Challenges facing headteachers instructional supervision in public basic schools in the Kwadaso Municipality

Abstract

The purpose of this study was to investigate the challenges confronting headteachers’ instructional supervision in public basic schools in the Kwadaso Municipality of Ashanti Region. In all, 35 out of 49headteachers were selected through the simple random sampling technique. The quantitative research approach was adopted with descriptive research design. Structured and close-ended questionnaire was used as the main instrument for data collection. The reliability coefficient of the questionnaire was Cronbach’s ‘Alpha’ of 0.76 after a pilot study. The results of the study showed that headteachers used varied instructional supervision practices including frequent checking of lesson notes, scheme of work, and teacher’s punctuality and regularity. In addition, the study found that instructional supervision promotes effective classroom instruction, improves learning outcomes among pupils/students and helped teachers to cover scheme of work. Finally, headteachers were faced with challenges such as heavy work overload, lack of funding/resources and negative attitude of teachers. It is therefore recommended that the Kwadaso Municipal Education Directorate should organize in-service training programmes for the headteachers to equip them with the appropriate knowledge and skills to effectively balance and practice their supervisory tasks. Furthermore, the Ghana Education Service should also design a policy that will help reduce the workload of headteachers. This can be done by formally appointing Assistant head teachers to help them. Finally, besides increasing the Capitation Grant, the Ministry of Education should pay it promptly to help headteachers provide the much needed resources for effective instructional supervision.