Assessing the effectiveness of school supervision in public basic schools: the case of Agona Odoben

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.