Abstract:
The study was conducted to explore head teachers’ instructional strategies has on pupil’s
performance in the basic schools in Zone “B” area in Atwima Nwabiagya South District
of Ashanti region in Ghana. The objectives of the study were to identify the type of
supervision carried out in public Basic Schools, find out how often circuit supervisors,
school heads and other external officers supervise school activities, determine the
problems teachers and head teachers face during school supervision in public Basic
Schools and to identify measures to mitigate the problems faced by instructional
supervisors in public Basic in Zone “B” area of the Atwima Nwabiagya South District. A
descriptive survey design was used for the study. The target population for this study
consisted of teachers, head teachers and circuit supervisors. Census technique was used to
select all the 30 head teachers, 318 teachers and 30 circuit supervisors in the Zone “B”
area. The instruments used in the collection of data were questionnaire and guided
interviews. The study found among others that both internal and external supervision was
emphasized and that supervisors did not give notification before supervision. Also,
supervisors termly and frequently undertook supervision in the schools. Again, lack of
motivation and shift system are some of the hindrances to supervision and that
supervisors should be detached from teaching to afford them enough time for effective
supervision. It is recommended based on the findings that adequate number of qualified
circuit supervisors must be appointed and given necessary intensive training workshops
on professional knowledge and guidance for effective supervision.
Description:
A Dissertation to the Department of Educational Leadership, Faculty of Education
and Communication Sciences, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements for
award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2020
