Influence of head teachers instructional supervision strategies on pupil performance in basic schools. A case study of deprived basic schools in Atwima Nwabiagya South District of Ashanti Region

Abstract

The study was conducted to explore head teachers’ instructional strategies has on pupil’s performance in the basic schools in Zone “B” area in Atwima Nwabiagya South District of Ashanti region in Ghana. The objectives of the study were to identify the type of supervision carried out in public Basic Schools, find out how often circuit supervisors, school heads and other external officers supervise school activities, determine the problems teachers and head teachers face during school supervision in public Basic Schools and to identify measures to mitigate the problems faced by instructional supervisors in public Basic in Zone “B” area of the Atwima Nwabiagya South District. A descriptive survey design was used for the study. The target population for this study consisted of teachers, head teachers and circuit supervisors. Census technique was used to select all the 30 head teachers, 318 teachers and 30 circuit supervisors in the Zone “B” area. The instruments used in the collection of data were questionnaire and guided interviews. The study found among others that both internal and external supervision was emphasized and that supervisors did not give notification before supervision. Also, supervisors termly and frequently undertook supervision in the schools. Again, lack of motivation and shift system are some of the hindrances to supervision and that supervisors should be detached from teaching to afford them enough time for effective supervision. It is recommended based on the findings that adequate number of qualified circuit supervisors must be appointed and given necessary intensive training workshops on professional knowledge and guidance for effective supervision.