Supervision Of Teachers’ Instruction And Classroom Performance At The Middle Basic Level In Ikwuano Local Government Area Of Abia State

ABSTRACT

The study investigated the supervision of teachers’ instruction and classroom performance at the middle basic level in Ikwuano Local Government Area of Abia State. The study was carried out using descriptive survey design. Three research questions were answered while three hypotheses were tested at 0.05 level of significance. The population of this study consisted of 852 teachers in the 18 secondary schools in Ikwuano Local Government Area of Abia State, comprising 344 males and 508 female. The study adopted stratified sampling technique. The instrument for data collection was a researcher’s developed questionnaire titled “Supervision of Teachers Instruction and Classroom Performance Questionnaire” (STICPQ). The instrument was face validated by three experts: one in the Department of Educational Management (Business Education), one in Measurement and Evaluation unit of Science of Education, all in the College of Education, Michael Okpara University of Agriculture, Umudike. The other expert is a secondary school teacher [social studies] from Michael Okpara University Demonstration Secondary School, Umudike. The instrument was considered reliable when the questionnaires were served to thirty respondents who are not the actual respondent of the study twice at two weeks interval. The two sets of responses were compared and found to be very much similar. The data collected was analyzed using mean and standard deviation to answer the three research questions while t-test statistics was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that: Interaction with instructional supervisors influenced to a great extent their classroom performance, Effective classroom management influenced class performance to a great extent, among others. Among the educational implication of the study was that interaction between teachers and instructional supervisors improved teachers’ class instruction. Based on the findings, it was recommended among others that instructional supervisors should train teachers from time to time to cater for the professional assistance needed by teachers as regards to effective classroom management.