Evaluation of Supervisory Practices of school inspection support officer (SISOs) in Social Studies Lessons in Senior High Schools in the Nanumba District of Ghana

Abstract

This study was carried out to evaluate supervisory practices of School Inspection Support Officer (SISO) in Social Studies lessons in Senior High Schools in the Nanumba District of Ghana. Mixed method was used in the study. A sample of 61 teachers, 52 teachers and 27 teachers were selected from Bimbilla SHS, Wulensi SHS, and Nakpayili Community Day SHS, respectively. Eight (8) SISOs were also chosen for the study, with data collected through both closed and open-ended questionnaires. Thematic analysis, mean and standard deviation was used for the analysis. From the study, the supervisory practice that recorded the highest rating was effective timetable is plan for school, followed by proper storage and effective usage of school supplies, equipment and textbooks are ensured, and SISOs inspect teachers‘ instructional practices for errors. The teachers agreed that there is inadequate budget for the supervisory programme. Moreover, the teachers agreed that there are frequent curriculum changes. According to the study, teachers perceive supervision mainly as a way to identify faults instead of a tool to enhance the instructional process. It is recommended that the Nanumba District Directorate and GES should provide SISOs with the tools (evaluation instruments, transportation) they need to support frequent and successful school visits. It is further recommended that SISOs should adopt a collaborative and developmental approach to supervision rather than a fault-finding model. Moreover, GES ought to conduct regular workshops, in-service training sessions, and refresher courses for SISOs to enhance their interpersonal, pedagogical, and supervisory skills.