Abstract:
Academic performance in basic schools in Agona Odoben has been abysmal in recent
years. To ensure that both teacher and student performance are improved to match
standards, effective school supervision is key. It is for this reason that this study was
set up to assess the effectiveness of supervision in public basic schools in Agona
Odoben in the Asikuma Odoben Brakwa district in the Central region of Ghana. The
study adopted a quantitative approach with a descriptive survey design. Teachers,
headteachers, and supervisors in basic schools in Agona Odoben served as the
population. The quota and simple random sampling techniques were used to select the
82 respondents. A questionnaire was the instrument used to gather data. It was found
that both internal and external supervision were practiced in the schools. Also,
supervision in public basic schools was effective because it led to improved teacher
and student performance, created a pleasant, stimulating, and wholesome environment
for teachers and students, and led to clear staff authority and responsibilities.
However, numerous challenges, such as the attitude of teachers, the enormity of tasks
of supervisors, and limited resources, were major challenges of supervision. It was
then recommended that the GES review the criteria for the selection and appointment
of basic school supervisors. Also, government-level policies should be instituted to
address the various challenges confronting effective basic school supervision.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(School Supervision)
in the University of Education, Winneba
