Assessing the effectiveness of supervision of teaching and learning in junior high schools in the Kwadaso municipality

Abstract

The study was conducted to investigate the effectiveness of supervision of teaching and learning in Junior High Schools in the Kwadaso Municipality. The objectives of the study were to find out the type of supervision practiced in Junior High Schools, determine the effectiveness of the type of supervision being practiced in Junior High Schools and to ascertain the challenges associated with supervision in Junior High Schools in the Kwadaso Municipality. Descriptive survey design was employed for the study. The target population for the study was all the 84 teachers in six junior high schools. Census sampling was used to select all the 84 teachers of the six schools. The instrument used to gather data for this study was the questionnaire. The data were analyzed with descriptive statistics such as percentages and frequencies. The reliability test yielded Cronbach alpha of 0.81. The study found that the types of supervision being practiced in junior high schools were external supervision and internal supervision and that supervision took the forms of comprehensive inspection, check-up visits and brief visits. Also, both external supervision and internal supervision promoted effective teaching and learning. Again, supervisors and head teachers very often visited the school and classes respectively and that the overall supervision in the school was very effective. Some challenges associated with supervision were identified as poor incentives, supervision as master-servant relations and inadequate financial resources. Based on the findings, it is recommended that the Kwadaso Municipal Director of education should organize training programmes on the role of teachers and supervisors in the supervisory process to avoid master- servant relations in supervision.