w h i c h c a n hamper t h e

a c h i e v e m e n t o f q u a l i t y e d u c a t i o n , I n s u p p o r t o f t h i s ,

Nwaogwugwu 61987) s t a t ed " i t i s n o t n e c e s s a r i l y t h e

number o f e d u c a t e d p e o p l e t h a t c a u s e s e d u c a t e d

u n e m p l o y m e n t b u t a l so w h a t t h e y h a v e l e a r n e d a n d how' i t

h a s b e e n t a u g h t " . I f now t h e q u a l i t y o f i n s t r u c t i o n

.which i s among t h e ma in t h i n g s i n e d u c a t i o n i s i m p r o v e d ,

t h e n o t h e r p r o b l e m s s u r r o u n d i n g i t c a n be c l e a r l y 'I

i d e n t i f i e d a n d t h e r e f o r e f a c e d s q u a r e l y .

T h e a b o v e i n d i c a t e s t h a t t e a c h i n g is o n e o f t h e

w a y s to correct o u r e d u c a t i o n a n d t h i s c o r r e c t i o n

can o n l y be e f f e c t e d by a d e q u a t e i n s t r u c t i o n a l

s u p e r v i s i o n . S u p e r v i s i o n o f i n s t r u c t i o n i s d e f i n e d a s

" t h e p r o c e s s o f b r i n g i n g , . ~ b o y t i m p r o v e m e n t i n i n s t r u c t i o n

by w o r k i n g w i t h t h e p e o p l e whc a r c w c r k i n g w i t h t h e

p u p i l s . I t is a m e a n s o f h e l p i n g t e a c h e r s to h e l p

t h e m s e l v e s t ' , (Nwdogu -1980). . I -- .L

T h e p r i n c i p a l a l t h o u g h f a c e d w i t h many o t h e r

a d m i n i s t r a t i v e work i s t h e k e y i n s t r u c t i o n a l l e a d e r i n

t h e s e c o n d a r y s c h o o l . Among t h e most impor t a n t work

.

5.

expected Of the principals is Hbuilding a team of

competent teacher8 and facilitating the professional

development of teachersn. (Whitaker, 1983). The role

of principals is a very crucial one especially because

he/she as an inhecnal supervisor is at a very close

range vith his teachers unlike his counterpart, Che

external supervisor who visits the school just once in

a blue moon, Yormally, he does not know whatever thing

that transpires in his absence immediately he leaves the

school compound. A capable principal however, fs a

I always there with his teachers. He also knows their

abilities and weaknesses and therefore uses discernmant

ho know the teachers ha ought to spend more of his time

vith for the improvement of instruction. Hunt and

db Pierce (1958) agreed with the above statement when they

pointed out that it has proved helpful when the principal

identifies a special service which accords with the ,, ,*.. .d. *. ., , 'C ' .

teachers interest and abilities and assist hia/her

to make the studies and develop the professional

Ecng+tency essential to its effective performance. , I .- .C

Having seen the important roles played by the

Principals in the instructional improvemdnt, it becomes

very necessary to check and sea if there are any

6 o b s t r u c t i o n s t h a t w i l l impede t h e e f f e c t i v e s u p e r v i s i o n

o f i n s t r u c t i o n by t h e p r i n c i p a l s so a s t o know how and

w h e r e t o b e g i n i n t a c k l i n g t h e p rob lems .

S t a t e m e n t o f t h e Prob lem

The backg round o f t h i s s t u d y h a s shown t h a t a l l

e f f o r t s h a v e been g e a r e d by t h e gove rn r i~en t t o w a r d s t h e

improvement o f e d u c a t i o n i n s u c h a way t h a t t h e

g r a d u a n d s w i l l f e e l t h e i m p a c t o f e d u c a t i o n , F o r

i n s t a n c e , t h e s c h o o l c u r r i c u l u m t h a t was g e n e r a l l y

c h a n g e d i n o r d e r to meet t h e c e u n t r y ' s need a s s t i p u l a t e d

, r i n t h e N a t i o n a l P o l i c y on E d u c a t i o n o f 1977. T h i s has

a c t u a l l y f a k e n a l a r g e s h a r e o f t h e g o v e r n m e n t money.

Y e t t h e s e expenses h a v e n o t been commensu ra t e w i t h t h e

q u a l i t y o f t h e e d u c a t i o n a l o u t p u t .

F u r t h e r m s r e , more q u a l i f i e d t e a c h e r s are b e i n g

t r a i n e d a s e a r l i e r i n d i c a t e d . Our s e c o n d a r y s c h o o l s

h a v e a g r e a t e r number o f q u a l i f i e d t e a c h i n g s t a f f t h a n

i n t h e p r e v i o u s y e a r s . -"~??kpi't!'e ' a l l . t h e s e improvemen t s ,

t h e r e h a s been mass f a i l u r e s i n b o t h t h e j u n i o r and

s e n i o r s e c o n d a r y e x a m i n a t i o n s . N e w f o r m s o f e x a m i n a t i o n

m a l p r a c t i c e s 'come o u t e v e r y

T h i s s t u d y t h e r e f o r e h e l p e d to i d e n t i f y some

o f t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f

i n s t r u c t i o n by t h e p r i n c i p a l s a s p e r c e i v e d by b o t h t h e 8

p r i n c i p a l s and t e a c h e r s who are d i r e c t l y i n v o l v e d i n

t h e s y s t e m ,

P u r ~ o s e o f t h e S t u d y

The main p u r p o s e o f t h i s s t u d y was t o f i n d o u t

t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f

i n s t r u c t i o n by t h e p r i n c i p a l ,

S p e c i f i c a l l y t h e s t u d y sets o u t : * I

1, To. i d e n t i f y t e a c h e r s 1 a t t i t u d e t o w a r d s s u p e r v i s i o n .

2. To d e t e r m i n e t h e f a c t o r s t h a t r e d u c e t h e m o r a l e /

m o t i v a t i o n o f t e a c h e r s which impede e f f e c t i v e

s u p e r v i s i o n o f i n s t r u c t i o n by t h e p r i n c i p a l s .

3 . To i d e n t i f y t h e p r i n c i p a l s 1 s u p e r v i s o r y p r a c t i c e s

t h a t c o n s t i t u t e a p rob lem t o t h e e f f e c t i v e s u p e r v i -

' . s i o n of i n s true ti on^;*""" "' " "'*

4. To d e t e r m i n e how a d m i n i s t r a t i v e c h o r e s p r e v e n t

t h e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n by t h e

p r i n c i p a l s . , _ ..

Scope of the Study ,

This study was designed to cover all the

secondary school . principals and teachers in I m

State, It looked into the teachers' and principals*

perception of constraints to the effective supervision

of instruction by the principals.

The factors that reduce the morale/motivation of

teachers was considered, The study also covered the

identification of teachers attitude towards supervision

and also how administrative chores prevent effective .d

supervision by the principals,

Sianif icancc of the Study

According to Gay (19?6) "A problem identified is

half solvedw, This study wiii lead to the identification

& of problems that impede the effective supervisory

practices by the principals, Consequently, attempts

The findings of this study will be a useful

reference material to both the teachers and the

principals who would want to implement the recommenda- I t - .i

tiona made in this work.

I t i s a l s o hoped t h a t s u g g e s t i o n s made i n t h i s

s t u d y , w i l l l e a d t o an improved s u p e r v i s o r y programme

a n d p r a c t i c e s w h i c h w i l l make better i m p u t s f o r t h e

r e a l i z a t i o n o f n a t i o n a l o b j e c t i v e s o f b o t h p r i m a r y

and s e c o n d a r y e d u c a t i o n ,

R e s e a r c h Q u e s t i o n s

The f o l l o w i n g r e s e a r c h q u e s t i o n s w e r e c o n s i d e r e d :

1, What a re t e a c h e r s ' a t t i t u d e t o w a r d s s u p e r v i s i o n ?

2. What f a c t o r s r e d u c e t h e m o r a l e / r n o t i v a t i o n o f

t e a c h e r s ? Y

1' 3 . What a r e p r i n c i p a l ' s s u p e r v i s o r y p r a c t i c e s t h a t

c o n s t i t u t e problems t a t h e e f f e c t i v e s u p e r v i s i o n

4. H o w 30 a d m i n i s t r a t i v e c h o r e s l i m i t o r p r e v e n t t h e

e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n by t h e

p r i n c i p a l s ,

T h i s n u l l i l y p o t h e s i s w a s t e s t e d . T h e r e i s n o

s i c j , l i r i c a n t d i f fererrce bc tween t h e mean rh t l n g of k h e

p e r c e p t i o n o f p r i n c i p a l s an3 t h q t of t e a c h e r s on t h e I t - .-

c o n s t r a i n t s to t h e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n

by p r i n c i p a l s ,

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The importance of the concept of instructional

supervision has attracted many authors in education

both here in Nigeria and in foreign co.untries. Based

on the idea of the purpose and research questions of

this study, related literatures are hereby reviewed

and organised under the following areas:

- The concept and need of instructional supervision; - Teachers attitude towards supervision; - Morale/motivation and internal supervision;

II - Expectations of principals as internal supervisors; - summary of literature reviewed.

The Concept and need of Instructional Supervision

Different experts have defined instructional

supervision in various ways; though they were all

pointing at the same thing - Improvement of instruction ..,.I *

by helping taachers-'td%&tch t'he right thing at the

right time. Using the right method in order to achieve

the over-all goal of the education of the child. For

instance,. Moorer (1952: 1) desc-~ibes supervision as one

of those activities which is primarily and.directly

concerned with studying and improving the conditions

which s u r r o u n d t h e l e a r n i n g and g rowth o f t h e p u p i l

and t e a c h e r s . Udoh, Akpa and Gang (1990) s u p p o r t e d

the above ' s t a t emen t when t h q s t a t e d t h a t t h e p r e s e n t

d imens ion af t h e s u p e r v i s o r y work d e a l s w i t h t h e

s u p e r v i s o r working w i t h t h e t e a c h e r by t r y i n g to

u n d e r s t a n d t h e i r p e r s o n a l i t i e s t e a c h i n g s t y l e s and

o b j e c t i v e s and e n c o u r a g e t h e i r deve lopment and s e l f

u n d e r s t a n d i n g . I n o t h e r words, t h e g e n e r a l c o n c e p t of

s o d e r n i n s t r u c t i o n a l s u p e r v i s i o n i s t o e n s u r e and

improve t h e q u a l i t y of i n s t r u c t i o n by working d i r e c t l y d

' w i t h t h e t e a c h e r s who w i l l i n t u r n u s e t h e knowledge

a c q u i r e d t o h e l p t h e i r s t u d e n t s .

However, t h e , modern c o n c e p t o f s u p e r v i s i o n hais

d e v i a t e d from t h e o l d - f a s h i o n e d i n s p e c t i o n which was

;nore o f f a u l t f i n d i n g , " i s s u i n g of o r d e r s and commands

l i k e o t h e r i n s p e c t i o n p r o c e s s e s i n t r a f f i c , army and

p o l i c e w , (Nwankwo 19fj4&.ZEl,).,,to .a modern t y p e of

s u p e r v i s i o n which e n c o u r a g e s a good r a p p o r t between

t h e s u p e r v i s o r and s u p e r v i s e e ( t e a c h e r ) .

A d d i t g o n a l l y , t h e need f o r . i n s t r u c t i o n a l s u p e r v i s i o n I( < .C

to a i d i n t h e r e a l i z a t i o n of e d u c a t i o n a l objectives

c a n n o t be o v e r - s t r e s s e d . I n f a c t , t h e r e a l i z a t i o n o f

i m p o r t a n c e of t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n is

12.

t h e r e a l i z a t i o n o f g o a l s o f s e c o n d a r y e d u c a t i o n ,

One o f t h e most i m p o r t a n t f e a t u r e s o f s e c o n d a r y

e d u c a t i o n is t h e f a c t t h a t t h e c h o i c e o f f u t u r e

career depends f u l l y o n t h e knowledge a c q u i r e d d u r i n g

t h i s p e r i o d , It is w i s e t h e r e f o r e t o see t h a t r e g u l a r

a n d o f c o u r s e e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n is

c a r r i e d o u t t o make s u r e t h a t t h e w o r t h w h i l e knowledge

is a c q u i r e d - E d u c a t i o n f o r e f f i c i e n c y and e f f e c t i v e -

ness.

To s u p p o r t t h e i n d i s p e n s a b l e need o f s u p e r v i s i o n o f

i n s t r u c t i o n , Udon et a1 (1990) a s s e r t e d t h a t though

l a c k o f t e a c h e r s and t e a c h i n g f a c i l i t i e s are f a c t o r s

t h a t c o u l d h i n d e r good pe r fo rmance by s t u d e n t s , b u t i f

what is a v a i l a b l e is p r o p e r l y s u p e r v i s e d , t h a t i t w i l l

g o a long way i n r a i s i n g t h e s t a n d a r d o f e d u c a t i o n i n

the s c h o o l s , t h a t l a c k o f e f f e c t i v e s u p e r v i s i o n of

i n s t r u c t i o n h a s c o n t c t b r r t s d g r e a t l y t o t h e f a l l i n

s t a n d a r d o f e d u c a t i o n ,

N i g e r i a .has a p p r e c i a t e d t h e need f o r q u a l i t y

e d u c a t i o n when w e t a l k of t h e e f f o r t p u t f o r w a r d by 11 - .C

t h e e d u c a t e d elites and o t h e r conce rned membsrr of t h i s 8

c o u n t r y t o see t h a t n a t i o n a l p o l i c y on e d u c a t i o n was

p u b l i s h e d " i n o r d e r t o make u p f o r N i g e r i a n e d k a t i o n

and t o make recommendat ions f o r improvement" ( 0 k o l i

1991) . T h i s n a t i o n a l p o l i c y on e d u c a t i o n , among o t h e r

t h i n g s p r e s c r i b e d t h a t supervision o f i n s t r u c t i o n

s h o u l d be o n e o f t h e means o f r e a l i z i n g q u a l i t y

e d u c a t i o n (Wat iona l P o l i c y o n E d u c a t i o n 1981) . Ogunsa ju

(1983) s t r e s s e d t h a t , w i t h t h e i n t r o d u c t i o n o f t h i s

new 6-3-3-4 e d u c a t i o n a l sys t em, t h a t t h e a i m w i l l

be r e a l i z e d o n l y when a f u l l a t t e n t i o n is f o c u s e d on

t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n ,

F u r t h e r m o r e , i n c o n s i d e r i n g t h e hugs s u n o f money P

s p e n t e a c h y e a r by b o t h t h e government and t h e conce rned

i n d i v i d u a l s , it h a s been g e n e r a l l y a c c e p t e d t h a t q u a l i t y

e d u c a t i o n s h o u l d be t h e major way t o a c c o u n t o r

compensa te fo r i t and q u a l i t y e d u c a t i o n c a n o n l y be

a c h i e v e d t h r o ~ g h a n i m p r ~ v e d s u p e r v i s i o n . I n s u p p o r t

' of t h i s , Lamb and Swick (1375) p u t i t t h i 3 way:

"Observing t e a c h e r b a h a v i o u r i n t h e c l a s s r o o m is a g a i n . . , , t . , . . , . . * . . > t , > a . .

emerging as o n e o f t h e ways o f a t t a i n i n g e d u c a t i o m ~ l

a c c o u n t a b i l i t y n . They c o n t i n u e d by s a y i n g t h a t ' t h e

i s s u e of w h a t e f f e c t i v e t e a c h i n g i s , and how o n e c a n , I - .C

d e v e l o p t e a c h e r s who c a n a c t i v a t e are o f i m p o r t a n t

concern .

I 4 0

Akubue (1994) pointed out the role of supervision

in the achievement of any organizational goal when he

stated that one of the major reasons why supervision

exists is "so that an organization's goals can be.

understood, procedures followed, schedules met, and

adjustment made, when goals are not reachedm, He

further maintained that supervision is related to and

responsible for the productive life of an organiaation

because that it promote the behaviour necessary for the

achievement of the organizational goals,

Uwaogu (1980) stressed the need for supervision when

he said that supervision of instruction exist so as to

facilitate curriculum planning, determining mean8 to . provide for individual differences, devising plan to

stimulate and improve professional growth and developing

technique to improve teaching methods and procedures,

This implies that, with the aid of instructional ..,? ... 4 . , s ' . > 3 * l * " .

supervision, the afore-mentioned areaa will be properly

cared for in order to achieve educational goal which

is the in-thing,

~ u g l a s s et a1 in ~ w a b ~ ; 'il980) made the palnta

clearer when they posited that the purpose of supervision

is to study the learning activities of the students and

Cbe wor th o f t h o s e a c t i v i t i e s for t h e o b j e c t i v e of

e d u c r t i o n ~ t h g y went f u r t h e r t o s a y t h a t i t h e l p s t o

s t u d y t h e means used t o s t i m u l a t e , g u i d e and d i r e c t

s t u d e n t s l e a r n i n g , and t h e p h y s i o l o g i c a l p r i n c i p l e s

a p p l i e d and t h e i r r e l e v a n c e to t h e s p e c i f i c l e a r n i n g fo

be a c q u i r e d ; or what is t a u g h t whe the r it is r e l a t e d to

t h e m e n t a l , p h y s i c a l and moral development o f t h e

s t u d e n t s . H e f u r t h e r no ted t h a t s u p e r v i s i o n of instruc-

t ion w i l l h e l p t o s t u d y t h o means i n which t h e t e r c h e r r 8

u s e to d i s c o v e r , d i a g n o s e and remedy the s t u d e n t $ ' '1 l e a r n i n g d i f f i c u l t i e s ; whe the r t h e a p p r o p r i a t / ar~thods

and a i d s which s i m p l i f y l e a r n i n g are used. ores so',

t h a t s u p e r v i s i o n is needed to s t u d y t h e means of m a s u r e -

n a n t and e v a l u a t i o n o f s t u d e n t s and how t h e y r e d a t e to

C goals of l e a r n i n g s i t u a t i o n . , .

Ln a d d i t i o n , t h e need for s u p e r v i s i o n o f

i n s t r u c t i o n was also stressed by Nwaogvu (1980) c i t e d -,,,.,. * t . e . , , 4 * ' .

i n Udoh e t a1 (19901. He p o i n t e d o u t t h a t s i n c e t h e

c o n t e n t of t h e c u r r i c u l u n is i n c r e a s i n g and a t t h e

same time becoming more complex, for i n s t a n c e t h e ,, .. .& as

use of i n s t r u c t i o n a l media s u c h / f i l m s , - t a p e r e c o r d e t a ,

radio and t e l e v i s i o n sets, and t h a t , t e a c h e r s r e s o u r c e

c e n t r e s or e d u c a t i o n a l s e r v i c e s d e p a r t m e n t have been

e s t a b l i s h e d t o d e v e l o p a n d recommend f o r u s e , i n n o v a t i v e

e d u c a t i o n a l / -.. materials , b o o k s , t e a c h i n g methods

and a n y o t h e r new t e c h n i q u e i n e d u c a t i o n . So t h e need

f o r s u p e r v i s i o n r e m a i n s i n o r d e r t o e n s u r e t h a t t h e s e . t h i n g s are a v a i l a b l e and i n u s e too.

Eye, Netzer & Krey (1971) asserted t h a t a d e q u a t e

supervision o f i n s t r u c t i o n w i l l h e l p t o a c h i e v e

a p p r o p r i a t e i n s t r u c t i o n a l e x p e c t a t i o n s o f e d u c a t i o n a l

s y s t e m .

F i n a l l y , Akubue (1994) c o n c l u d e d t h a t s i n c e n o t a11 I

t ~ ~ c h e r s are dynamic , k n o w l e d g e a b l e and s k i l l f u l a n d

p r o f e s s i o n a l l y d e d i c a t e d as t h e y s h o u l d be t h a t t h e

need for s u p e r v i s i o n r e m a i n s , H e f u r t h e r a r g u e d that a

t e a c h e r may be e x p e r i e n c e d and knows what t o d o w i t h o u t

knowing t h e s k i l l t o d o it. T h i s i m p l i e s t h a t both

e x p e r i e n c e d and i n e x p e r i e n c e d t e a c h e r s need s y p e c v i s i o n

s i n c e t h e y a re i m p e r f e c t humans and as s u c h h a v e t h e i r .. , t ? . 1 1 . 6' ' # I * ' '

i n d i v i d u a l w e a k n e s s e s a n d p e r c u l i a r i t i e s .

T e a c h e r s A t t i t u d e / R e a c t i o n s t o w a r d s S u p e r v i s i o n

R e s e a r c h e r s had o b s e r v e d t h a t t e a c h e r s g e n e r a l l y I! - .-

i n N i g e r i a h a v e a d e e p r o o t e d n e g a t i v e p e r c e p t f a n of

s u p e r v i s i o n ( O g u n s a j u , l 3 8 3 ) . However, ' t h e r e are many

c o n t r i b u t i n g f a c t o r s t o t h i s n e g a t i v e f e e l i n g s . One

o f them a c c o r d i n g t o Dike ( 1 9 9 1 ) is t h a t t e a c h e r s I

a l w a y s see t h e s u p e r v i s o r s as f a u l t f i n d e r s . H o s t of

t h e times, t h e t e a c h e r s f e e l t h a t t h e y are n o t d o i n g

t h e r i g h t t h i n g . T h i s is b e c a u s e t h e y are a l w a y s

p r e s e n t w i t h "master r i g h t w who w i l l a l w a y s cr i t ic ize

them. T h e s e t e a c h e r s t h e r e f o r e see t h e s u p e r v i s o r s as

o n e . w h o is coming t o e x p o s e t h e i r f a u l t s and weaknesses

and p e r h a p s make them objects of r i d i c u l e before h i s

s t u d e n t s - H e c o n t i n u e d b y s a y i n g t h a t b e f o r e t h e

," a r r i v a l of t h e s u p e r v i s o r , t h a t t h e t e a c h e r saw 1

h i a s e l f l a s t h e marater a n d a n a u t h o r i t y i n h i s cless.

But t h e r e comes t h e s u p e r v i s o r to p r o v e t h e c o n t r a r y .

T h a t a l l t h e s e l e a d to r e s e n t m e n t . On t h e o t h e r hand ,

"I p r i n c i p a l ( s u p e r v i s o r ) may however be w o r r i e d a b o u t

loss of p r e s t i g e or a b o u t seeming weak i f h e d o e s not -, ,*" a.1. d . .> "I* ' .

t a k e a v i g o r o u s lead, C e r t a i n t e a c h e r s o n t h e o t h e r

hand may be a p p r e h e n s i v e lest h e impose h i s i d e a s

r e g a r d i n g i n s t r u c t i o n or work r o u t i n e s upon them-

hey c o n t i n u e d by s a y i n g t h a t t h e i m p o r t a n t c o n c e r n of

t h e p r i n c i p a l a n d t h e t e a c h e r now become %ver who w i l l

h a v e how much c o n t r o l a n d o v e r what itemw and t h a t t h i s

may grow u p t o a p o i n t w h e r e it c a n i n h i b i t i f n o t

e s s e n t i a l l y p r e v e n t c o - o p e r a t i v e work o n t h e e d u c a t i o n a l

programme, The r e s u l t o f t h i s t y p e o f power t u s s l e is

obvious - i n s t r u c t i o n s u f f e r s .

F u r t h e r m o r e , D ike (1991) p o i n t e d o u t more factors

t h a t lead t o t h e n e g a t i v e a t t i t u d e of t e a c h e r s o n

h e a r i n g a b o u t s u p e r v i s i o n , He s a i d t h a t a t e a c h e r may

h a v e n e g a t i v e v i ew o f h i m s e l f . And t h a t b e c a u s e of

t h i s n e g a t i v e v i ew , looses c o n f i d e n c e i n h i m s e l f a n d

h i s a b i l i t y t o e x c e l . H e went f u r t h e r t o e x p l a i n '8

' t h e c a u s e of t h i s n e g a t i v e s e l f - v i e w by s a y i n g t h a t

i t i s l e a r n t t h r o u g h i n t e r a c t i o n w i t h t h e " S i g n i f i c a n t

o t h e r s w , Roge r s (1951) q u o t e d i n D ike (1991) shows

how t h i s l e a r n i n g a b o u t self t a k e s p l a c e , A c c o r d i n g

t o him:

From

As a r e s u l t o f i n t e r a c t i o n w i t h t h e e n v i r o n m e n t and p a r t i c u l a r l y a s a r e s u l t of eval~atio~n~l;,~,i~~$~eeaction w i t h o t h e r s , t h e s t r u c t u r e o f s e l f i s formed - a n o r g a n i s e d , f l u i d b u t c o n s i s t e n t c o n c e p t u a l p a t t e r n of p e r c e p t i o n s of c h a r a c t e r i s t i c s a n d r e l a t i o n s h i p s o f t h e "1" a n d t h e " M e w t o g e t h e r w i t h values a t t a c h e d t o t h e s e c o n c e p t s , .

, _- .C

t h e i n t e r a c t i o n w i t h s u c h " s i g n i f i c a n t o t h e r s 1 '

we come t o real ise w h e t h e r we ,a rs c a p a b l e o r i n c a p a b l e ,

l i k a b l e o r u n l i k a b l e , l o v a b l e o r u n l o v a b l e , v a l u a b l e o r

w o r t h l e s s and t h a t t h e way t h e y r e g a r d u s is g e n e r a l l y

how w e w i l l come t o r e g a r d o u r s e l v e s (Gazda 1977; i n

Dike 1991 ) . H e f u r t h e r s t a t e d t h a t i f o u r s e l f

s t r u c t u r e is g e n e r a l l y p o s i t i v e t h a t i t e n g e n d e r s s e l f -

r e s p e c t and c o n f i d e n c e , b u t t h a t a g e n e r a l l y n e g a t i v e

s e l f - i m a g e l e a d s t o f e e l i n g s of i n a d e q u a c y and l a c k o f

c o n f i d e n c e ,

Dike (1991) f u r t h e r r e v e a l e d t h a t t h e n e g a t i v e s e l f

v i ew of some t e a c h e r s may be r e i n f o r c e d , p e r p e t u a t e d

or h e i g h t e n e d by c o n s t a n t n e g a t i v e f e e d b a c k by t h e v

' s u p e r v i s o r s , He e n c o u r a g e d s u p e r v i s o r s to e n c o u r a g e

t h e deve lopmen t of t h e p o s i t i v e s e l f - v i e w by t e a c h e r s

because teachers a n d parents alike c a n s t i t u t e the

" s i g n i f i c a n t o thersw i n the l i f e o f t h e s t u d e n t s . Sa

fb i f t e a c h e r s h a v e a n e g a t i v e view of t h e m s e l v e s , t h a t i t

w i l l a f f e c t or i n f l u e n c e t h e classroom climate wh ich

deals w i t h t h e q t e m t i o ~ a l , , , t o n . e q ' i n a classroom. S t u d i e s ., a,.. ?*T.

h a v e shown t h a t s t u d e n t s l e a r n best when t h e y are

e m o t i o n a l l y i n v o l v e d and t h a t t e a c h e r s more t h a n a n y

o t h e r p e r s o n set t h e e m o t i o n a l climate i n t h e classroome I t .-

It h a s also b e e n found t h a t t h e b e h a v i o u r of c h i l d r e n

is a r e s p o n s e t o t h a t of t h e i r t e a c h e r s . T h a t i f a

t e a c h e r is found to be h e l p f u l , c h e e r f u l , happy a n d good

n u t u r e d humane a n d f r i e n d l y , t h a t t h e s e q u a l i t i e s

w i l l i n f l u e n c e t h e e m o t i o n a l t o n e i n h i s class and

t h a t i f t h e o p p o s i t e of t h e a b o v e q u a l i t i e s are shown

i t w i l l a f f e c t the s t u d e n t s d r a s t i c a l l y (Gazda 1977 i n

Dike 1992). I n t h i s way, l e a r n i n g m i g h t be hampered,

The p r i n c i p a l as a n i n s t r u c t i o n a l s u p e r v i s o r , h a s

some pa r t s t o p l a y i n t h i s r e s p e c t . Having a clear

knowledqe of h i s teachers and t h e i r a ~ i l f t i ~ ~ , should

a l w a y s t r y t o e n c a u r a q e them. By e s t a b l i s h i n g good

r e l a t i o n s w i t h t h e t e a c h e r s , t h e s u p e r v i s o r s h o u l d v

e n c o u r a g e H s a l f - d i s c l o s u r e w and f r a n k n e s s . T h i s self

d i s c l o s u r e w i l l h e l p t h e s u p e r v i s o r t o d e c i p h e r t h e

s o u r c e o f t e a c h e r ' s p r o b l e m s a n d be able to solve them

if i t is w i t h i n h i s a b i l i t y t o d o so; ( D i k e 1991);

I n h e r s t u d y o n p r i n c i p a l s ' a n d t e a c h e r s ' h e a l t h ,

Landsmann (1978) asked t e a c h e r s of wha t c a n be d o n e t o

i m p r o v e t h e i r h e a l k b . . a R d . k h a t of t h e i r c o l l e a g u e s , t h a t

57% i n c l u d e d " a c t i o n s t h a t their p r i n c i p a l c o u l d t a k e w

n o t i n g t h a t good h e a l t h had t o do w i t h a t t i t u d e and

m o r a l e , . T e a c h e r s s ta ted ,I t h a t . _ .- p r i n c i p a l s c o u l d h e l p

i n areas o f t e n s i o n re l ief , g r o u p s u p p o r t and f r i e h d l y

i n t e r a c t i o n , They c o n t i n u e d by s a y i n g t h a t c o n c e r n e d

21.

p r i n c i p a l s c a n do much t o a l l e v i a t e h e a l t h problems;

t h e y can o f f e r p a s i t i v e r e i n f o r c e m e n t , h e l p w i t h

c u r r i c u l u m d e c i s i o n s a c t as b u f f e r , a i d t e a c h e r s i n

improving school/comrnunity r e l a t i o n s , h e l p a d j u s t

class size, f o s t e r more open communicat ion among s t a f f

members, p r o v i d e a d e q u a t e i n s e r v i c e t r a i n i n g and

a u t h o r i z e t h e p u r c h a s e o f m a t e r i a l s f o r i n s t r u c t i o n a l

inprovement . L i l l i a n Bernhagen, p a s t p r e s i d e n t o f American s c h o o l

w A s s o c i a t i o n q u o t e d i n Landsmann (1978), a g r e e s t h a t t h e I

role of &ha p r i n c i p a l i s c r u c i a l "you c a n n o t S.pi&r.t@

m e n t a l and p h y s i c a l h e a l t h problems i n t e a c h i n g ..,, if t e a c h e r s are i n a school w i t h p r i n c i p a l who c a r e s ,

coo-operate w i t h t h e f a c u l t y and c r e a t e s a s u p p o r t i v e

env i ronmen t , t h o s e t e a c h e r s w i l l be p o s i t i v e l y r e i n f o r c e d

and e m o t i o n a l l y f e e l rewardedn. On the o t h e r hand, she .*I* ' .

c o n t i n u e s " i f a teacIfe?" h a s a p r i n c i p a l who criticizes

and who n e v e r complements or who c r e e p s a round c o r n e r s ,

r a t h e r t h a n be ing open , t h e n morale w i l l d r o p , t h a n

come t h e p h y s i c a l m a n i f e s t a t i o n s o f f r u s t r a t i o n and

streasn.

I n d i s c u s s i n g a b o u t t h e q u a l i t i e s o f an a f f e c t i v e

p r i n c i p a l , O z i g i (1977) p o i n t e d o u t t h a t h e s h o u l d

know h i s s t a f f b o t h c o l l e c t i v e l y and i n d i v i d u a l l y and

s h o u l d t r y t o u n d e r s t a n d t h e i r p e r s o n a l and s o c i a l

n e e d s a n d problems,

During h i s v i s i t i n t h e c l a s s r o o m , t h e p r i n c i p a l

s h o u l d h e l p t h e t e a c h e r to u n d e r s t a n d t h a t h e is t h e r e

n o t t o j u d g e or cr i t ic ize b u t t o h e l p him improve i n

h i s t e a c h i n g , T h i s w i l l h e l p t o r e d u c e t h e n e g a t i v e

w a t t i t u d e o f t h e t e a c h e r s t o w a r d s t h e i r s u p e r v i s o r s +

( p r i n c i p a l s ) . T h i s i s n e c e s s a r y b e c a u s e r e s e a r c h e s

h a v e shown t h a t whenever t h e p r o c e s s o f s u p e r v i s i o n is

faced w i t h p rob lems , t h a t t h e s u p e r v i s o r y a c t i v i t y w i l l

b e r e n d e r e d i m p o t e n t or i n e f f e c t i v e and when t h i s happens ,

t h e aim o f s u p e r v i s i o n is d e f e a t e d ( A n i , 1984 & Ukwuese

1992). . , , r - . ' . ~ ~ . ~ r . . , ~ o ~ . .

Author s h a v e a lso found t h a t sometimes t e a c h e r s

s t r u g g l e f o r power and a u t h o r i t y w i t h t h e p r i n c i p a l

(Hunt and p i e r c e , 19581, T h i s however, s h o u l d n o t b e

so. T e a c h e r s s h o u l d a l ~ a y s " r e c o g n 1 s e t h e h e a d s h i p and

t h e a u t h o r i t y o f t h e p r i n c i p a l s , Wiles. ( 1 9 7 5 ) # p o s i t e d

t h a t t h e r e i s need f o r o r g a n i z a t i o n a l l y bestowed a u t h o r i t y

23,

when a t a s k r e q u i r e s t h e c o r d i n a t i o n of human and

m a t e r i a l r e s o u r c e s and t h a t s u c h a u t h o r i t y c a n i n c r e a s e

t h e p r o b a b i l i t y o f p e o p l e working t o g e t h e r and t h a t

a v a i l a b i l i t y of a p p r o p r i a t e human and material r e s o u r c e s ,

T h a t j u s t enough a u t h o r i t y s h o u l d be p r o v i d e d f o r ' .

p a r t i c u l a r t a s k . However, as e a r l i e r s t a t e d i n t h i s

r e v i e w , care s h o u l d be t a k e n by t h e p r i n c i p a l s n o t t o

a b u s e t h i s a u t h o r i t y , I t s h o u l d a lso be b o r n e im mind

t h a t t h e i m p r e s s i o n t h a t t h e s u p e r v i s o r makes on h i s

t e a c h e r s p l a y a major role o n how e f f e c t i v e h e is able

t o c a r r y o u t h i s o v e r a l l t a s k (Gordon, 19719, All o f

t h e s e bf c o u r s e depend on t h e p r i n c i p a l s a d m i n i s t r a t i v e

and s u p e r v i s o r y s k i l l s and methods,

Morale/Mot i v a t i o n and I n t e r n a l s u p e r v i s i o n

k* Morale h a s been d e f i n e d i n d i f f e r a n t ways by

d i f f e r e n t a u t h o r s , ~ r i o n , . q u o t e d i n Ezeocha (19929

d e f i n e s morale as.:~*'%tTe'*'@xtent t o which i n d i v i d u a l n e e d s

are s a t i s f i e d and t h e e x t e n t t o which t h e i n d i v i d u a l

p e r c e i v e s t h a t s a t i s f a c t i o n as s t e m i n q from h i s t o t a l

job s i t u a t i o n 1 ' , K e i t h pavis i n t h e same Ezeocha (1992)

S ~ f i n e s it as: " t h e a t t i t u d e of i n d i v i d u a l s a n d g r o u p s

t o w a r d s t h e i r work env i ronmen t and t o w a r d s v o l u n t a r y

c o - o p e r a t i o n t o t h e f u l l e x t e n t of t h e i r a b i l i t y i n t h e

24 .. best i n t e r e s t of t h e o r g a n i z a t i o n .

The a b o v e d e f i n i t i o n s show t h a t t h e r e i s a g r e a t

r e l a t i o n s h i p b e t w e e n w o r k e r s m o r a l e a n d t h e i r a t t i t u d e

t o w a r d s work .

E e e o c h a (1992) r e v e a l e d t h a t morale c a n be h i g h or

low, I n the case of t e a c h e r s , t h a t h i g h morale may

r e s u l t when t h e y h a v e f a v o u r a b l e a t t i t u d e a n d c o n f i d e n c e

t o w a r d s t h e i r job a n d t h e i r co-workers. C o n s e q u e n t l y ,

t h e y w i l l work j o i n t l y and w h o l e - h e a r t e d l y t o a c h i e v e %

t h e e d u c a t i o n a l g o a l , On t h e o t h e r h a n d , t h a t low I

v '

morale may r e s u l t when they lose i n t e r e s t i n t h e i r job

t o g e t h e r w i t h l a c k o f c o n f i d e n c e . Munson, (1951)

f u r t h e r m e n t i o n e d some of t h e e s s e n t i a l c h a r a c t e r i s t i c s

of morale b y s a y i n g t h a t morale d e s c r i b e s t h e n a t u r e

a n d d e g r e e of c o - o p e r a t i o n , c o n f i d e n c e a n d u n i t y of I

u n d e r s t a n d i n g , s y m p a t h y a n d p u r p o s e e x i s t i n g b e t w e e n

t h e i n d i v i d u a l c o m p o s i n g ~ ~ ~ k h e - ~ g 2 o u p . T h a t it i s f i t n e s s

of mind for t h e p u r p o s e a t h a n d , a s e n s e of s o l i d a r i t y

of s t r e n g t h a n d p u r p o s e a n d t h e a b i l i t y t o u n d e r g o i n

t h e a c c o m p l i s h m e n t of a common, c a u s e I .+ t h a t it arises and

f a i l s f r o m c a u s e s .

T h e fac t t h a t morale describes t h e n a t u r e a n d

d e g r e e of c o - o p e r a t i o n a c c o r d i n g t o Munson (1951) q u o t e d

25.

above s h o w s t h a t t e a c h e r s mora le d e t e r m i n e s t o -a l a r g e

e x t e n t , t h e i r w i l l i n g n e s s t o c o - o p e r a t e w i t h t h e

p r i n c i p a l d u r i n g s u p e r v i s i o n of i n s t r u c t i o n . It is

w e l l known t h a t a sound r e l a t i o n s h i p and c o - o p e r a t i o n

is e s s e n t i a l for t h e improveuient o f t h e t e a c h i n g -

l e a r n i n g s i t u a t i o n , w i t h o u t i t t h e s u p e r v i s o r w i l l do

l i t t l e or n o t h i n g t o h e l p t e a c h e r s i n o r d e r t o improve

t h e i n s t r u c t i o n (Nwaogu, 1980) .

However, o t h e r c o n d i t i o n s t h a t might l e a d t o low

mora le as p o i n t e d o u t by Munson (19511 i n c l u d e ; l a c k 'P

' o f r e c o g n i t i o n and p a r t i a l i t y i n terms of d i s c i p l i n e ;

l o w s a l a r y income; f a i l u r e t o o r i e n t a t e new s t a f f

members b o t h s o c i a l l y and p r o f e s s i o n a l l y , p r e s e n c e of

u n n e c e s s a r y r e s t r a i n t s , p r o h i b i t i o n s and i n t e r f e r e n c e s

fb w i t h p r i v a t e l i v e s .

6

On t h e o t h e r hand W h i t e (1955) mentioned some of

t h e ways t o promote h i g h mgrale; s y s t e m a t i c r e c o g n i t i o n ; ., ,,. .*!. '4 .. , ' I *

b e t t e r o r g a n i z a t i o n and p r o c e d u r e of management;

g r e a t e r o p p o r t u n i t y ; s u r v e y of r e - a d j u s t m e n t o f

s a l a r i e s ; a d e q u a t e and f a i r $ i i s c i p l i n e . The above I! - - .C

s t a t e m e n t shows t h a t t h e p r i n c i p a l a s an i n s t r u c t i o n a l

s u p e r v i s o r and a n o v e r a l l a d m i n i s t r a t o r o f h i s Schoo l

cam c o n t r i b u t e t o t h e m o r a l e of t h e i r t e a c h e r t o

b e i n g e i t h e r h i g h or low d e p e n d i n g o n h i s t y p e of

i n s t r u c t i o n a l l e a d e r s h i p and a d m i n i s t r a t i o n ,

T e a c h e r s m o r a l e w i l l i n c r e a s e when t h e p r i n c i p a l

as a n i n t e r n a l s u p e r v i s o r treats t h e m l i k e h i s fellow

human, who are p r o f e s s i o n a l i n t e l l e c t s . ~ c c o r d i n g t o

Conway (1978); Ezeocha (1992); E j i o g u (1985) and

Mgbod i l e (1986) o n e o f t h e ways t o show t h i s is t h r o u g h

g e n u i n e c o n s u l t a t i o n t o seek t h e i r o p i n i o n and sugges -

t i o n s i n t h e p r o c e s s o f p l a n n i n g a n d d e c i s i o n making o n v

, matters t h a t affect them, for easier i m p l e m e n t a t i o n .

I n a d d i t i o n , t h e m o r a l e s o f t e a c h e r s c a n be i n c r e a s e d

d u r i n g s t a f f m e e t i n g s when t h e y are g i v e n t h e c h a n c e t o

make c o n t r i b u t i o n s or s u g g e s t i o n s o n how to i m p r a v e

i n s t r u c t i o n a l s u p e r v i s i o n . T h e i r s u g g e s t i o n s , when

u p h e l d w i l l h e l p t hem n o t t o be biased a b o u t s u p e r v i s i o n

of i n s t r u c t i o n , They w i l l be d e t e r m i n e d to s u c c e e d ., #.. ' .*1. .(. ., ' "1.P .. .

i n t h e p u r p o s e fo r which t h e y were t r a i n e d and employed ,

S m a l l (1951) s u p p o r t e d t h e a b o v e when h e stated

t h a t when the morale o f a t e a c h e r is h i g h , t h a t he w i l l , t -- .L

be e n t h u s i a s t i c and self c o n f i d e n t , r e s p e c t h i s judgement

a n d is w i l l i n g b o t h t o make d e c i s i o n s and to a c c e p t f u l l

r e s p o n s i b i l i t y f o r a n y c o u r s e o f a c t i o n t h a t may be

27.

i n v o l v e d , H e l i k e s and r e s p e c t t h e s e i n a u t h o r i t y

o v e r him and h i s fe l low w o r k e r s and i s c o n f i d e n t t h a t

they l i k e and r e s p e c t him,

From a l l t h e a b o v e , i t c a n be s e e n t h a t morale i a

a major f a c t o r o f s u p e r v i s i o n , The morale of a

t e a c h e r d e t e r m i n e s i n a l o n q way h i s a t t i t u d e t o w a r d s

s u p e r v i s i o n o f i n s t r u c t i o n , F i n a l l y , s u p e r v i s o r s c a n

c o n t r i b u t e t o h i g h morale t h r o u g h ; e x p e r t n e s s i n

p r o f e s s i o n a l l e a d e r s h i p d i s p l a y e d , a w i l l i n g and s e l f l e s s

, - e x p e n d i t u r e of time and e n e r g y i n m e e t i n g p r o b l e m s a n d i n 1

r e n d e r i n g service, Through m a i n t a i n i n g a p o l i c y of

c o - o p e r a t i v e a t t a c k t o prab le rn and t a s k . Through

l e a d e r s h i p and a d m l n i s t z a t i o n which i s k i n d l y , sympathe-

t i c a n d c o o p e r a t i v e and a t t h e same t i m e f i r m , o b j e c t i v e

,, a n d i m p a r t i a l .

M o t i v a t i o n on the o t h e r hand work hand i n hand w i t h ,' ,,.. .*l. *. "l "" ' .

morale. B e r e l s o n and S t e i n e r (1964) d e f i n e s m o t i v a t i o n

as "an i n n e r s t a te t h a t e n e r g i z e s , a c t i v a t e s o r move,

directs or c h a n n e l s b e n a v i o u r towards g o a l s " .

A t k i n s o n '( 1964) f u r t h e r rd'veal'kd t h a t m t i v a t i o n deals

w i t h t h e a n a l y s i s o f t h e v a r i o u s f a c t o r s wh ich i n c i t e

and d i r e c t a n i n d i v i d u a l ' s a c t i o k ,

J

28.

Most i s s u e s a b o u t m o t i v a t i o n l ies o n t h e s h o u l d e r s

of t h e manager . I n t h e e d u c a t i o n a l s e t t i n g , t h e

p r i n c i p a l a s a n a d m i n i s t r a t o r a n d i n s t r u c t i o n a l

s u p e r v i s o r s h o u l d be c o n v e r s a n t w i t h m o t i v a t i o n and k i m t

i t t a k e s t o m o t i v a t e h i s t e a c h e r s i n o r d e r t o p e r f o r m

e f f e c t i v e l y f o r t h e a c h i e v e m e n t of t h e e d u c a t i o n a l

goals, Nwankwo (1982) asserts t h a t e f f e c t i v e s t a f f

m o t i v a t i o n demands t h a t t h e t e a c h e r be 30 e n g i n e e r e d

t o d e v o t e t h e m s e l v e s t o achieve t h e o b j e c t i v e s of

e d u c a t i o n , t h a t of t h e s c h o o l o r of t h e s t u d e n t s a n d 7

o n t h e o t h e r h a n d t h a t t h e i n d i v i d u a l t e a c h e r s g o a l s

a n d n e e d s be met.

Furt hernure , sevsral wclters a s s o c i a t e d staff

m o t i v a t i o n w i t h t h e s a t i s f a c t i o n of t h e n e e d s of t h e

s t a f f . M a s l o w (1954) h i e r a r c h i c a l l y , i d e n t i f i e d t h o s e

n e e d s as f o l i o w s :

- P h y s i o l o g i c a l n e e d s (foob, water, c l o t h i n g , s h e l t e r .' ,".. . .f. 3s. " >

a n d s l e e p ) ;

- S e c u r i t y o r s a f e t y n e e d s ( p h y s i c a l d a n g e r , fear o f

loss of j o b ) ; I t - .C - A f f l i a t i o n o r a c c e p t a n c e ne'eds ( n e e d t o b e l o n g , t o be

a c c e p t e d j.

29,

- Esteem need (power , p r e s t i g e , s t a t u s and self

c o n f i d e n c e ) .

- Sel f a c t u a l i z a t i o n (max imi se o n e ' s p o t e n t i a l ) .

Source: Koontz H, O ' d o n e l i C. a n d W e i h r i c h H. (i983).

The more t h e a b o v e n e e d s o f t h e s t a f f ( t e a c h e r s )

are m e t o r s a t i s f i e d , t h e more t h e y are m o t i v a t e d to

work a n d t h e i r h a r d work w i l l i n t u r n r e s u l t i n t h e

s a t i s f a c t i o n of t h e need of t h e o r g a n i z a t i o n . The

p r i n c i p a l s h o u l d t r y t o r e a l i z e t h e g o a l of h i s s t a f f

b e a r i n g i n mind t h e i n d i v i d u a l d i f f e r e n c e s t h a t what

m o t i v a t e s a p a r t i c u l a r t e a c h e r may n o t n e c e s s a r i l y

m o t i v a t e a n o t h e r t e a c h e r . So b y m e e t i n g t h e i n d i v i d u a l

n e e d s , t h e e d u c a t i o n a l n e e d s and g o a l s w i l l a lso be m e t .

P e e s e r (1973) f u r t h e r i m p l i e d t h a t t e a c h e r s w i l l be

f u r t h e r m o t i v a t e d i f t h e p r i n c i p a l s a d o p t a s t y l e

t h a t is a ba lag ,cebad . , . & m c r a t i c / a u t h o c r a t i c a n d p r o d u c t i

c e n t r e / e m p l o y e e c e n t r e d . T h i s means t h a t t h e p r i n c i p a l

s h o u l d e m p h a s i s e n o t e n l y t h e work b u t also the i n t e r e s t

of h i s w o r k e r s , h e s h o u l d . s t r i k e a b a l a n c e be tween t h e I t - .e

two,

Morgan a n d T u r n e r (1975) p o i n t e d o u t t h a t l e a d e r s

( p r i n c i p a l s ) s h o u l d be famil iar w i t h some factors t h a t

b r i n g a b o u t s a t i s f a c t i o n and d i s s a t i s f a c t i o n i n t h e i r

e f f o r t s tc m o t i v a t e t h e i r t e a c h e r s . They stressed

that principals s h o u l d m d k e t h e t e a c h i n g job s a t i s f y i n g

by t

- e n h a n c i n g t h e f e e l i n g o f the teachers on t h e job

( r e c o g n i t i o n and r e w a r d ) ;

- r e c o g n i t i o n o f i n d i v i d u a l w s r t h and p e r s o n a l d i g n i t y ;

- making work c h a l l e n g i n g a n d i n t e r e s t i n g ; w - p r o m o t i n g p r o f e s s i o n a l g r o w t h o f t e a c h e r s ,

S t e i n e r (1972) i n h i s r e s e a r c h f i n d i n g p o i n t e d o u t

more o f t h e m o t i v a t i n g factors when h e s tated t h a t

t e a c h e r s h a v e t h e p o t e n t i a l to a c h i e v e maximum

p r o d u c t i v i t y , If t h e y h a v e a t t h e i r d i s p o s a l s t h e

' n e c e s s a r y r e s o u r c e s t o m e e t t h e demand of t h e job, If

t h e r e s o u r c e s are n o t a d e q u a t e l y p r o v i d e d , t h e task w i l l <, ,,... ,q. 3,. !

be i n s u f f i c i e n t l y a c c o m p l i s h e d ,

I n c o n c l u s i o n , Nwaogu (1980) r i g h t l y p o i n t e d o u t

t h h t i f t h e m o t i v a t i o n of a t e a c h e r f o r i n s t r u c t i o n is I t I- .-

v e r y h i g h , h e w i l l d e v e l o p i n t e r e s t i n h i s l e s s o n s a n d

w i l l u t i l i z e a l l t h e n e c e s s a r y s k i l l s h e h a s d u r i n g t h e

31.

t e a c h e r d e v e l o p s an i n t e r e s t i n h i s j o b of i n s t r u c t i o n

t h a t h e w i l l e v e n a s k f o r a d v i c e o r h e l p f rom t h e

s u p e r v i s o r o r t h e p r i n c i p a l , T h i s e v e n t u a l l y l e a d s t o

h i s p r o f e s s i o n a l g r o w t h which reflects f a v o u r a b l y o n

t h e p e r f o r m a n c e i n h i s class or t h e s u b j e c t h e i s h e is

h a n d l i n g ,

E x p e c t a t i o n s of P r i n c i p a l s a s I n t e r n a l S u p e r v i s o r s

The p r i n c i p a l h a s been t h e c h i e f a d m i n i s t r a t i v e

and s u p e r v i s o r y l e a d e r i n t h e s e c o n d a r y s c h o o l s . The

q u n i q u e p o s i t i o n o c c a p i e d b y t h e p r i n c i p a l as a n

i n s t r u c t i o n a l l e a d e r is a v e r y c r u c i a l one, T h i s is

b e c a u s e a c c o r d i n g t o Green q u o t e d i n Ezeocha (1985:3)

" A d m i n i s t r a t o r s , by v i r t u e o f t h e i r p o s i t i o n s a re

l e a d e r s and t h e q u a l i t y of t h e i r l e a d e r s h i p d e t e r m i n e s

L - ,U 5 l a r g e e x t e n t , t h e i r s u c c e s s " , So, as i n s t r u c t i o n a l

l e a d e r s , t h e s u c c e s s or f a i l u r e of t h e s c h o o l s y s t e m ,' ," a*,. .* ,> . .

a lso rest o n how e f f e c t i v e t h e y are, Ywaogu ( 1 9 8 0 $ 1 3 2 )

s u p p o r t e d t h e a b o v e s t a t e m e n t when h e m a i n t a i n e d t h a t

t h e p r i n c i p a l h a s r ema ined t h e l i n e p o s i t i o n of a u t h o r i t y

o v e r t h e p u p i i ' s i n s t r u r t i o r f L a s w e l l as r e s p o n s i b i l i t y

f o r i t , H e c o n t i n u e d by s t r e s s i n g t h a t he is i n t h e . strategic c e n t r e of a w e b o f i n s t r u c t i o n a l i n t e r r e l a t i o n -

s h i p s , t e a c h e r - p u p i l s , t e a c h e r - t e a c h e r , t e a c h e r - s u p e r v i s o r

t e a c h e r - p a r e n t s a n d t e a c h e r - s u p e r i n t e n d e n t ,

The a b o v e s t a t e m e n t i m p l i e s t h a t t h e p r i n c i p a l , as

a n a d m i n i s t r a t i v e h e a d h a s a 1-ot of commi tmen t s t o

t h e e x t e n t t h a t t h e r e u s e t o be c l a s h e s b e t w e e n t h e

a d m i n i s t r a t i v e a n d s u p e r v i s o r y r o l e s of t h e p r i n c i p a l

a n d most of t h e time t h e s u p e r v i s o r y r o l e s u f f e r l a c k

of a t t e n t i o n (Hammock, 1955). Nwaogu (19801 f u r t h e r

p u t it t h i s way; "too o f t e n , t h e a d m i n i s t r a t i v e t a a k

i n s c h o o l o p e r a t i o n loom so l a r g e t h a t t h e y b l o c k o f f

t h e p r i n c i p a l ' s v i e w of t h e i n s t r u c t i o n a l f i e l d ,

A c c c r d i n q l y , h i s v i e w of teaching is o f t e n o n l y t h e v i e w

from h i s o f f i c e d o o r n . However, o t h e r e x p e r t s asserted

t h a t t h e p r i n c i p a l s h o u l d al low i n s t r u c t i o n a l improve-

men t t o t a k e p r e c e d e n c e o v e r o t h e r a d m i n i s t r a t i v e

d u t i e s . H a r r i s o n (1968) a n d Hunt & P i e r c e (1958)

a g r e e d t h a t i n s t r u c t i o n a l l e a d e r s h i p r a t h e r t h a n

a d m i n i s t r a t i o n a l leacW~t.'&Yi'i'p'* s h o u l d be stressed b y s a y i n g

t h a t a l l t r a i n i n g c o u r s e s s h o u l d c c n s i s t e n t l y emphasize

t h e p r i n c i p l e t h a t a d m i n i s t r a t i o n c a n o n l y be j u s t i f i e d

when t h e e x t e n t t o w h i c h it, h a i s e r v e d t h e i n s t r u c t i o n a l

programme is c o n s i d e r e d . T h i s is t r u e t o some e x t e n t

b e c a u s e w i t h o u t i n s t r u c t i o n a l programme t h e r e wou ld be

n o a d m i n i s t r a t i o n .

On the other hand, Nwaogu (1980) revealed that

ineffeciency in school administration has its own

defect, he continued by saying that if the school is

not well managed (administered), that efficiency in

instruction will be adversely affected because the factor

rasou~-ces for instructional purposes may not be well

utilized, He maintained that negligence in the improve-

ment of instruction through proper supervision by the

principal, may also lead to a low quality of instruction

, and invariably low performance both in and outside the

school, This icesfis that both the administrative and

supervisory duties are all important and none is suppose ,

to be neglected (Hunt and Pierce 1958).

However, many authors have suggested that principals

should delegate authority to other teachers in the

school system for instance, the Vice Principals, Head

of Department HOD)"^^" 6tti'i'gr teachers of valuable

attribute. Faqbulu (1972) supported the above statement

when stated:

The headmaster/principa who tries to do everything will not only fail but his failure will also look pitiful sinqe the many helping hands that are immediately available to him in solving his problems will be idle while he kills himself with overwork.

34 ,

A n e f f e c t i v e a d m i n i s t r a t o r ( p r i n c i p a l ) s h o u l d

of c o u r s e n o t be r eminded t h a t h e n e e d s c o m p e t e n t

h a n d s who w i l l h e l p o u t f o r t h e smooth r u n n i n g of t h e

w h o l e s y s t e m so t h a t a breakdown w i l l n o t r e s u l t d u e

to over-work, F a r r a n t (1976) f u r t h e r stressed t h i s

p o i n t when h e asserted t h a t a good h e a d t h a t p o s s e s s e s s

h i g h q u a l i t y l e a d e r s h i p i s aware t h a t , l i k e a g e n e r a l

h e c a n n o t win t h e b a t t l e a l o n e b u t by i n s p i r i n g t h o s e

t h a t w o r k w i t h him, ,

ow ever, t h e p r i n c i p a l sho i i ld bc c a r e f u l i n d e l e g a t i n g Y

a u t h o r i t y , h e s h o u l d n o t a b u s e i t , by i s s u i n g d r d e r

a n d r e l a x i n g w i t h o u t p r o p e r s u p e r v i s i o n to see i f

t h i n g s are moving o r work ing t h e way i t w a s s t i p u l a t e d

t o be, He s h o u l d a lso be s u r e t h a t t h e a u t h o r i t y i s

d e l i g a t e d t o a c o m p e t e n t a n d r e l i a b l e hand. F a i l u r e t o

do k h i s w i l l be d i s a s t r o u s , D o u g l a s s (1957) a t t e s t e d

t o t h i s when h e s t a ted : ..,, . . " t . . % . " , 3 . 1 * ' .

I n many s c h o o l s , t h e p r i n c i p a l s t i l l relies t o some e x t e n t o n d e p a r t m e n t h e a d s f o r t e a c h e r l e a d e r s h i p w i t h i n h i s s c h o o l * I n a c o n s i d e r a b l e number o f i n s t a n c e s , h i s r e l i a n c e i s n o t w e l l f o u n d e d , The d e p a r t m e n t h e a d i n many c a s e s d a c k . L t r a i n i n g , modern f u n d a m e n t a l p h i l o s o p h y , time o r i n g e n u i t y f o r i n s t r u c t i o n a l l e a d e r s h i p ,

H e m a i n t a i n e d t h a t t h e i r major c o n t r i b u t i o n o r h e l p

i n many cases s h o u l d be l i m i t e d t o m a n a g e r i a l a c t i v i -

ties.

F u r t h e r m o r e as a s c h o o l a d m i n i s t r a t o r and i n s t r u c -

t i o n a l s u p e r v i s o r , t h e r e are c e r t a i n b e h a v i o u r ,

a t t r i b u t e o r c o n d u c t t h a t w i l l be e x p e c t e d of t h e

p r i n c i p a l i n o r d e r to win t h e r e s p e c t , t r u s t a n d

c o n f i d e n c e o f t h e t e a c h e r s and s t u d e n t s a s a whole .

I n l i s t i n g some of t h e good q u a l i t i e s t h a t a s u c c e s s f u l

t p r i n c i p a l s h o u l d p o s s e s s , D a u g l a s s (1957:24) i n c l u d e d

among o t h e r t h i n g s , t h a t h e s h o u l d p o s s e s s r e s o u r c e f u l -

ness ' , v i s i o n a n d i n g e n u i t y , t h a t h e s h o u l d have t h e

h a b i t s and t h e c a p a c i t y fo r l o o k i n g i n t o t h e f u t u r e t h a t

means t h a t h e s h o u l d p l a n w e l l a h e a d o f t i m e , be able

t o make a d j u s t m e n t t o new s i t u a t i o n as t h e y arise a n d

be able t o i n v e n t new ideas or mod i fy o l d o n e s t o meet

c h a l l a n g i n g s i t u a t i o n s , H e s h o u l d be a n i n d i v i d u a l .' , , - . . q . 3s' " > I * * .

with an cpen mind, c a p a b l e of a c c e p t i n g p r o p o s e d new

i d e a s , b e i n g w i l l i n g to e x p e r i m e n t and t o t r y new

me thods and w i l l i n g t o e v a l u a t e a n d t o a c c e p t good i d e a s I - .a.

which may come f rom t e a c h e r s , p u p i l s o r p e o p l e of t h e

I n a d d i t i o n , E z e o c h a (1992~86) m e n t i o n e d mprc of

these a t t r i b u t e s i n h i s b o o k ; t h e y a re ; m o d e s t y ,

f r i e n d l i n e s s , i n t e r y r i t y a n d f r a n k n e s s , t a c t , moral

c o u r a g e f a i r n e s s a n d i m p a r t i a l i t y a n d f i n a l l y

d e d i c a t i o i ~ , F u r t h e r t o t h a t , t h e p r i n c i p a l s h o u l d be

a p p r o a c h c a b l e a n d accessible too. T h i s w i l l h e l p h i m

t o m a i n t a i n a democratic e n v i r o n m e n t i n h i s s c h o o l as

a n i n s t r u c t i o n a l leader, T h i s s h o u l d be so b e c a u s e t h e

o l d f a s h i o n e d mode o f s u p e r v i s i o n i s d i s c o u r a g e d w h i l e

t h e modern t y p e w h i c h i n v o l v e s a d e m o c r a t i c r e l a t i o n s h i p v

is e n c o u r a g e d , E z e o a c h a (1992:103) attested to t h a t

when h e wrote:

T h e m a s t e r - s e r v a n t , s u p e r - o r d i n a t e - sub- o r d i n a t e , k n o w - a l l - k n o w - l i t t l e r e l a t i o n s h i p s t h a t e x i s t e d b e t w e e n s u p e r v i s o r s a n d t h e t e a c h e r s h a v e g i v e n way t o a d e m o c r a t i c human r e l a t i o n s , S q p e r v i s o r s a n d t e a c h e r s relate as c o - w o r k e r s , e a c h g r o u p l e a r n i n g f r o m t h e o t h e r a n d e x c h a n g i n g i d e a s to t h e i m p r o v e m e n t of t e a c h i n g a n d l e a r n i n g ,

, , , . . 7 5 ' 8

Hunt L Perce !1958:231) quoted a r e p o r t o n a wor ld

c o n f e r e n c e , ' l i s t i n g t e n c h a r a c t e r i s t i c s a n d a b i l i t i e s

t h a t are d e s i r a b l e f o r a s u c c e s s f u l p r i n c i p a l . T h e y - .C

i n c l u d e :

- A b i d i n g faith i n and c o n v i c t i o n of t h e i m p o r t a n c e of

e d u c a t i ~ n i n a d e m ~ ~ c r a t i c s o c i e t y ;

- I n i t i a t i v e and i n v e n t i v e n e s s ;

- C o - o p e r a t i v e a t t i t u d e ; a d e s i r e t o d e v e l o p power

i n o t h e r s r a t h e r t h a n t o e x e r c i s e power o v e r them;

- D r i v e ; t h e a b i l i t y t o work h a r d p e r s i s t e n t l y t o w a r d s

a d e s i r a b l e o b j e c t i v e s ;

- P h y s i c a l and m e n t a l h e a l t h ; v i g o r , s t a m i n a , and

e m t f o n a l s t a b i l i t y ;

- High mora l c h a r a c t e r and p e r s o n a l i n t e g r i t y ;

- Sound judgement and c G m m c n sense.

+ They f u r t h e r p o i n t e d t h a t t h e p r i n c i p a l s h o u l d have

t h e knowledge o f , and t h e a b i l i t y t o u s e , c u r r i c u l u m -

i n s t r u c t i o n a l p r i n c i p l e s and p r a c t i c e s i n improving t h e

s c h o o l e d u c a t i o n a l programme. H e s h o u i d a l s o have t h e

a b i l i t y t o a d m i n i s t e r m a t e r i a l a s p e c t s o f s c h o o l work

'such as f i n a n c e s , s c h o o l p l a n t , equ ipmen t and s u p p l i e s .

Research f i n d i n g s h a v e showri t h a t t h e way p r i n c i p a l s < , ,, . . " 0 . .a. ~1 ..'a a .

approach anb r e l a t e w i t h t e a c h e r s i n t h e i r d a i l y

a c t i v i t i e s d e t e r m i n e s how r e c e p t i v e t h e y a re t o them

d u r i n g s u p e r v i s i o n . T e a c h e r s t e n d t o be more r e c e p t i v e

when supe ;v i sors a p p r o a c h is ndt authoritative t h a n when

t h e y are. T h i s a g r e e s w i t h t h e r e s e a r c h f i n d i n g s 0

~f I sherwood (1983:lS) o n , c l i n i c a l s u p e r v i s i o n - A

P r i n c i p a l s s p e r s p e c t i v e N w h e r e h e found t h a t a p r i n c i p a l ' s

i n f o r m a l a u t h o r i t y was p o s i t i v e l y related to a t e a c h e r ' s

l o y a l t y t o t h e p r i n c i p a l , a t e a c h e r ' s s e n s e o f job

s a t i s f a c t i o n and a t e a c h e r ' s s e n s e of powers. w i t h i n

t h e s c h o o l , H e a s s e r t e d t h a t when a p r i n c i p a l had

d e v e l o p e d i n f o r m a l a u t h o r i t y o v e r t h e t e a c h e r i n

a d d i t i o n t o t h e f o r m a l a u t h o r i t y conveyed by t h e

p r i n c i p a l ' s o f f i c e t h a t , t h e r e seems l i k e l y to be more

e f f e c t i v e c l i n i c a l s u p e r v i s i o n , In-as-much-as some

m e a s u r e s of a u t h o r i t y i s n d c e s s a r y for t h e s u p e r v i s o r

t o be r e c o g n i s e d and a c c e p t e d a s a leader (Nwaogu .a

1980:50?3 b u t t h e a u t h o r i t y s h o u l d n o t be a b u s e d o r

m i s p l a c e d , Prater (1961) stressed that u n l e s s t h e

s u p e r v i s ( ~ r h a s a w a r m p e r s o r r a i i t y t h d t d n s t e a c h e r s ,

h e w i l l f i n d it d i f f i c u l t t o e s t a b l i s h t h e r a p p o r t t h a t

b r e a k s down t h e s t a t u s barrier wnizh w i l l i n t u r n e n a b l e

t h e t e a c h e r a n d t h e s u p e r v i s o r t o a t t a c k t h e i n s t r u c t i o n a l

p r o b l e m s c o - o p e r a t i v e l y i n s t , e a d of t h e m s e l v e s .

It h a s b e e n o b s e ~ ~ e d ~ , t h a t some s u p e r v i s o r s embark

o n a u t h o r i t a r i a n i s m b y e x p e c t i n g t h e t e a c h e r s t o a l w a y s

s u b m i t b l i n d l y t o t h e i r a u t h o r i t y b u t e x p e r i e n c e f rom

t h e p r i n c i p a l s show t h a t t e a k h e r s resist s u c h a p p r o a c h , I - .i

a n d t h e r e s u l t a n t effect h a s been b r u t a l , a s observed

b y Unruh (1977:504); t h a t t h e r e s u l t a n t e f f e c t o f

a u t h o r i t a r i a n b e h a v i o u r a r e s e r i o u s ; r e s i s t a n t a n d

3 9 ,

h o s t i l i t y o f t e a c h e r s a n d loss of i n i t i a t i v e a n d

c r e a t i v i t y w i t h t h e s i d e e f f e c t o f f l a t u n i n s p i r e d

c u r r i c u l u m a n d m d e of i n s t r u c t i o n ,

On t h e o t h e r h a n d , t h e o p p o s i t e e x t r e m e o f

L a i s s e z F a i r e b e h a v i o u r o r d e l i b r a t e l y a b s e n t i n g

o n e s e l f f r o m d i r e c t i o n a n d p l a n i s a s d a n g e r o u s as

a u t h o r i t a r i a n i s ~ n ~ Urxruh ( 1 ~ 7 7 ) s u p p o r t e d t h i s b y s a y i n g

t h a t a b s t e n t i o n f rom a u t h o r i t y i s a l so a b s t e n t i o n from

r e s p o n s i b i l i t y far a s s e s s i n g t h e q u a l i t y of i n s t r u c t i o n

a n d m a i n t a i n i n g h i g h s t a n d a r d o f t e a c h i n g . T h e p r i n c i p a l

s h o u l d t h e r e f o r e be modest i n h i s d e a l i n g s w i t h t h e

t e a c h e r s . H e s h o u l d n e i t h e r o v e r u s e t h e a u t h o r i t y

g i v e n t o him n o r s h o u l d h e r e l a x h i s r e s p o n s i b i l i t y

so as to a v o i d c r e a t i n g p r o b l e m s f o r h i m s e l f i n terms

o f i n s t r u c t i o n a l s u p e r v i s i o n e

P r i n c i p a l s s h o u l d a lso be r e a d y a n d w i l l i n g t o , $ , . .k l . ,t. . "* '

u p d a t e t h e i r k n o w l e d g e by b e i n g e x p o s e d t o r e f r e s h e r

c o u r s e s so a s t o be c o n v e r s a n t w i t h t h e new r e s e a r c h

f i n d i n g s a n d t h u s , be able t o know wha t is a c t u a l l y

e x p e c t e d of him as a m o d e r n - h p e r v i s o r a n d also be able

t o detect when t h e t e a c h e r i s u s i n g a n ou t -mode led

t e a c h i n g method i n order t o correct h i m / h e r (Udoh, Akpa &

Gang 1 9 9 0 ) , T h i s w a s s u p p o r t e d b y Nwaogu (1980) when

h e i m p l i e d t h a t a l t h o u g h t h e p r i n c i p a l s t i l l r e t a i n s

t h e f i n a l r i g h t t o say who i s a n d who i s n o t a g o o d

t e a c h e r , t h a t s u c h r i g h t m a n s t h a t h e h a s a keen

k n o w l e d g e of i n s t r u c t i o n and e q u a l l y a keen k n o w l e d g e

t o i m p r o v e . T h i s k n o w l e d g e c a n n o t be a c q u i r e d from

the vacuum. Moreover, t h e p r i n c i p a l c a n n o t i m p r o v e

w h a t h e does n o t h a v e a c o m p e t e n t k n o w l e d g e a b o u t .

T h e p r i n c i p a l s h o u l d b y way o f i n - s e r v i c e t r a i n i n g , b y

e n g a g i n g h i m s e l f i n p r o f e s s i o n a l r e a d i n g s u c h a s b o o k s

a n d j o u r n a l s , b e l o n g i n g t o p r o f e s s i o n a l o r g a n i z a t i o n @

a n d making u s e of t h e i r p e r i o d i c a l s be h e l p e d t o k e e p

i n f o r m e d of t h e c u r r e n t movement i n e d u c a t i o n a n d a l so

p r e v e n t t h e d a n g e r s o f p r o f e s s i o n a l a t r o p h y o r s t a g n a t i o n

T h e p a r t p l a y e d b y t h e s u p e r v i s o r y f u n c t i o n of t h e

p r i n c i p a l i s numerous . T h i s is b e c a u s e t h e y a re a l w a y s

know t h e i r i n s t r u c t i o n a l a b i l i t i e s a n d s k i l 1 s . h v i e w

of t h i s , t h e y are a w a r e of t h e t e a c h e r s t h e y are l i k e l y

to s p e n d , m o r e o f t h e i r t i m e w i t h , so as t o i m p r o v e I! - .L

t h e i r i n s t r u c t i o n a l c a p a b i l i t i e s . Huge ( 1 9 7 6 : 389)

u p h e l d t h i s v i e w when h e s t a ted t h a t a p r i n c i p a l who knows

41.

his/her staff, recagnises the area of individual

strength, models of growth processes on his own,

assist others in setting job targets that include a

built-in-recognition and reward system.

Finally, Whitaker (1983) pointed out other

important roles expected of the principals that; they

should have a clearly defined policy; build a team of

competent teachers; facilitate the professional develop-

ment of teachers; establish good personal relationships;

being seen as a good teacher; resolving conflict; Y

' keeping up-to-date on educational developments;

introducing new ideas; administering and maintaining

the organization; appointing staff; knowing the children

and evaluating the work of the school. A competent

principal who is efficient in playing the aforementioned

roles will definitely win the love and respect of his

teachers, students qnd..all .)&her people concerned in

the instructional improvement. This will in turn create

an environment that is conducive for the achievement

of the goals of education. I( - -c

Summary o f L i t e r a t u r e Reviewed

The r e v i e w l i t e r a t u r e s h a v e so f a r p r o v i d e d much

i n f o r m a t i o n a ' m u t t h i s s t u d y . . It p r o v i d e d a h i g h l i g h t

o n t h e v i e w s o f e x p e r t s o n t h e c o n c e p t and t h e need

o f i n s t r u c t i o n a l s u p e r v i s i o n . A l i p o i n t e d t o w a r d s t h e

improvement o f i n s t r u c t i o n f o r q u a l i t y e d u c a t i o n which

i n t u r n l e a d s t o t h e a c h i e v e m e n t o f t h e o v e r a l l g o a l

o f e d u c a t i o n . T h a t t h i s c a n o n l y be a c c o m p l i s h e d . b y

h e l p i n g t e a c h e r s who h e l p t h e s t u d e n t s .

D i f f e r e n t a u t h o r s a l s o m a i n t a i n e d t h a t t h e need t

f o r s u p e r v i s i o n r e m a i n s i n o r d e r t o h e l p t e a c h e r s t o

k e e p abreast w i t h t h e new knowledge which r e s u l t s f rom

t h e e x p l ~ s i o n o f knowledge i n d i f f e r e n t a r e a s o f

l e a r n i n g e n d e a v o u r s . T h i s w i l l h e l p them t o do away

w i t h t h e obsolete methods of t e a c h i n g which a re no

l o n g e r f u n c t i o n a l . They f u r t h e r m a i n t a i n e d t h a t s i n c e

new t e a c h e r s come ,$.,nt;~,~.fhe , f i e l d e v e r y t i m e , t h a t t h e y . n e e d t o be h e l p e d and t h a t o l d and e x p e r i e n c e d t s s c h e r s

too h a v e t h e i r own f a l l i b l e s so t h e need f o r s u p e r v i s i o n

i s i n d i s p u t a b l e . I4 - .C

R e l a t e d l i t e r a t u r e f u r t h e r r e v e a l e d some of t h e

e x p e c t a t i o n s o f p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s . It

was s t a t e d t h a t p r i n c i p a l s , by v i r t u e o f t h e i r

p o s i t i o n are l e a d e r s . I n s t r u c t i o n a l l e a d e r s f o r t h a t

matter so, t h a t t h e q u a l i t y o f t h e i r l e a d e r s h i p

d e t e r m i n e s to a l a r g e e x t e n t t h e i r s u c c e s s , The r e v i e w

f u r t h e r shows t h a t t h e p r i n c i p a l h a s a l o t , o f commitments

ta t h e extent t h a t a d m i n i s t r a t i v e d u t i e s c l a s h e s w i t h

t h e s u p e r v i s o r y roles-

However, some a u t h o r s p o s i t e d t h a t s u p e r v i s o r y roles

s h o u l d be g i v e n more a t t e n t i o n (Harr ism 1968; Hunt and

P i e r c e 1 9 5 2 ) w h i l e o t h e r s s t r e s s e d t h a t a d m i n i s t r a t i v e

roles s h o u l d b e g i v e n more t i m e a r g u i n g t h a t i f schools

a r e n o t w e l l a d m i n i s t e r e d t h a t e f f i c i e n c y i n i n s t r u c t i o n

w i l l be a f f e c t e d a d v e r s e l y (~bvaogu 1980) . O t h e r s

s t i l l s u g g e s t e d t h a t e q u a l amount o f t i m e s h o u l d , be

g i v e n t o b o t h a d m i n i s t r a t i v e and s u p e r v i s o r y d u t i e s .

That none is s u p p o s e t o be n e g l e c t e d (Hunt & P i e r c e 1958)-

However, it was advioed* 'by>xYtt ie ts f o r t h e p r i n c i p a l t o

d e l i g a t e a u t h o r i t y t o o t h e r members o f t h e s t a f f

( t e a c h e r s ) ( F a g b u l u , 1972; F a r r a n t 1976 ) . T h e p r i n c i p a l s

were however warned , t o be p a r e f u l i n t h e i r d e l e g a t i o n

o f a u t h o r i t y t o i n c a p a b l e hands a n d t h a t a u t h o r i t y

s h o u l d be d e l e g a t e d o n t h e a d m i n i s t r a t i v e a s p e c t i n s t e a d

o f the s u p e r v i s o r y role i n o r d e r t o a v o i d d i s a s t e r .

F u r t h e r m o r e , c e r t a i n a t t r i b u t e s or b e h a v i o u r

r e q u i r e d cf t h e p r i n c i p a l s as i n t e r n a l s u p e r v i s o r s

ware a l s o h i g h l i q i i t e d . Among o t h e r t h i n g s , t h e s u p e r v i s i o n

d e m o c r a t i c n a t u r e o f h i s a p p r o a c h d u r i n g Land o t h e r

times was s t r e s s e d . They were a l so e n c o u r a g e d t o

up -da t e t h e i r knowledge.

Works o n teachers a t t i t u d e t ~ w a r d s s u p e r v i s i o n was

a l s o r e v i e w e d . I t r e v e a l e d t h a t t e a c h e r s g e n e r a l l y

h a t e t o be s u p e r v i s e d Decause t h e y see t h e s u p e r v i s o r s

w as f a u l t f i n d e r s . O t h e r f a c t o r s i n c l u d e some p e r s o n a l i t y

p r o b l e m s and l a c k o f r e a d i n e s s fo r t h e l e s s o n t o be

t a u g h t . S u g g e s t i o n s were g i v e n o n how p r i n c i p a l s c a n

a t t e m p t t o correct some of t h e s e d e f e c t s . It was

d i s c o v e r e d however , t h a t some t e a c h e r s e n g a g e i n power

t u s s l e w i t h t h e p r i n c i p a l s .

F i n a l l y , t h e p l a c e of mor3le and m o t i v a t i o n i n ,,,,.... 4 . . ? , . . I * ,

i n s t r u c t i o n a l s u p e r v i s i o n was a l s o l o o k e d i n t o . It

was r e v e a l e d t h a t a g r e a t r e l a t i o n s h i p e x i s t b e t w e e n

w o r k e r s morale and t h e i r a t t i t u d e t o work . T h a t h i g h

morale leahs t o a h i g h d e g p e e - o f c o - o p e r a t i o n and self

c o n f i d e n c e w h i l e low morale r e s u l t s i n t h e o p p o s i t e .

F a c t o r s t h a t l e a d t o low morale were a l so p o i n t e d o u t i n

t h e r e v i e w , Ways t o p romo te h i g h m o r a l e was a lso

45,

h i g h l i g h t e d , T h e l i t e r a t u r e f u r t h e r revealed how

t e a c h e r s can be m o t i v a t e d . It was also r e v e a l e d t h a t

p r i n c j p a l s s h c u l d emphaslse both the g o a l s of t h e

workers a n d t h a t of t h e o r g a n i z a t i o n , H e s h o u l d s t r i v e

t o meet the g o a l s and needs of t h e individuai w o r k e r s

i n o r d e r t o m o t i v a t e them t o meet t h a t of t h e o r g a n i z a -

t i o n , T h i s w i l l h e l p t h e m t o be more r e s p o n s i v e t o

s u p e r v i s i o n .

Many a u t h o r s and r e s e a r c h e r s h a v e stated t h e i r

v i e w s o n t h e s u s p e c t e d a r e a s t h a t may l e a d t o s u p e r v i s o r y ,

p r o b l e m s , I t i s now l e f t f o r t he p r e s e n t r e s e a r c h e r t o

e s t a b l i s h or d i smiss a n y s u c h s t a t e m e n t s based o n h e r

f i n d i n g s .

CHXPTE!? THREE 46.

RESEARCH METHODOLOGY AND PROCEDURE

T h i s c h a p t e r p r e s e n t s t h e p r o c e d u r e f o r i n v e s t i g a -

t i n g t h e c o n s t r a i n t s tc; t h e e f f e c t i v e s u p e r v i s i m

of i n s t r u c t i o n a s p e r c e i v e d b y b o t h t h e p r i n c i p a l s

t h e m s e l v e s a n d t e a c h e r s .

R e s e a r c h D e s i g n

The s u r v e y r e s e a r c h d e s i g n was u s e d i n t h i s s t u d y .

T h i s r e s e a r c h d e s i g n i s a p p r o p r i a t e b e c a u s e a c c o r d i n g

t o O s u a l a (1982) i t is t h e b e s t a v a i l a b l e r e s e a r c h

d e s i g n f o r t h e p u r p o s e of d e s c r i b i n g c o n d i t i o n s as t h e y

e x i s t *

F u r t h e r m o r e , i t i s a lso a p p r o p r i a t e f o r a p o p u l a -

t i o n t h a t i s f a i r l y l a r g e , B a b b i e (1975) a d d e d t h a t

s u r v e y r e s e a r c h d e s i g n is t h e b e s t d e s i g n i n

c o l l e c t i n g o r i g i n a l d a t a f o r p u r p o s e s of d e s c r i b i n g r

a p o p u l a t i o n t h a t i s f a i r l y l a r g e t o be s e r v e d d i r e c t l y .

Area of Study ., ,#,.,t. 4, ! ' .

T h e s t u d y was c a r r i e d o u t among t h e p r i n c i p a l s a n d

t e a c h e r s i n t h e s e c o n d a r y s c h o o l s i n Imo S t a t e . On the

2 7 t h o f A u g u s t 2991, a new s t a t e was c r e a t e d f r o m Imo

S t a t e . T h e r e f o r e , t h e p re lSen t - - Imo S t a t e is made up of

twen ty-one L o c a l Government Areas, namely; . Aboh-Mbaise,

Ahiazu-Mbaise , Ehime-Mbano, E z i n i h i t t e , I d e a t o N o r t h ,

I d e a t o S o u t h , I h i t t e -Uboma , I k e d u r u , I s i a l a Mbano,

I s u , Mbaitoli , Ngor O k p a l a , N k w e r e , Obowo, O h a j i /

Egbema, O g u t a , Okigwe, O r l u , O r s u , Oru a n d O w e r r i ,

T h e s e L o c a l Government Areas a re f u r t h e r c o m p r e s s e d

i n t o t h r e e a d m i n i s t r a t i v e z o n e s , Okigwe O r l u and O w e r r i

Zones ,

P o p u l a t i o n o f S t u d y

The p o p u l a t i o n of t h i s s t u d y c o n s i s t s of a l l t h e

294 p r i n c i p a l s a n d 7 ,455 t e a c h e r s i n t h e 294 s e c o n d a r y

s c h o o l s i n Imo State, w

P r i n c i p a l s w e r e p a r t i c u l a r l y c h o s e n f o r t h i s s t u d y

b e c a u s e , as i n s t r u c t i o n a l s u p e r v i s o r s , t h e y are d i r e c t l y

i n v o l v e d i n t h e p r o b l e m s o r c o n s t r a i n t s t h a t hamper

t h e i r e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i o n s . T e a c h e r s

b o n t h e o t h e r hand , who are b e i n g s u p e r v i s e d s t a n d a

better c h a n c e of knowing most of t h e s e c o n s t r a i n t s , So ,

t h e y w i l l be s o u r c e s f o r more u s e f u l i n fo rma t io r3 s , , $ ,, ., 4.q. ,*a ? . . *

The 3 - a d m i n i s t r a t i v e ones i n Imo S t a t e w i t h t h e i r

r e s p e c t i v e number of p r i n c i p a l s a n d teachers are shown

be low: I t - .+.

Table 3.1: Showing the LGAS in Owerri Zone with their respective number of Principals and Teachers

OvJERRI ZONE

LaGoA,

Aboh Mbaise

Ahiazu Mbaise

Ezinihite

Lkeduru

Mbaitoli

Ngor Okpala

oguta

Oha ji/Egbema

Owerri

Total

No, of Principals

12

13

16

18

19

15

9

9

34

14 5

No, of Teachers

5 T a b l e 3.2: Showing t h e / L o c a l Government Areas i n

Okiqwe Zone w i t h t h e i r r e s p e c t i v e number of t e a c h e r s a n d ~ r i n c i p a l s

OKIGWE ZONE

L0G.A.

Ehime Mbano

I h i t t e Uboma

I s i a l a Mbano

Obowo

Okiqwe I

P r i n c i p a l s

17

Total 1 68

NO, of T e a c h e r s

2 72

T a b l e 3.3: Showinq t h e 7 Local Government Areas w i t h t h e i r r e s p e c t i v e number o f p r i n c i p a l s and T e a c h e r s i n O r l u Zone

ORLU ZONE

L - G o A o ., ,,... k t ,

I d e a t o r N o r t h

Ideator S o u t h

I s u

Nkwere

O r l u

No* of ~ r i n c i p a l s

. , , , . , I* . . 9

NO0 of T e a c h e r s

15 2

112

2 2 8

299

406

143

3 14

1,654

S o u r c e : M i n i s t r y o f E d u c a t i o n (1995) O w e r r i , Imo S ta te ,

S a m p l e a n d S a m p l i n g T e c h n i q u e

T h e s t r a t i f i e d m u l t i - s t a g e d s a m p l i n g t e c h n i q u e

was u s e d i n s e l e c t i n g t h e r e s p o n d e n t s . T h i s t e c h n i q u e

was a d o p t e d i n o r d e r t o s a v e c o s t ( ~ e s , 19681 ,

T h e f i r s t s t a g e i n v o l v e s t h e s e l e c t i o n of 9 (45%)

L o c a l Government Areas (LGA) o u t o f t h e 2 1 local

g o v e r n m e n t areas ( L G A ) p r o p o r t i o n a t e l y , f r o m t h e 3

a d m i n i s t r a t i v e z o n e s which fo rm t h e s t r a t a . I n t h a t case,

4 ,3 a n d 2 l o c a l g o v e r n m e n t areas were s e l e c t e d proportions- , I

t e l y from O w e r r i , O r l u a n d Gkigwe z o n e s r e s p e c t i v e l y Y

' t h r o u g h b a l l o t i n g s y s t e m .

T h e s e c o n d s t a g e was t o select 1 2 2 s e c o n d a r y s c h o o l s

f r o m e a c h o f t h e 9 local g o v e r n m e n t a r e a s . The t h i r d

s t a g e was t o u s e a l l t h e 100% of t h e p r i n c i p a l s from t h e ,

122 s e c o n d a r y s c h o o l s a n d t o select r a n d o m l y 15% of t h e

t e a c h e r s f rom t h e 2 , 6 0 4 t e a c h e r s i n 1 2 2 s e c o n d a r y s c h o o l s .

T h i s g a v e a s a m p l e s i z e o f 392 t e a c h e r s , Thus 15% ,, ,, ,, 4 "$. .t. *, * 31.r

* . i s a b o v e t h e a p p r o x i m a t e l y 10% minimum s i z e recommended

b y Nwana ( 1 9 8 1 : 7 2 ) whsn t h e p o p u l a t i o n i s a f e w t h o u s a n d s .

The s a m p l e size for b o t h t h e p r i n c i p a l s ( 1 2 2 ) a n d t e a c h e r s

( 3 9 2 ) is e q u a l to 514 respon'den&.

F i n a l l y , t h e f o r t h s t a g e i n v o l v e d t h e s e l e c t i o n o f

t e a c h e r s p r o p o r t i o n a t e l y t o t h e number o f t e a c h e r s i n each

of t h e s e l e c t e d s c h o o l s , t h e r e a f t e r , the r e q u i r e d

number o f t e a c h e r s was drawn f rom e a c h s c h o o l by b a l l o t i n g

sy s t em.

T a b l e 3.4: Showinq t h e ~ i s t r i b u t i o n ~ o f t h e Sampled numbers of P r i n c i p a l s and Teachers i n t h e S e l e c t e d L o c a l Government Areas

S e l e c t e d LGAs

Ahiazu Mbaise

E z i n i h i t t e

I k e d u r u

N g ~ r O k p a l a

I s i a l a Mbano

Obowo

I d e a t o r N o r t h

I d e a t o r S o u t h

O r l u

T o t a l

No o f P r i n c i p a l s / S c h o o l s

No of T e a c h e r s

No of T e a c h e r s Sampled

5 2 .

I n s t r u m e n t f o r Data C o l l e c t i o n

T h e i n s t r u m e n t u s e d f o r t h e c o l l e c t i o n of data for

t h i s s t u d y was Q u e s t i o n n a i r e which w a s c o n s t r u c t e d b a s e d

o n t h e i d e a s g e n e r a f e d f rom t h e r e l a t e d l i t e r a t u r e

r e v i e w e d a n d g u i d e d by r e s e a r c h q u e s t i o n s , The

q u e s b i o n n a i r e is made up o f f e w open ended and many f i x e d

a l t e r n a t i v e q u e s t i o n s , It h a s two s e c t i o n s ; s e c t i o n s A &

B, S e c t i o n A d e a l s w i t h p e r s o n a l d a t a , It h e l p e d t o

e l i c i t i n f o r m a t i o n f r o m b o t h p r i n c i p a l s and t e a c h e r s .

,v The f i r s t o n e h e l p e d to i d e n t i f y t h e p o s t o r s t a t u s of

t h e . r e s p ~ n d e n t s , o t h e r q u e s t i o n s h e l p e d to p r o v i d e

i n f o r m a t i o n w i t h r e s p e c t t o t h e i r r e s p e c t i v e y e a r s o f

e x p e r i e n c e a n d q u a l i f i c a t i o n s . T h i s s e c t i o n h a s j u s t

t h r e e i t e m q u e s t i o n s .

S e c t i o n B i s made u p o f f o u r c l u s t e r s w i t h f i v e ( 5 )

q u e s t i o n s i n e a c h c l u s t e r making u p (20) t w e n t y q u e s t i o n , < ,,,,. *<. 3,' \ . " 4 .

items. The questLonnaire t h e r e f o r e c ~ n t a l n s t w e n t y - t h r e e

q u e s t i o n s i n t h e whole ,

The same t y p e o f q u e s t i o n n a i r e was g i v e n t o b o t h t h e

p r i n c i p a l s and t h e t e a c h e r s " i n - l i r d e r t o e l ic i t i n f o r m a t i o n s

a b o u t t h e i r g e n 2 r a l p e r c e p t i o n t o the prob l ems e n c o u n t e r e d

by t h e p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s , T h e r e a f t e r ,

t h e i r r e s p o n s e s w i l l be conipared.

53,

Validation of the Instrument

The icstrument used in this study was subjected to

both face and content validity, It was sent to the

supervisor of this work, including two other experts in

Educational ~dministration who are also project and thesis

supervisors, Modifications were made based on their

corrections,

Reliability of The Instrument

A test re-test method was used to ascertain the

reliability of the questionnsire, Two ( 2 ) principals

and twelye (12) teachers were used in the pilot testing,

After t w o weeks interval, the same instrument was re-

administered to the same group of respondents, heir

first and second scores were sorrelated'using Spearman

Rank Order Correlation Coefficient to determine the

reliability,

. , , " > . ' 1 . ' 1 . , . , I + ' . The formulsr is

A reliability coefficieqt qf 0.74 shows that the

questionnaire is highly reliable,

Administration Of The Instrument

A total of 514 copies of questionnaire were

administered to the respondents by hand. 122 copies

of questionnaire were administered to the principals

while 392 copies were administered to the teachers in

proportion to the number of teachers in the selected

schools.

Out of the 514 copies administered, 329 (64.00%)

copies were returned and used in this study after discar-

w ding some copies wl th grossly incomplete informations, I

~ethod of Data ~nalysis

The mean scores and standard deviation was used to

answer the research questions to determine the mean

agreement level of the respondents on the constraints to

internal supervision by principals. This was considered

item by item per cluster of each group using the formulac:

- Where X = Mean

= Sum of ~ ~ s c o ~ e s

X = Normal value of optiong.

A f o u r ( 4 ) p o i n t r a t i n g scale were u s e a f o r t h e

r e s p o n d e n t s t o rate t h e i r p e r c e p t i o n s (Mworgu, 1 9 9 1 ) ,

t h e y are:

S t r o n g l y Agree ( S A ) - 4 p o i n t s

Agree ( A ) - 3 p o i n t s

D i s a g r e e ( D A ) - 2 p o i n t s

S t r o n g l y isa agree (SD) - 1 p o i n t

T h e c r i t e r i o n mean was d e t e r m i n e d b y d e t e r m i n i n g t h e

S t a n d a r d Mean of t h e r a t l n g scores, Y

C r i t e r i o n o r Standard Mean = 4 + 3 + 2 + 1

4

based o n t h i s , a n y mean t h a t i s below 2.50 were c o n s i d e r e d

as d i s a g r e e m e n t w h i l e a n y mean t h a t is 2 - 5 0 a n d a b o v e

nccs c o n s i d e r e d as a g r e e d .

2 The X test of ifi86b&tid'&ncti was u s e d t o test t h e

h y p o t h e s i s o f no d i f f e r e n c e be tween t h e p e r c e p t i o n of

P r i n c i p a l s and t h a t of t e a c h e r s -at 0.05 l e v e l o f

s i g n i f i c a n c e . I ) _ .+

The formular is:

X 2 = Chi-square

z = Sum to ta l

0 P Observed v a l u e s

E = Expected v a l u e s .

'!''!* 5 E N ' I A T I O N ANn L C T A A N A L Y S I S - i n t h i 3 c h a p t e r , t h e r e s e a r c h e r p r e s e n t e d t h e r e s u l t oi' t h e a n a l y s e d

work b a s e d o n t h a f o u r r e s e a r c h q u e s t i o n s and o n e h y p o t h e e i s .

R o s e a r c h Q u e s t i o n 1

URat a re t e a c h e r s a t t i t u d e s j r e 3 c t i u n s t o w a r d s s i i p e r v i s i o n ' ?

Tha answer t o t h i s r e s e a r c h q u e s t i o n was p r o v i d e d by t h e d a t a

a n e l y a a d i n t a b l o 4.1 be low.

T a b l e 4.1: P r e s e n t i n q t h e Summary o f r e s p o n s e s on t e a c h e r s a t t i t u d e s / r e a c t i o n s t o w a r d s s u p e r v i s i o n

( C r i t e r i o n mean - 2 .50 )

I t ems

"

T e a c h a r e g e n e - r a l l y h a t e i o b e m u p e r v i s e d . T o a c h e r s d i s a g r e e w i t h t h e P r i n c i - p a l s b e c a u s e t h e y a r e e x p e r i e n c e d .

The r a t e of absenteeism by teachers is v e q h i g h . I ' , - P r i n c i p a l s a r e r e g a r d e d a s f a u l t f i n d e r s by t h e t e a c h e r s

T o o c h e r s fo rm c l i q u e t o sabots- 9 6 t h e p r i n c i p a l s supervisory e f f o r t s

RESPONSES

3 2 -

flea n - X

-

2.67

2.51

2 ,09

2.51

1 .97 -

A g r e e

A g r a s

D is- a g r e e

A g r o s

D i s - a g r e e

NO: The f i g u r e s i n p o r e n t h s s i s r e p r e s e n t t h e 7

P e r c e n t a g e s .

58.

T h e r e s u l t i n t h e a b o v e t a b l e 4 .1 shows t h a t t e a c h e r s

g e n e r a l l y h a t e t o be s u p e r v i s e d a s p o r t r a y e d by mean s c o r e

of 2.67 o f q u e s t i o n n a i r e i t e m 1, wh ich is a b o v e t h e c r i t e r i o n

mean of 2.5 wh ich t h e n f a l l s w i t h i n t h e a g r e e m e n t l eve l .

Mean o f 5.51 also shows t h a t t e a c h e r s d i s a g r e e w i t h

p r i n c i p a l s as s u p e r v i s o r s b e c a u s e t e a c h e r s t h e m s e l v e s feel

t h a t t h e y are e x p s r i e n c e d e n o u g h - s o d o n o t need t o be

s u p e r v i s e d .

However, t h e r e s p o n s e s t o q u e s t i o n n a i r e i t e m 3 w i t h

m a n o f 2.09 i n d i c a t e s t h a t t e a c h e r s d o n o t a b s e n t Y

l t h e m s e l v e s f r o m s c h o o l b e c a u s e o f i n a d e q u a t e s u p e r v i s i o n

by t h e p r i n c i p a l s . Mean 2.11 i n a d d i t i o n i n d i c a t e d t h a t

p r i n c i p a l s are r e g a r d e d as f a u l t f i n d e r s . F i n a l l y , mean

s c o r e of 1.97 shows t h a t t e a c h e r s d o n o t fo rm c l i q u e s t o

s a b o t s q e t h e p r i n c i p a l s s u p e r v i s o r y e f f o r t s .

'Resea r ch Q u e s t i o n 2

What f a c t o r s r e d u c e t h e m o r a l e / m o t i v a t i o n o f ., ,,r .kt. .I. .,** r>Z. ' .

t e a c h e r s t h a t impede t h e e f f e c t i v e s u p e r v i s i o n o f

i n s t r u c t i o n by t h e p r i n c i p a l s ?

The a n a l y s e d d a t a be low, p r o v i d e d a n s w e r s t o t h e above , I - -.

r e s e h r c h q u e s t i o n .

T a b l e 4.2: Showinq c o n d i t i o n s t h a t r e d u c e s / i n c r e a s e s t h e f l o r a l e / M o t i v a t i o n of t e a c h e r s and t h a r e f o r e make them l e s s o r more r e c e p t i v e t o s u p e r v i s i o n .

( - f i i t e r i o n mean 1 2.50)

The c o n d i t i o n o f s e r v i c e o f t e a c h e r s a r e g 6 f l 6 r a l l v poor ,

1 '. . ,

'. I

Teachers do n o t p a r t i c i p a t e i n mak ing d e c i s i o n s t h a t d f Fect t h e i r job.

Teachers o r e n o t rewarded a c c o r d i n g t o t h e i r s f f o r t s .

Taachers do n o t u o r k h a r d because t h 6 y are, n o t ' p r o v i - ded w i t h enough f a c : l i t i s s t o work w i t h ,

Teachers ' knowledge are n o t upda ted F

ESPON - 3

A

- Mean -

X

-

3.27

2.22

3 . 20

2.69

2.35

-

Remarks

Agree

D i s - a g rae

\

Agree

Agree

D i e - a g r e e

The a b o v e r e s u l t ( t a b l e 4.2) shows t h a t t h e

c o n d i t i o n o f s e r v i c e of t e a c h e r s is h i g h l y p o o r a s

i n d i c a t e d b y t h e mean l e v e l o f 3.26 which i s h i g h l y a b o v e tha

c r i t e r i o n mean. The c a l c u l a t e d mean of 2.22 shows

t h a t t e a c h e r s do p a r t i c i p a t e i n making d e c i s i o n s t h a t

a f f e c t t h e i r job. On t h e o t h e r h a n d , p r i n c i p a l s and

teachers h i g h l y a g r e e d t h a t t e a c h e r s are n o t rewarded

a c c o r d i n g t o t h e i r e f fo r t s , t h a t t h e i r salaries are n o t

r e g u l a r . T h i s is c o n f i r m e d by t h e mean r a t i n g o f 3.20.

Means r e s p o n s e of 2.69 i n d i c a t e d t h a t p r i n c i p a l s a n d

, t e a c h e r s a g r e e d t h a t t e a c h e r s are n o t p r o v i d e d w i t h

enough fac i l i t i es . They however d i s a g r e e d ( ~ e a n 2.34)

w i t h t h e s t a t e m e n t t h a t f o r t h e fact t h a t i n - s e r v i c e t r a i n - ,

i n g and r e s e a r c h work were n e t made a v a i l a b l e , t h a t

t e a c h e r s h a t e to be s u p e r v i s e d .

R e s e a r c h Q u e s t i o n 3

What are t h e p r i n c i p a l s ' s u p e r v i s o r y p a t t e r q t h a t .<, " . . . k t . , t . . , ' ! ' * ' .

c o n s t i t u t e t e a c h e r s r e s i s t a n c e t o s u p e r v i s i o n .

T h e answar t o t h e a b o v e r e s e a r c h q u e s t i o n was

p r o v i d e d from tiie r e s u l t of t h e data a n a l y s a d below.

T a b l e 4.3: Showinq t h e summary o f P r i n c i p a l s ' S u p e r v i a o r y

I terns

P a t t e r n t h a t c o n s t i t u t e s s u p e r v i s o r y p r o b l e m d u e t o T e a c h e r s ' r e s i s t a n c e . ( C r i t e r i o n mean 1 2 .50 )

Thm p r i n c i p a l 3 d o n o t c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n g s u p m r w i e i o n .

P r i n c i p a l s u s e c o l l e a g u a l a p p r o a c h d u r i n g s u p e r v i s i o n .

P r i n c i p a l s r a r e l y apoak w i t h t h e t m a t h e r s e x c e p t d u r i n g o u p e r v i s i o n .

P r i n c i p a l 8 d o n o t e x p l a i n r e a s o n s f o r t h a i r a c t i o n s , t h e y arm a u t h o c r a - t i c d u r i n g s u p e r v i s i o n ,

L p c k o f s i f e c t i v e m e e t i n g s by t h e p r i n c i p a l s w h e r e t b a c h e r e arm n o t a l l o u e d t o a i r t h e i r v i e w e c r e a t e s u p e r v i s o r y p r o b l e m

ISPONSE

3

A

- Near

- X

2.63

2.32

,

2.20

2.50

2 .95 -

-. -

R e m a r k s

A g r e e

A g r e e

A g r e e

62.

I n t h e r e s u l t o f t ab le 4 - 3 , mean score o f 2.63 o f

Item 11 of Q u e s t i o n n a i r e shows t h a t p r i n c i p a l s do n o t

c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n g s u p e r v i s i o n . W h i l e

mean 2.32 o f i t e m 1 2 i n d i c a t e d d i s a g r e e m e n t which s h o w s

t h a t most p r i n c i p a l s d o n o t u s e c o l l e g u a l a p p r o a c h d u r i n g

s u p e r v i s i o n -

Mean 2-20 however i n d i c a t e d d i s a g r e e m e n t showing I

t h a t p r i n c i p a l s d o n o t s p e a k w i t h t h e i r t e a c h e r s o n l y

d u r i n g s u p e r v i s i o n b u t a t o t h e r times too. Mean 2 - 5 0

gf q u e s t i o n n a i r e i t e m 1 4 showed a g r e e m e n t , t h a t most I

p r i n c i p a l s , are a u t o c r a t i c d u r i n g s u p e r v i s i o n . L a s t l y ,

mean 2.95 of t h e 1 5 t h q u e s t i o n n a i r e i t e m i n d i c a t e d t h a t ,

l a c k of e f f e c t i v e s u p e r v i s o r y m e e t i n g s w h e r e t e a c h e r s

c a n n o t f r e e l y a i r t h e i r v i e w s c r e a t e s s u p e r v i s o r y I

p r o b l e m s .

R e s e a r c h Q u e s t i o n 4 I

H o w d o o t h e r a d m i n i ~ s t ' r " a ' t . ~ V ' c h o r e s l i m i t o r p r e v e n t

t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c t i a n b y t h e

p r i n c i p a l s ?

T h e a n s w e r t o t h i s r e s e a r , ~ h ~ - g h e s t i o n was p r o v i d e d

i n t h e a n a l y s e d work as shown i n t h e t a b l e 4.4 below.

T a b l a 4.48 Showinq t h e summary on how o t n a r a d m i n i s t r a t i u s c h o r e s c a n p r e v e n t e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n .

I t a m 8

P r i n c i p a l a a r e s o o c c u p i e d w i t h o t h e r o d a i n i s t ra t i u e c h o r e a t h a t t h e y r a r e l y C ~ I I L ~ t l m e f o r s u p e r v i s i o n o f i n r t r u c t i o n .

P r i n c i p a l s d o n o t d e l a g a t a a u t h o r i t y t o more e x p e r i e n c e d ~ i a c h s r s t o c a r r y o u t t h e s u p e r v i s o r y work .

P r i n c i p a l s a r e v e r y h a r d w o r k i n g s o t h e y d o a l l t h e supervisory and m a n a g a r i a l w o r k s a l o n e a n d r e g u l s r . <

P r i n c i p a l s are i r r a g u l a r i n t h e i r s u p a r v i r i o n , t h e y s u p 8 r v i e e o n c e i n a b l u e mcrom.

L a c k o f a d e q u a t e s u p e r v i a i o n oP i n s t r u c t i o n ha? mode i t i m p o s s i b l e f o r t h e p r i n c i p a l t o i d e n t i P y a n d makc s p e c i a l p r o v i s i o n r o b s p ~ c i ~ l a h i l i - t i a s a n d d i a a b i l i - L i e n i n y o u r sz:.ocll

( C r i t e r i o n mean r 2 .50 )

-","...A

Naan

- X

-

*77

055

' * 2 2

1.83

2.75

-

Remarks

A q r a a

A g r e e

Dis- a g r e e

A g r a e

A g r e a

In table 4.4 above, mean score of 2.77 indicated

agreement to questionnaire item 16 which means that

principals rarely find time for supervision of instruction.

2.55 of the analysed 17th questionnaire item also

indicated agreement showing that principals do not dele-

gate authority to more experienced teachers to carry out

the supervisory work.

The mean score of 2.22 of questionnaire item 18

however, snowed that the principals do the sbpervisory

Q work alone and that they are not regular. While the

I

mean score of 2.83 confirmed theif irregularity in

their supervision,

Finally, mean score of 2.74 of questionnaire item 20

indicated that lack of adequate supervision of instruction

made it impossible for the principals to identify and

make provision for special abilities and disabilities in

their schools, , , , A , , . h q . . ~ . ~ , . . 1 4 + s .

uypothesf s

There is no significant difference between the mean

rating of. the perception of principals and that of 0 - ..

teachers on the constraints to the effective supervision

of instruction by the principals,

2 T a b l e 4 . 5 ~ Showinq t h e Chi -square ( X ) test cornparism -

o f P r i n c i p a l s and T e a c h e r s P e r c e p t i o n o f C o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n by t h e P r i n c i p a l s

T e a c h e r s g e n e r a l l y h a t e t o be s u p e r v i s e d

T e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l s b e c a u s e t h e y are exper ie r rced

The r a t e of a b s e n t e e i s m by- t e a c h e r s is very h i g h , . .. . .

P r i n c i p a l s a r e r e g a r d e d as f a u l t f i n d - ers by t h e t e a c h e r s ,

T e a c h e r s form cliqdas t o s a b o t a g e t h e p r i n c i p a l s 1 s u p e r v i s o r y e f f o r t s o

., , , , . * q .

The c o n d i t i o n s f s e r v i c e s f t e a c h e r s are g e ~ e r a l l y poor,

T e a c h e r s do n o t p a r t i - c i p a t e i n making d e c i s i o n s t h a t a f f e c t t h e i r job e

7- Calcu- l a t e d

Deg re@ o f

Freedom ( d f ) --

x 2 C r i t i - cal

7,815

7,815

7,815

7,815

7,815

7,815

7,815

Not g ig- n i f i c a n t

S i g n i - f i c a n t

Not s i g - n i f i c a n t

S i g n i - f i c a n t

Not s i g - n i f i c a n t

Not s i g - n i f i c a n t

Not ~ i g - n i f i cmt

T e a c h e r s a re n o t rewar- ded a c c o r d i n n f-- t h e i r efforts, .- , , - .

- < .

' . I a - *

. - . .

T e a c h e r s do n o t work h a r d b e c a u s e t h e y are n o t p r o v i d e d w i t h enough f a c i l i t i e s t o work w i t ti.

T e a c h e r s knowledge are n o t u p d a t e d -

T h e p r i n c i p a l s do n o t c o - o p e r a t e w i t h t h e t e a c h e r s d u r i n q s u p e r v i s i o n .

T h e p r i n c i p a l u s e s col l e a g i a l a p p r o a c h d u r i n q s u p e r v i s i o n of i n s t r u c t i o n .

P r i n c i p a l s r a r e l y s p e a k w i t h h i s t e a c h e r s e x c e p t d u r i n g s u p e r v i s i o n .

P r i n c i p a l s do n o t e x p l a i n r e a s o n s f o r

X2 C a l c u - l a t e d

t h e i r a c t i o n s , t h e y are a u t h o c r a t i c d u r i n q s u p e r v i s i o n o f i n s t r u c t i o n . 8.986

Degree of

? r e e d m ( d f )

C r i t i - ca 1

Remark/ D e c i s i o n

Not s i g - n i f i c a n t

Not S i g - n i f i c a n t

Not s i g - n i f i c a n t

S i g n i - f i c a n t

Not s i g - n i f i c a n t

Not s i g - n i f i c a n t

a S i g n i - f i c a n t

Items

Lack of effective meetings by the Principals where teachers are not free to air their views creates supervisory problems.

Principals are so occupied with other administrative chores that they rarely find time for supervision of instruction,

Principals do not delegate authority to more experienced teachers to carry out the supervisory work,

Principals are very hard working so they do all the supervisor! and managerial works alone and regular.

Principals are irregular in their q L

supervision, they supervise once in a blue moon.

Lack of adequate supervision of instru. c t b n has made it impassible for the principal to identify and make provisions for special abilities and disabilities in

your schoo 1.

7- Calcu- lated

Degree 0 f '.'

Freedom (df)

Remark/ Decision

Not sig- nif icant

Not sig- nif icant

Not Sig- nif icant

Not sig- nif icant

Not sig- snif icant

Sig ni- f icant

T a b l e 4.5 a b ~ v e shows t h a t y e n e r a l l y , there i s

no s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e p e r c e p t i o n of

p r i n c i p a l s a n d t h a t of t h e t e a c h e r s o n t h e c o n s t r a i n t s t o

t h e e f f e c t i v e s u p e r v i s i o n o f ' i n s t r u c t i o n , I n most of

t h e cares, t h e x Z - c a l c u l a t e d v a l u e s were less t h a n t h e

cr i t i ca l or table v a l u e , hei is p e r c e p t i o n s were u n a n i m o u s

ii-8 16 cases o u t of t h e 20 q u e s t i o n n a i r e items, T h e i r

p e r c e p t i o n h o w e v e r d i f fe r i n o n l y 4 cases (2 4 14 201,

W o r t h y o f n o t e h o w e v e r , i s t h e l e v e l o f a g r e e m e n t

b e t w e e n t h e p r i n c i p a l s a n d t h e t e a c h e r s i n r e s p o n s e t o

'I , q u e s t i o n n a i r e i t e m 11, T h e mean score of p r i n c i p a l s

showed t h a t t h e y a g r e e d more (2,878) t h a n t h e t e a c h e r s (2,560)

t h a t w a s why x2 i n d i c a t e d s i g n i f i c a n t .

T h e s e areas o f d i s a g r e e m e n t a re i s o l a t e d a n d s i lmrnar ised

as shown i n t ab l e 4 - 5 1 be low.

Table 4.51: Showinq areas of d i s a g r e e m e n t i n t h e P e r c e p t i o n of P r i n c i p a l s a n d T e a c h e r s i n 4 out of the 20 ~ u e s t i o n n a i r e Items

70.

From t h e table 4.51 above , mean 2.607 o f t h e

p r i n c i p a l s ' r e s p o n s e i n d i c a t e d t h a t t h e y i n s i s t e d t h a t

t e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l d u r i n g s u p e r v i s i o n

b e c a u s e t h e y f e e l t h a t t h e y are e x p e r i e n c e d . Whi le

mean 2.165 of t e a c h e r s r e s p o n s e t o t h e same

q u e s t i o n n a i r e i t e m d e p i c t e d t h a t t e a c h e r s d i s a g r e e d w i t h

t h e s t a t e m e n t , I n o t h e r words , t h a t t e a c h e r s do n o t

d i s a g r e e w i t h t h e p r i n c i p a l s b e c a u s e t e a c h e r s feel t h e y

are e x p e r i e n c e d ,

However, p r i n c i p a l s d i s a g r e e d t h a t t e a c h e r s see them 1:

" as f a u l t f i n d e r s as shown by t h e mean r e s p o n s e o f 2.464,

While t e a c h e r s t h e n s e l v e s a g r e e d t h a t t h e y see t h e p r i n c i -

p a l s as f a u l t f i n d e r s (2,501.

I n q u e s t i o n n a i r e itam 11, b o t h t h e p r i n c i p a l s and

b t e a c h e r s a c c e p t e d t h a t t h e p r i n c i p a l s d o not, co-operabe

w i t h t h e t e a c h e r s d u r i n g s u p e r v i s i o n a s shown by t h e i r

mean s c o r e s of 2.875 .. ,, and. 4 w 1 . .I I 2,%564. r e s p e c t i v e l y . However,

t h e d i f f e r e n c e between t h e i r mean s c o r e s i s s i g n i f i c a n t .

The mean score of 2.250 o f p r i n c i p a l s r e s p o n s e to

q u e s t i o n n a i r e i t e m 14 showed t h a t p r i n c i p a l s d i s a g r e e d , - --

t h a t t h e y are a u t h o c r a t i c w h i l e t h e mean score o f 2.527

i n d i c a t e s t h a t t e a c h e r s a g r e e d t h a t p r i n c i p a l s are

a u t h o c r a t ic.

L a s t l y p r i n c i p a l s d i s a g r e e d (2 ,464) t h a t l a c k of

a d e q u a t e s u p e r v i s i o n o f i n s t r u c t i o n made i t i m p o s s i b l e

f o r them t o i d e n t i f y and s o l v e t h e problems r e l a t e d t o

s p e c i a l a b i l i t i e s and d i s a b i l i t i e s i n t h e i r s c h o o l s .

While t h e t e a c h e r s a g r e e d (2.802) t h a t s u c h problems are

posed by s u c h l a g s .

F i n d i n q s

The f o l l o w i n g were t h e summary o f f i n d i n g s r e v e a l e d

from t h e a n a l y s e d d a t a :

1, The a t t i t u d e / r e a c t i o n of t e a c h e r s toward s u p e r v i s i o n T

I i) T e a c h e r s g e n e r a l l y h a t e t o be s u p e r v i s e d . ,

ii) Exper i enced t e a c h e r s moreover , d i s a g r e e w i t h

t h e p r i n c i p a l s d u r i n g s u p e r v i s i o n , I

iii) T e a c h e r s r e g a r d t h e i r p r i n c i p a l s a s f a u l t f i n d e r s

d u r i n g s u p e r v i s i o n , 1

i v ) T e a c h e r s d o n o t form c l i q u e s t o s a b o t a g e t h e

s u p e r v i s o r y e f f o r t s o f t h e p r i n c i p a l s , ,, ,,%.kt. 7, . ., *4.?

2. F a c t o r s t h a t c a n r e d u c e t h e m o r a l e / m o t i v a t i o n o f

t e a c h e r s which make them less r e c e p t i v e t o s u p e r v i s i o n

are$ ,

, I - _.. i) Poor c o n d i t i o n o f s e r v i c e .

ii) T e a c h e r s n o t rewarded a c c o r d i n g t o t h e i r e f f o r t s l

and i r r e g u l a r payment of salaries,

iii) Lack o f a d e q u a t e f a c i l i t i e s t o work w i t h ,

72.

3. Princibals* supervisory pattern that constitute

or lead to resistance by the teachers.

i) Lack of co-operation by the principals during

supervision.

ii) Failure of the principals to use colleagual

approach during. supervision.

iii) The authocratic nature of the principais'

approach leads to supervisory problems,

iv) When the principals do not create a forum where

teachers can air their views during supervisory

3 meetings.

4. How other administrative chores can prevent adequate

supervision of instruction by the principals. ,

i) When principals are so much occupied by other

administrative chores.

ii) When principals do not delegate authority to

other more experienced and effective teachers, ., ,. . . "l. .'. 1 . . I+. .

it leads to irregular supervision and as such,

iii) It makes it difficult for the principals to

identify special abilities (specially gifted)

and disabilities I( acebemica1 ly handicapped

children) in their schools and making provisions

fer them,

5. Hypothesis

The Hypothesis of no difference between the,

responses of Principals and those of teachers were

upheld. Their views were the same in 16 questions while

they differed in only ( 4 ) four cases. The views or

opinion of Principals and teachers upheld from the four

cases were as fcllows:

That teachers see the principals as fault finders

and

authocratic;

That inadequate supervision of instruction prevents

the principals from identifying and making

provisions for special abilities and disabilities

of tne students in their schools.

The principals response revealed that teachers dis-

agree with them during supervision because they feel

they are experienced so do not need supervision.

CHAPTER FIVE 74 i I

DISCUSSION , IMPLIC4TION, RECOMMENDATIONS AND CONCLUSION T h i s c h a p t e r d i s c u s s e s t h e f i n d i n g s of t h i s s t u d y ,

i n a d d i t i o n to t h e r ecommenda t i ons s temming from t h e

r e s u l t of t h e f i n d i n g s , i t describes t h e i m p l i c a t i o n o f

t h e ' s t u d y a n d o f f e r s s u g g e s t i o n s f o r f u r t h e r s t u d i e s ,

D i s c u s s i o n o f F i n d i n q s

I n f i n d i n g o u t t h e p e r c e p t i o n s of p r i n c i p a l s and

t e a c h e r s o n t h e c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n

o f i n s t r u c t i o n by t h e p r i n c i p a l s , f o u r p u r p o s e s of

s t u d y were s t a t e d :

F i r s t l y , t o i d e n t i f y o r d e t e r m i n e t e a c h e r s reac t fo rd ;

a t t i t u d e towards s u p e r v i s i o n . S e c o n d l y , to d e t e r m i n e t h e

f a c t o r s t h a t r e d u c e t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s

t h a t impede e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n .

T h i r d l y , t o i d e n t i f y t e a c h e r / p r i n c i p a l r e l a t i o n s h i p

, t h a t c o n s t i t u t e s u p e r v i s o r y p r o b l e m s t o t h e p r i n c i p a l s ,

F i n a l l y , t o f i n d o u t how o t h e r a d m i n i s t r a t i v e c h o r e s can ., ,,. , .<. 3,. , ..I* .

l i m i t or p r e v e n t e f f e c t i v e s u p e r v i s i o n o f i n s t r u c t i o n ,

Based o n t h e a b o v e p u r p o s e s , research q u e s t i o n s and

h y p o t h e s i s t o g e t h e r w i t h q u e s t i o n n a i r e items were

f o r m u l a t e d , Mean score, s t1bnddrd d e v i a t i o n a n d

p e r c e n t a g e s were u s e d t o a n s w e r t h e r e s e a r c h q u e s t i o n s .

Ch i - squa re t e s t of i n d e p e n d e n c e was u s e d t o t es t t h e n u l l

75.

h y p o t h e s i s . T h e p o p u l a t i o n of t h i s s t u d y c o m p r i s e d

of a l l t h e 294 p r i n c i p a l s and 7 ,455 t e a c h e r s i n

s e c o n d a r y s c h o o l s i n Imo State. The i n s t r u m e n t u s e d for

d a t a c o l l e c t i o n was s t r u c t u r e d q u e s t i o n n a i r e w i t h 4 -po in t

r a t i n g scale. A t o t a l of 514 c o p i e s o f q u e s t i o n n a i r e

w a s a d m i n i s t e r e d b y hand b u t 329 c o p i e s were r e t u r n z d

a n d u s e d a s t h e s a m p l e f o r t h i s s t u d y ,

I n a n s w e r i n g r e s e a r c h q u e s t i o n 1, a b o u t t e a c h e r s

a t t i t u d e t o w a r d s s u p e r v i s i o n , t ab l e 4.1 r e v e a l s t h a t

t e a c h e r s g e n e r a i l y h a t e t o be s u p e r v i s e d as i n d i c a t e d by

mean 2,67, T h i s however is i n c o n f o r m i t y w i t h t h e

f i n d i n g s of Ogunsa ju (1983) i n t h e r e v i e w e d l i t e r a t u r e who

s t a t e d t h a t t e a c h e r s i n N i g e r i a h a v e a d e e p r o o t e d n e g a t i v e

p e r c e p t i o n o f s u p e r v i s i o n , The f i n d i n g s of t h i s work

f u r t h e r r e v e a l e d t h a t t e a c h e r s d i s a g r e e w i t h t h e p r i n c i p a l s

d u r i n g s u p e r v i s i o n b e c a u s e t h e y see t h e p r i n c i p a l s as

f a u l t f i n d e r s (Hean 2.51), The a b o v e p e r c e p t i o n by .,,,,.. " r . . t . ? > * 4 * . .

p r i n c i p a l s and t e a c h e r s was s u p p o r t e d by D ike 1991 i n

t h e r e v i e w e d l i t e r a t u r e of t h i s work. H e s t a t e d t h a t

t e a c h e r s h a v e s u c h n e g a t i v e f e e l i n g s a b o u t s u p e r v i s i o n , I - . C

b e c a u s e t h e y see t h e p r i n c i p a l s a s f a u l t f i n d e r s . his

c e r t a i n l y creates s u p e r v i s o r y p r o b l e m s to' t h e p r i n c i p a l s

as i n t e r n a l i n s t r u c t i o n a l s u p e r v i s o r s .

However, t h e a c t i o n s o f p r i n c i p a l s c a n g o a l o n g way

i n e r a s i n g t h i s n e g a t i v e f e e l i n g s i n teact~ers when

t h e p r i n c i p a l s make t e a c h e r s t o u n d e r s t a n d t h a t t h e y are

i n t h e c l a s s r o o m n o t t o c r i t i c i ze o r j u d g e b u t t o h e l p

t e a c h e r s i m p r o v e t h e i r t e a c h i n g t e c h n i q u e s a n d c a p a b i l i -

t ies, a n d t h a t f o r t e a c h e r s t o a c c e p t t h e a b o v e a s s u m p t i o n s ,

t h a t t h e e v i d e n c e musc be t h e r e ( t h a t is t h e y must p r o v e

i t by a c t i o n ) (Ogunsa ju 1 9 8 3 ) . L i l l i a n Bernhagen ,

p a s t p r e s i d e n t of American school a s s o c i a t i o n q u o t e d

i n Landsmann ( 1 9 7 8 ) s u p p o r t e d t h e a b o v e a s s e r t i o n r

when she s k a t e d t h a t if teachers a r e i n school w i t h

p r i n c i p a l s who c r i t i c i z e s o r who n e v e r complements ...a

then comes t h e m a n i f e s t a t i o n of f r u s t r a t i o n a n d Stress,

T h i s r e p o r t i s a l so i n c o n s i s t e n t w i t h t h e f i n d i n g s of

Dike ( 1 9 9 1 ) q u o t e d earlier. H e f u r t h e r r e v e a l e d t h a t

t h i s n e g a t i v e v i e w of teachers o n s u p e r v i s i o n c a n be

r e i n f o r c e d , p e r p e t u a $ e d , .' ,,.,.." . ., P I + .I ,pr, h e i g h t e n e d by c o n s t a n t

n e g a t i v e f e e d b a c k b y t h e i r p r i n c i p a l s , On t h e o t h e r hand ,

when teachers a re i n school w i t h p r i n c i p a l s t h a t care,

and c r e a t e a s u p p o r t i v e e n v i r o n m e n t , t h a t those t e a c h e r s , I - .-

w i l l be p o s i t i v e l y r e i n f o r c e d a n d e m o t i o n a l l y feel

r e w a r d e d (Be rnhangen i n Landsmann 1 9 7 8 and D i k e 1 9 9 1 ) ,

The a b o v e s t a t e m e n t showed t h a t p r i n c i p a l s as i n t e r n a l

77.

s u p e r v i s o r s hdve roles to p l a y i n c o r r e c t i n g t e a c h e r s

a t t i t u d e t o w a r d s s u p e r v i s i o n so t h a t t h i s s h o u l d n o t p o s e

a p rob l em t o them i n t h e i r c o u r s e o f s u p e r v i s i o n . T h i s

d o e s n o t i n anyway mean t h a t p r i n c i p a l s s h o u l d n o t be

f i r m i n c o r r e c t i n g f a u l t s t h a t may damage t h e

i n s t r u c t i o n a l s y s t e m , r a t h e r any c o r r e c t i o n s h o u l d be

d o n e in a r e s p e c t f u l manner,

T h e a n a l y s e d r e s u l t of r e s e a r c h q u e s t i o n two i n t a b l e

4.2 shows t h a t t h e c o n d i t i o n o f s e r v i c e o f t e a c h e r s

are g e n e r a l l y p o o r and t h a t is why t h e y resist t h e s u p e r v i -

s o r y e f f o r t s o f t h e p r i n c i p a l s (Mean 3.27). It was also

d i s c o v e r e d t h a t t e a c h e r s are n o t r ewarded a c c o r d i n g to

t h e i r e f f o r t s and t h a t t h e i r salaries are n o t r e g u l a r

(Mean 3.20). Mean 2.69 f u r t h e r r e v e a l e d t h a t most

t e a c h e r s d o n o t work h a r d b e c a u s e of i n a d e q u a t e f a c i l i t i e s .

A l l t h e s e however , create s u p e r v i s o r y prob lems t o t h e

p r i n c i p a l s b e c a ~ s e * + ~ l lt.Vese i n a d e q u a c i e s make t h e morales

of t e a c h e r s to be v e r y l o w a n d so t h e y are n o t m o t i v a t e d

t o c a r r y o u t t h e i r j o b s e f f e c t i v e l y . Many a u t h o r s

s u p p o r t e d t h i s as r e f l e @ e d ' i n - .- t h e r e v i e w l i t e r a t u r e of

t h i s work. F o r i n s t a n c e , Ezeocha (1992) and Munson (1951)

s t a t e d t h a t l a c k o f r e c o g n i t i o n , p o o r c o n d i t i o n of

s e r v i c e , low s a l a r y income and p r e s e n c e o f u n n e c e s s a r y

r e s t r a i n t s migh t lead t o l o w morale t o t e a c h e r .

O g u n s a j u (1983) s u p p o r t e d t h i s by s t a t i n g t h a t t e a c h e r s

IIIUSC be enco t i r aged t o keep u p the good work by t h e

p r i n c i p a l showing a p p r e c i a t i o n t o what h e / s h e d o e s

t o w a r d s t h e improvement o f i n s t r u c t i o n ,

T h e p r i n c i p a l c a n p l a y a p a r t i n r a i s i n g t h e m o r a l e

o f t h e i r t e a c h e r as i m p l i e d by t h e a b o v e a u t h o r i t i e s ,

I f p r i n c i p a l s p l a y t h e i r own roles a c c o r d i n g t o t h e i r

a b i l i t i e s t h i s may raise t h e m r a l e / m o t i v a t i o n of t h e i r

t e a c h e r s t h e r e b y a l l e v i a t i n g t h e i r s u p e r v i s o r y p rob l ems ,

T h e 3 r d r e s e a r c h q u e s t i o n shown i n table 4.3 i n v e s t i g a - C

t e d t h e p r i n c i p a l s 9 s u p e r v i s o r y p a t t e r n t h a t c o n s t i t u t e

s u p e r v i s o r y p r o b l e m s as a r e s u l t o f t e a c h e r s ' r e s i s t a n c e .

It w a s d i s c o v e r e d t h a t m s t p r i n c i p a l s d o n o t c o - o p e r a t e

w i t h t h e i r t e a c h e r s d u r i n g s u p e r v i s i o n ( ~ e a n 2.,63) by

n o t u s i n g c o l l e a g u a l a p p r o a c h d u r i n g t h e i r s u p e r v i s i o n

(Wean 2.32). Mean 2.50 i n d i c a t e d t h a t most o f t hem u s e

a u t h o c r a t i c m e a s u r e s +&n. 4qqm3ach ing t h e i r t e a c h e r s

d u r i n g s u p e r v i s i o n .

T h e s e f i n d i n g s a g r e e d w i t h t h e o b s e r v a t i o n s made by

Unruh (1977) s t a t e d i n t h e , , r e v l e w - .- l i t e r a t u r e of t h i s

work t h a t ~ s t s u p e r v i s o r s h a v e embarked o n a u t h o r i t a r i a n i s m

by e x p e c t i n g t h e i r t e a c h e r s t o s u b m i t b l i n d l y t o t h e i r

a u t h o r i t y , t h a t t h e r e s u l t a n t e f f e c t o f t h e s e l a c k o f

c o - o p e r a t i o n a n d a u t h o r i t a r i a n b e h a v i o u r are

r e s i s t a n c e and h o s t i l i t y o f t e a c h e r s and l a c k of

i n i t i a t i v e and c r e a t i v i t y . T h i s shows t h a t a u t h o r i t a r i a n i s m

a n d l a c k o f c o - o p e r a t i o n a l w a y s make t h e t e a c h e r s t o resist

t h e i r p r i n c i p a l s , I n s t e a d , t e a c h e r s r a t h e r y i e l d t o t h e

i d e a s o r s u g g e s t i o n s o f p r i n c i p a l s who a r e less

a u t h o c r a t i c , T h i s i s i n c o n s i s t e n t w i t h I sha rwood

( 1 9 8 3 ) i n h i s r e s e a r c h f i n d i n q s . He p o s i t e d t h e t

p r i n c i p a l s ' i n f o r m a l a u t h o r i t y was p o s i t i v e l y r e l a t e d

t o a t e a c h e r s ' l o y c l l t y t o t h e p r l n c i p a l s ' and a t e a c h e r s ' I

s e n s e o f job s a t i s f a c t i o n and h i s s e n s e of power i n t h e

s c h o o l , So acco rd i -nq t o I s h a r w o o d , when a p r i n c i p a l had

d e v e l o p e d i n f o r m a l a u t h o r i t y o v e r t h e t e a c h e r i n a d d i t i o n

t o t h e f o r m a l a u t h o r i t y conveyed by t h e p r i n c i p a l s o f f i c e

t h a t t h e r e s h o u l d be more e f f e c t i v e c l i n i c a l s u p e r v i s i o n .

I n o r d e r t o win h i s t e a c h e r s , t h e p r i n c i p a l s h o u l d

d e v e l o p a w a r m p e r s o n a l i t y .so as t o e s t a b l i s h t h e .$ ,,,,.kc ,t *, * . I *

r a p p o r t t h a t b r e a k s down t h e s t a t u s b a r r i e r which w i l l

i n t u r n e n a b l e t h e t e a c h e r and t h e p r i n c j p a l t o a t t a c k

t h e i n p t r u c t i o n a l p r o b l e m s . c o - o p e r a t i v e l y i n s t e a d of , I - .L.

a t t a c k i n g t h e m s e l v e s ( P r a t e r 1 9 6 1 ) .

The a n s w e r t o r e s e a r c h q u e s t i o n 4 p r o v i d e d i n table 4

i n d i c a t e d t h a t t h e p r i n c i p a l s r a r e l y f i n d t i m e fo r

s u p e r v i s i o n o f i n s t r u c t i o n d u e t o t h e f a c t t h a t t h e y are

more o c c u p i e d by o t h e r a d m i n i s t r a t i v e c h o r e s (Mean 2.77)

a n d t h a t most p r i n c i p a l s d o n o t d e l e g a t e a u t h o r i t y t o

o t h e r t e a c h e r s (Mean 2,551 a s a r e s u l t , t h e y do n o t

s u p e r v i s e r e g u l a r l y (Mean 2,831. T h i s i n e f f e c t , had

made it d i f f i c u l t f o r t h e p r i n c i p a l s t o i d e n t i f y and

s o l v e some s p e c i a l a b i l i t y and d i s a b i l i t y p r o b l e m s i n

t h e i r s c h o o l s .

T h e a b o v e f i n d i n g s w e r e i n c o n s i s t e n t w i t h Hammock

(1955) and Nwaogu (1980) i n t h e r e v i e w e d l i t e r a t u r e

w h e r e t h e y s t a t e d t h a t p r i n c i p a l s a s a d m i n i s t r a t i v e h e a d s i

h a v e l o t s of commitments t o t h e e x t e n t t h a t t h e r e u s e to

be c l a s h e s be tween t h e a d m i n i s t r a t i v e c h o r e s a n d t h e

s u p e r v i s o r y roles of t h e p r i n c i p a l and most o f t h e t i m e

t h a t t h e s u p e r v i s o r y roles s u f f e r lack o f a t t e n t i o n .

O g u n s a j u (19831 s t a t e d t h a t d u r i n g t h i s t i m e o f l a r g e

a d m i n i s t r a t i v e t a s k s t h a t t h e p r i n c i p a l s ' v iew o f t h e

i n s t r u c t i o n a l o r t e a c h i n g f i e l d is o n l y t h e v iew from h i s ,, ,, ,, 4 w f . .B. , % .

o f f i c e d o o r , Dur ing t h i s c r i t ical p e r i o d , some

p r i n c i p a l s a l l o w e d t h e i n s t r u c t i o n a l a s p e c t t o s u f f e r

l a c k of a t t e n t i o n a s n o t e d above. I, - .-

However, some a u t h o r s a d v o c a t e d f o r t h e i n s t r u c t i o n

improvement t o t a k e p r e c e n d e n c e - o v e r t h e ' m a n a g e r i a l

a s p e c t of t h e p r i n c i p a l s h i p s t r e s s i n g t h a t a d m i n i s t r a t i o n

81.

c a n o n l y be j u s t i f i e d when t h e e x t e n t t o w h i c h i t h a s

s e r v e d t h e i n s t r u c t i o n a i programme is c o n s i d e r e d

( H a r i s o n , 1 9 6 8 a n d Hunt & P i e r c e , 1 9 5 8 ) . I n as much as

t h e p r i n c i p a l s h o u l d c o m b i n e t h e a d m i n i s t r a t i v e work

w i t h t h a t of t h e s u p e r v i s o r y d u t i e s , i t s h o u l d be

a d v i c e a b l e t h a t when t h e a d m i n i s t r a t i v e d u t i e s "loom so

l a r g e w a s it were, t h a t t h e p r i n c i p a l s s h o u l d d d l e g a t e

a u t h o r i t y t o more e x p e r i e n c e d a n d e f f e c t i v e t e a c h e r s f r o m

tile a a m i n i s t r a t i v e aspect ~f ! I ~ s w a r k . T h i s w i l l a l l o w

,more t i m e for him d o t h e s u p e r v i s o r y d u t i e s .

T a b l e 4.5 showed t h e x2 cornpar ism of t h e r e s p o n s e s of

t e a c h e r s b a n d t h a t of t h e p r i n c i p a l s ; o n t h e i r p e r c e p t i o n

of c o n s t r a i n t s t o t h e e f f e c t i v e s u p e r v i s i o n of i n s t r u c -

t i o n s b y t h e p r i n c i p a l s . It w a s d i s c o v e r e d h o w e v e r , t h a t

t h e r e were no s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e

r e s p o n s e s o f p r i n c i p a l s a n d t h o s e o f t e a c h e r s . T h i s

means t h a t b o t h the. .pmi,rnoipals a n d t e a c h e r s h a v e t h e

same o p i n i o n i n 1 6 q u e s t i o n s o u t o f t h e 20 q u e s t i o n n a i r e

items. T h e s e a r e a s o f s i m i l a r o p i n i o n s h a s b e e n

d i s c u s s e d u n d e r t h e rese,arch - .. q u e s t i o n s .

However, t h e f o u r ( 4 ) q u e s t i o n areas ( 2 , 4 , 1 4 , , 2 0 )

w h e r e p r i n c i p a l s a n d t e a c h e r s had v a r y i n g o p i n i o n were

i so la ted a n d s u m m a r i s e d i n t a b l e 4.51. T h e r e s e a r c h e r

d i s c o v e r e d t h a t i n r e s p q n s e t o those q u e s t i o n n a i r e items,

t h a t p r i n c i p a l s a n d teachers i n t h i s c a v e r e s p o n d e d i n a

way i t c a n f a v o u r t h e m i n o r d e r t o e x o n e r a t e t h e m s e l v e s

from blames. Worthy of n o t e is q u e s t i o n n a i r e item

e l e v e n (11) w h e r e t h e X' v a l u e i n d i c a t e d t h a t t h e r e was

a ~ i g f l i f i c a i h t d i f f e r e n c e . B u t t h e i r r e s p e c t i v e mean

sccres of 2-58 dnd 2.56 compared t o t h e c r i t e r i o n mean of

2.5 showed t h a t b o t h of t h e m a g r e e d b u t t h e a g r e e m e n t l e v e l s 3

d i f f e r e d s i g n i f i c a n t l y ( d i s p e r s e d ) a s i n d i c a t e d b y t h e X~

v a l u e i n table 4.5. v

I F u r t h e r m o r e , i n 4 areas w h e r e t h e v i e w s of p r i n c i p a l s

and t e a c h e r s v a r i e d , t h e r e s e a r c h e r i n some cases ( 3 )

u p h e l d t h e v i e w s o f teachers (4,14,20) b e c a u s e a s t h e

s u p e r v i s e e s , teachers c a n better e v a l u a t e t h e i r f e e l i n g s

a n d e x p e r i e n c e s d u r i n g s u p e r v i s i o n o n how t h e y a r e

a p p r o a c h e d .

However , t h e v i e w s of p r i n c i p a l s ware u p h e i d i n t h e i r ., ,,. .,I, 7s' ! ' I* a .

r e s p o n s e s t o q u e s t i o n n a i r e i t e m 2 , w h e r e t h e y i n s i s t e d

t h a t t e a c h e r s who feel t h a t they a r e e x p e r i e n c e d , say

it a n d a l w a y s d i s a g r e e w i t h t h e m d u r i n g s u p e r v i s i o n . , - .-

Akubue (1994) i n t h e r e v i e w e d l i t e r a t u r e a r g u e d t h a t i t

shou lc i n o t be so b e c a u s e t h a t a t e a c h e r may be e x p e r i e n c e d

a n d knows wha t t o d o w i t h o u t knowing t h e s k i l l t o d o i t ,

So h e stressed t h a t b o t h e x p e r i e n c e d a n d i n e x p e r i e n c e d

83.

t e a c h e r s n e e d s u p e r v i s i o n , T h i s i 3 t r u e because a l l

humans are i m p e r f e c t t h e r e f o r e h d v e t h e i r i n d i v i d u a l

w e a k n e s s e s a n d p e c u l i a r i t i e s t h e y n e e d c o r r e c t i o n s o n c e i n

a w h i l e .

Summary of t h e S t u d y

T h e f i n d i n q s of t h i s s t u d y a re s u m m a r i s e d as

f o l l o w s :

1, T e a c h e r s h a v e a d e e p - r o s t e d n e g a t i v e f e e l i n g s t o w a r d s

s u p e r v i s i o n . I n o t h e r words, t h e y h a t e t o be

s u p e r v i s e d . So t h i s n e g a t i v e f e e l i n g s a b o u t s u p e r v i -

s i o n pose s u p e r v i s o r y p r o b l e m s t o t h e p r i n c i p a l s .

2. T h a t t h e r e a s o n f o r d e v e l o p i n g h a t r e d when s u p e r v i s e d

i s b e c a u s e most of t h e p r i n c i p a l s a re a u t o c r a t i c a n d

f a u l t f i n d i n g a n d t h a t t h e y d o n o t c o - o p e r a t e w i t h

t h e m d u r i n g s u p s u i s i o n .

3. T h d t p o o r c o n d i t i o n s o f s e r v i c e , i r r e g u l a r payment

o f salar ies a n d l a c k of r e w a r d a n d r e c o g n i t i o n make

t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s t o be v e r y ' l o w * c $ 8 . .hq. 3, . *, *,,, .

t h e r e b y l e a d i n g to s u p e r v i s o r y p r o b l e m s t o t h e

p i - L n c i p a l s , T e a c h e r s resist b e c a u s e o f t h e i r poor

s i t u a t i o n s .

4, T h d t most t e a c h e r s who f e e l t h e y are e x p e r i e n c e d

resist s u p e r v i s i o n .

5, T h a t mast p r i n c i p a l s r a r e l y f i n d t i m e for

s u p e r v i s i o n s i n c e t h e y q i v e more o f t h e i r times t o

o t h e r a d m i n i s t r a t i v e c h o r e s w h i l e t h e i n s t r u c t i o n a l

a s p e c t s u f f e r s .

I m p l i c a t i o n of t h e S t u d y

The f i n d i n g s of t h i s s t u d y h a v e s e v e r a l i m p l i c a t i o n s

for teachers, p r i n c i p a l s , f e d e r a l and s t a t e government

a l i k e .

T h e f i n d i n g s o f t h i s s t u d y w i l l h e l p t h e t e a c h e r s

t o r e a l i s e t h e v i t a l r a l e t h e y p l a y i n t h e f u t u r e o f '*

t h e i r e d u c a n t s ( s t u d e n t s ) , t h i s w i l l i n t u r n h e l p them

i n e r a s i n g t h e n e g a t i v e f e e l i n g s t h e y h a v e a b o u t ,

s u p e r v i s i o n b e i n g aware o f t h e i m p l i c a t i o n s - i n h i b i t i o n

of e f f e c t i v e t e a c h i n g and l e a r n i n g d u e t o . l a c k o f

e f f e c t i v e s u p e r v i s i o n . C o n s e q u e n t l y t e a c h e r s w i l l p u t i n

t h e i r best and i g n o r e c e r t a i n i l l s o r i m p e r f e c t i o n s o n

t h e p a r t of s u p e r v i s , q x g ,t , ,bat .may e n c r o a c h or make

u n f a v o u r a b l e i m p a c t o n t h e i r t e a c h i n g job.

T h i s s t u d y a l so i m p l i e s t h a t t h e a c t i o n s o f p r i n c i p a l s

as schoo.1 a d m i n i s t r a t o r s and . s u p e r v i s o r s are h i g h l y , I _ ...

r e l a t e d t o t h e v i e w s a n d r e a c t i o n s o f %

t e a c h e r s t o s u p e r v i s i o n a n d t h e t e a c h i n q j o b i n i t s e n t i r e t y .

T h i s means t h a t the p r i n c i p a l s c a n a c t as s o u r c e s of

8 5 ,

e n c o u r a g e m e n t o r d i s c o u r a g e m e n t t o t h e i r t e a c h e r s a l l

d e p e n d i n g o n t h e g e n e r a l a d m i n i s t r a t i v e and s u p e r v i s o r y

i n g e n u i t y of t h e p r i n c i p a l s , The s t u d y a lso i n d i c a t e d

t h a t p r i n c i p a l s l a c k t i m e f o r e f f e c t i v e s u p e r v i s i o n .

T h e s t u d y e q u a l l y r e v e a l e d t h a t t h e gove rnmen t h a s a

g r e a t p a r t t o p l a y i n r a i s i n g t h e m o r a l e / m t i v a t i o n o f

t h e t e a c h e r s , S i n c e t h e s t u d y i n d i c a t e d t h a t t h e salar ies

o f t e a c h e r s are n o t r e q u l a r and t h a t t e a c h e r l a c k

f a c i l i t i e s t o work w i t h i n t h e i r t e a c h i n g and l e a r n i n g

job, I f n o t h i n g is done t o i m p r o v e t h i s u g l y s i t u a t i o n , '5

' t h e m o r a l e / m o t i v a t i o n o f t e a c h e r s w i l l r e m a i n v e r y l o w

and t h e y w i l l n o t c o - o p e r a t e w i t h s u p e r v i s o r , C o n s e q u e n t l y ,

t h e s t a n d a r d o f e d u c a t i o n w i l l c o n t i n u e t o d e t e r o r i a t e ,

T h e a c c o m p l i s h m e n t o f a l l t h e s e l a g s however l i e o n t h e

& s h o u l d e r s o f t h e government who w i l l p r o v i d e f u n d i n

o r d e r t o s o l v e t h e r e s u l t a n t p r o ~ l e m s , "A s t i t c h i n

t i m e s a v e s n ine" , .,,,.... t . . l . v , * , l + . .

I f t h e s e i m p l i c a t i o n s are n o t c o n s i d e r e d s e r i o u s l y ,

t h e y w i l l c o n t i n u e t o create s u p e r v i s o r y p r o b l e m s to t h e

p r i n c i p a l s and t h e r e s u l t a n t e f f e c t is o b v i o u s - I t - .-

t e a c h i n g and l e a r n i n g w i l l be hampered and t h e e d u c a t i o n a l

o b j e c t i v e s may n o t be a c h i e v e d ,

Recommendat ions

Based o n t h e f i n d i n g s a n d t h e i m p l i c a t i o n s o f t h i s

s t u d y , t h e f o l l o w i n g r e c o m m e n d a t i o n s a re made:

T e a c h e r s s h o u l d a c k n o w l e d g e a n d r e c o g n i s e t h e

h e a d s h i p o f t h e i r p r i n c i p a l s a n d y i e l d t h e m s e l v e s t o

s u p e r v i s i o n w h e t h e r e x p e r i e n c e d o r n o t ,

P r i n c i p a l s s h o u l d t r y t o v i e w t h e i r t e a c h e r s as

c o l l e a g u e s a n d relate w i t h them i n t h e same manner

d u r i n g s u p e r v i s i o n , T h i s w i l l g o a l o n q way i n e r a s i n g

t h e n e g a t i v e a t t i t u d e s o f t e a c h e r s t o w a r d s s u p e r v i -

s i o n , \

P r o v i s i o n s s h o u l d be made by t h e g o v e r n m e n t a n d t h e

p r i n c i p a l s f o r r e w a r d i n q e x a m p l a r y t e a c h e r s 1

t h i s w i l l m o t i v a t e them t o d o more i n t h e i r s e r v i c e I

a n d a l s o e n c o u r a g e o t h e r s t o f o l l o w s u i t . T e a c h i n g

job s h o u l d be made a t t r a c t i v e by p a y i n q a t t r a c t i v e

s a l a r i e s ; i n s t e a d of maki,nq t e a c h i n q job t h e las t .' ,,. 4 . f . ,I' *, * . I *

h n p e f a r t h e h o p e l e s s i n j o b o p p o r t u n i t y , T h i s

w i l l h e l p t o a t t r ac t q u a l i t y t e a c h e r s ,

T h e g o v e r n m e n t t h r o u g h t h e , m i n i s t r y o f e d u c a t i o n , I - .L

s h o u l d p r o p e r l y o r g a n i s e a n d c o - o r d i n a t e t h e i n -

s e r v i c e t r a i n i n g programme a n d make it ' c o m p u l s o r y for

t h e p r i n c i p a l s a s i n t e r n a l s u p e r v i s o r s i n o r d e r t o

8 7 ,

d e v e l o p t h e m and h e l p t h e m t o i m p r o v e i n t h e i r

i n s t r u c t i o n a l l e a d e r s h i p roles a n d t o be more

s k i l l f u l i n d o i n g so.

P r i n c i p a l s s h o u l d s t r i k e a b a l a n c e b e t w e e n t h e

m a n a g e r i a l a n d t h e s u p e r v i s o r y a s p e c t s of t h e i r

a d m i n i s t r a t i v e d u t i e s .

P r i n c i p a l s s h o u l d d e l e g a t e a u t h o r i t y to Heads o f

D e p a r t m e n t s ( H O D S ) o r o t h e r e x p e r i e n c e d a n d

e f f e c t i v e t e a c h e r s f r o m t h e m a n a g e r i a l a s p e c t of

h i s d u t i e s a n d c a r r y o u t t h e s u p e r v i s o r y a s p e c t by

t h e m s e l v e s f o r p r o p e r o v e r s i g h t . !

T h e g o v e r n m e n t s h o u l d a l w a y s m o t i v a t e t h e t e a c h e r s

and raise t h e i r m o r a l e s b y p a y i n g t h e i r salar ies

r e g u l a r l y a n d o n t i m e , g i v i n g t h e m p r o m o t i o n s a n d

p r o v i d i n g e n o u g h f a c i l i t i e s i n o r d e r t o e n c o u r a g e

e f f e c t i v e t e a c h i n g a n d t h e i r r e s p o n s e s t o s u p e r v i s i o n ,

L i m i t a t i o n o f the-cStz l rdy ' '* ' '

T h e f o l l o w i n g l i m i t a t i o n s are i n h e r e n t i n t h i s

s t u d y :

1. Some p r i n c i p a l s a n d , , t e a c h e r s were r e l u c t a n t t o f i l l

t h e q u e s t i o n n a i r e . So some o f them p r o v i d e d

i n c o m p l e t e i n f o r m a t i o n and t h i s r e d u c e d t h e s t i p u l a t e d I

s a m p l e s i z e u s e d f r o m 514 t o 329.

2, T h e u s e of s t r u c t u r e d q u e s t i o n n a i r e may h a v e

p r o m p t e d r e s p o n d e n t s n o t t o r e s p o n d as a c c u r a t e l y

as p o s s i b l e so t h e r e s e a r c h e r c a n n o t boast of 100%

r e l i a b l e r e s p o n s e s f r o m t h e p r i n c i p a l s a n d

t e a c h e r s .

S u q q e s t i o n for F u r t h e r S t u d i e s

F u r t h e r r e s e a r c h s h o u l d be c a r r i e d o u t i n t h e

f o l l o w i n g areas:

1. O t h e r p r o b l e m s e n c o u n t e r e d by p r i n c i p a l s i n t h e i r v

, s u p e r v i s o r y a c t i v i t i e s , t h i s t i m e u s i n g l a r g e r

s a m p l e s .

2. T h e i n - s e r v i c e t r a i n i n g n e e d of p r i n c i p a l s as i n t e r n a

C o n c l u s i o n

T h e f i n d i n g s o f t h i s work h a s so f a r i d e n t i f i e d some

of t h e p r o b l e m s a s s o c i a t e d w i t h t h e e f f e c t i v e s u p e r v i s i o n .< , , - 4 k f . ,I. , .,,* ' .

o f i n s t r u c t i o n b y t h e p r i n c i p a l s . Some of t h e s e

p r o b l e m s h o w e v e r , are i n t e r n a l l y o r i e n t e d . T h i s means

t h a t some o f t h e s e p r o b l e m s c a n b e s e t t l e d t h r o u g h t h e

c o - o p e r a t i v e r e l a t i o n s h i p b e t w e e n t h e p r i n c i p a l s a n d

t h e t e a c h e r s .

T h e s e p r o b l e m s i n c l u d e t h a t t e a c h e r s a re b i a s e d o r

h a v e n e g a t i v e a t t i t u d e a b o u t s u p e r v i s i o n . T h e i r r e a s o n s

was b e c a u s e most p r i n c i p a l s a re f a u l t f i n d e r s and

a u t o c r a t i c s o do n o t c o - o p e r a t e w i t h them d u r i n g

s u p e r v i s i o n , t h i s p o s s e s s e r i o u s p rob l ems d u r i n g '

s u p e r v i s i o n ,

It was a l s o d i s c o v e r e d t h a t p o o r c o n d i t i o n o f

s e r v i c e , i r r e g u l a r payment o f s a l a r i e s and l a c k of r e w a r d

and r e c o g n i t i o n b r i n g s down t h e m o r a l e / m o t i v a t i o n of

t e a c h e r s wh ich l e a d s t o r e s i s t a n t t o p r i n c i p a l s ' s u p e r v i s o r y

e f for ts ,

The s t u d y f u r t h e r r e v e a l e d t h a t most t e a c h e r s feel C

t h a t t h e y are w e l l e x p e r i e n c e d s o d o n o t need t o b e

s u p e r v i s e d . T h i s c o n s t i t u t e s a v e r y s e r i o u s p rob l em

d u r i n g s u p e r v i s i o n b e c a u s e t h e y n e v e r a g r e e d ~ P t h t h e

p r i n c i p a l , O t h e r a d m i n i s t r a t i v e c h o r e s t a k e much o f

t h e times o f t h e p r i n c i p a l s s i n c e most of them d o n o t

d e l e g a t e a u t h o r i t i e s , t h e s u p e r v i s o r y a s p e c t s u f f e r s l a c k

of a t t e n t i o n , S~,.Zar;k~.c;rf . t . i m e f o r s u p e r v i s i o n i s a n

i d e n t i f i e d p rob l em o f t h e p r i n c i p a l s ,

The r ecommenda t i ons o f t h i s s t u d y h a s s u g g e s t e d ways

b y wh ich some o f t h e s e p rob l ems c a n be r e m e d i e d o r I t - .-

r e c t i f i e d ,

R e f e r e n c e s 90.

Akubue, A , ( 1 9 9 4 ) . " S u p e r v i s i o n o f I n s t r u c t i o n w , U n p u b l i s h e d M a n u s c r i p t , D e p a r t m e n t of E d u c a t i o n , U n i v e r s i t y o f N i g e r i a , Nsukka.

A n i , C , I , ( 1 9 8 4 ) . "Some of t h e f a c t o r s m i l i t a t i n g a g a i n s t e f f e c t i v e s u p e r v i s i o n o f I n s t r u c t i o n as p e r c e i v e d b y s e c o n d a r y s c h o o l t e a c h e r s i n Anambra S t a t e w , ( U n p u b l i s h M.Ed. T h e s i s , U . N . N ) .

A t k i s o n , J , W , ( 1 9 6 4 ) . An I n t r o d u c t i o n t o M o t i v a t i o n . New J e r s e y : Yan N o s t r a n d - r e i n h e l d L t d ,

B a b b i e , E,K, ( 1 9 7 5 ) - T h e p r d c t i c e of S o c i a l R e s e a r c h , Belmont : Wadsworth Pub, I n c .

B e r e l s o n , U, & S t e i n e r G.A, (1964). Husan ~ e h a v i o u r ; a n I n v e n t o r y o f S c i e n t i f i c F i n d i n q s , N e w Y o r k : i l a r c o u r t , Brdce a n d h 'o r ld I n c ,

Cor~way, J , ( 1 9 7 8 ) . "Power and P a r t i c i p a t o r y D e c i s i o n Making i n s e l e c t e d E n g l i s h S c h o o l s w . J o u r n a l of E d u c a t i o n a l A d m i n i s t r a t i o n 16, 80-96.

D e s , R, ( 1 9 6 8 ) . S a m p l i n q t h e o r y . N e w York: M c G r a w - H i l l I n c ,

D i k e , H . 1 . i i g g l ) , ' f C u r r i c u l u m S u p e r v i s i o n : a n eclectic a p p r o a c h w . U n p u b l i s h e d M a n u s c r i p t , U n i v e r s i t y o f P o r t H a r c o u r t ; P o r t H a r c o u r t .

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. $ ,&'. * l . d . ..,I+ . E j i a g u , A,:<, 3 1985) . " P a t t e r n s of P r i n c i p a l s * L e a d e r s h i p

b e h a v i ~ u r p r e f e r e d b y t eache r s i n s e c o n d a r y s c h o o l s i n La:j?sW. J s u r n a l of T e d c h e r E d u c a t i o n , - 1, 8-12,

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~ s s o c i a ~ o n s h i p f o r S u p e r v i s i o n and C u r r i c u l u m Development 10; 385.

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I! - .+

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I

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S m a l l , S.G. ( 1 9 5 1 ) . How t o d e v e l o p e x e c u t i v e a b i l i t y t h r ~ u ~ k ~ p e r s o n a l i t y . I n d u s t r i a l Management. 61: 115-116.

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Udo, S.U. , Akpa G.0. and Gang K.P. ( 1 9 9 0 ) . T h e o r

Jos: U n i v e r s i t y P r e s s . d and P r a c t i c e o f E d u c a t i o n a l A d m i n i s t r a t o n n Niqeria.

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S u b - D e p a r t m e n t of Arts E d u c a t i o n , U n i v e r s i t y of N i g e r i a , Nsukka .

19th J u i y : 1995.

Dear Sir/Madam,

T e a c h e r s 8 a n d P r i n c i p a l s P e r c e p t i o n of C o n s t r a i n t s a g a i n s t e f f e c t i v e s u p e r v i s i o n of I n s t r u c t i o n by t h e P r i n c i p a l s

T h i s q u e s t i o n n a i r e i s d e s i y n e d t 2 e l i c i t i n f o r m a t i o n from b o t h t h e p r i n c i p a l s a n d t h e i r t e a c h e r s f o r u s e f o r t h e a b o v e r e s e a r c h t ~ p i c ,

T h e r e s e a r c h e r is a p o s t g r d d u a t e s t u d e n t of t h e above-named d e p a r t m e n t , You a re p l e a s e r e q u i r e d t o p r o v i d e a s i n c e r e a n d a c c u r a t e i n f o r m a t i o n , w i t h t h e a s s u r a n c e t h a t i t w i l l be t reated w i t h t h e h i g h e s t c o n f i d e n t i a l i t y , P l e a s e name is - n o t r e q u i r e d ,

T h a n k s .

Y o u r s s i n c e r e l y ,

Q u e s t i o n n a i r e f o r P r i n c i p a l s a n d T e a c h e r s

. 1, P e r s o n d l Data

please f i l l i n or t i c k t h e o n e a p p l i c a b l e t o y o u f r o m e a c h of k h e f o l l o w i n g :

i) P o s t / s t a t u s i n t h e s c h o o l :

a ) P r i n c i p a i / b) T e a c h e r 17.

ii) Years of E x p e r i e n c e :

a ) 1-5 y e a r s 7, b) 6-10 y e a r s /7 C ) 11- - a b o v e -

iii) What i s y o u r p r e s e n t q u a l i f i c a t i o n ?

SECTION B

2. T e a c h e r s a t t i t u d e / r e a c t i o n t o w a r d s s u p e r v i s i o n ,

Pleas2 t i c k i n on? of t h c s p a c e s below c o r r e s p o n d i n g to y o o r o p i n i o n .

J.

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1, Teachers gencr a1 1 :I h a t e to be su?-rvised.

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3 . T h e rclte of d b s e n t e e i s r n b y t e a c h e r s i s v e r y h i c l h ,

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C o n d i t i o n s of s e r v i c e o f t h e t c a r h e r s a r e g e n e r a l l y p o o r . - T e a c h e r s d o n o t p a r t i c i p a t e i n making d e c i s i o n s on m a t t e r s t h a t a f f e c t t h e i r j o b s .

T e a c h e r s a re n o t p r o v i d e d w i t h e n o u g h f d c i l i t ics t o Work w i t h .

10. 'Teachers knowiobg~..a.zse. not u p d a t e d .

4 - P r i n c i p a l s ' S u p e r v i s o r y P r a c t i c , e s

T h e p r i n c i p a l s d o n o t a l w a y s c o - o p e r ? t e w j t h h i s t e a c h e r s d u r i n q s u p e r v i s i o n ,

T h e p r i n c i p a l u s e s a c o i l e a q e a p p r o a c h d u r i n g h i s s u p e r v i s i o n o f i n s t r u c t i o n ,

The p r i n c i p a l r a r e l y s p e a k s w i t h h i s t e a c h e r s e x c e p t d u r i n g ~ u p e r v i s i ~ n .

p r i n c i p a l s a r e a u t o c r a t i c d u r i n g

Lack of effective m e e t i n g s b y t h e p r i n c i p a l s c r e a t e s s u p e r v i s o r y p r ~ b i e m s . " 3

F r i n c i p s l s a r e so o c c u g i e d w i i l i o t h e r adrnin.i,akqagbye. . c h o r e s t h a t t h e y r a r e l y f i n d time f o r s u p e r v i s i o n o f i n s t r u c t i o n ,

P r i n c i p a l s d o n o t d e l e g a t e 1 '

a u t h o r i t i e s to more e x p e r i e n c e d a n d e f f e c t i v e t e a c h e f s " to- "

P r i n c i p a l s a re so h a r d w o r k i n g t h a t t h e y d o a l l t h e ~ i l p e r v i s o r y a n d m a n a g e r i a l w ~ r k s a l o n e ,

P r i n c i p a l s a r e i r r e g u l a r i n t h e i r s u p e r v i s i o n . They s u p e r v i s e o n c e i n a b l u e moon, - Lack o f a d e q u a t e s u p e r v i s i o n o f i n s t r u c t i o n h a s made i t i m p o s s i b l e f o r t h c p r i n c i p a l t o i d e n t i f y and make p r o v i s i o n s f o r s p e c i a l a b i l i t i e s and d i s - a b i l i t i e s i n y o u r s c h o o l .