Abstract:
The purpose of the study was to examine the influence of head teachers supervisory practices on
the performance of teachers in public Basic Schools in the Tikrom Circuit of the Ejisu District
Descriptive research design using the mixed method approach was adopted for the study. Census
sampling technique was used to select a sample size of 142 respondents for the study comprising
of 14 head teachers and 128 teachers. Questionnaire and interview were the data collection
instrument for the study. The quantitative study was analysed with descriptive statistics such as
frequencies and percentages whereas thematic approach was used to analyse the qualitative data.
The study revealed that the clinical supervision was the mostly used supervisory practices by head
teachers in the Tikrom Circuit followed by mentorship, peer supervision, informal supervision
developmental supervision and cognitive supervision. The study further revealed that teachers
have positive attitude towards supervision as majority of them disagreed or strongly disagreed to
the statements concerning their negative attitude toward supervision. However, some of the
respondents still believed that supervision is a fault finder. The study also revealed that both head
teachers and teachers believed that supervision helps to improve classroom instruction and instil
discipline among teachers. Regarding the challenges, the study revealed that: workload of head
teachers, inadequate relevant training programs to update head teachers on supervision roles
among other factors hinder supervision activities in the study area. The study recommends that
Ghana Education Service (GES) through the Ejisu District directorate of education should
intensify its support services by organising regular refresher courses and workshops on
supervision for head teachers and newly appointed head teachers to equip them with the requisite
supervisory skills.
Description:
A Project Report in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate studies, University of
Education, Winneba in partial fulfillment of requirements for award of the Master of Arts
(Educational Leadership) degree
DECEMBER, 2020