Influence of headteachers’ instructional supervision practices on teachers’ output of work in public basic schools in Agona-east district

Abstract

Education lays the foundation for development and it is through education that societies are able to pass on beliefs, aspirations, norms of acceptable behaviour and ideologies to future generations. For education to achieve the aims set, efforts should be made to ensure that stakeholders are performing their duties religiously. This can be achieved through effective supervision in schools. This study is therefore set up to investigate the influence of headteachers’ instructional supervision practices on teachers’ output of work in public basic schools in Agona-East District. The study adopted the descriptive survey design. All basic school teachers and headteachers made up the population. The study collected data from 126 respondents using the stratified and simple random sampling techniques. Questionnaire and interview guide were the instruments used for data collection. Pre-test testing of the instrument showed that the instruments used were valid and had a Cronbach’ alpha estimate of 0.79. Descriptive and inferential statistical tools particularly, frequency, percentage, mean, standard deviation and multiple regression were used to analyse the data obtained. It was found that a one percent (1%) change in classroom observation practice led to 0.488% variation in teachers' job performance at 95% level of significance (p value>0.05). It was revealed that a one percent (1%) change in headteachers' provision of instructional resources led to 0.384% variation in teachers' job performance at 95% level of significance (p value>0.05). Finally, the study found that one percent (1%) change in headteachers' professional development opportunities to teachers led to 0.221% variation in teachers' job performance at 95% level of significance (p value>0.05). The study therefore recommended that the Ministry of Education should emphasise on the regular monitoring of professional documents by the headteachers including schemes of work, lesson plans, lesson notes and class registers