Abstract:
The purpose of instructional supervision is to improve the quality of teaching through
bettering skills of teachers which in turn enhance students’ academic achievement.
Informal discussion among the people in Bolgatanga suggests that poor students’
performance in public senior high schools is as a result of ineffective supervision of
teachers by headmasters. This study sought to examine the influence of instructional
supervisory roles of the headmasters on student’s academic achievement in Bolgatanga
Municipality. A total of 117 participants were selected through probability and non probability sampling procedures. Questionnaires, interview guides and document analysis
guide were used to collect data. Descriptive statistics such as frequencies were used to
summarize information obtained from the field. It was presented in distribution tables of
frequency, percentages and pie charts. Qualitative data was categorized into themes guided
by research questions and presented in form of narratives and direct quotes. The findings
established that principals’ orient new teaching staff supervise curriculum programs and
monitor students’ academic progress. They were rated very highly as roles frequently
performed. Headmasters were found to refrain from visiting classrooms for lesson
observation and rarely provided in-service training for teachers. The major challenges that
faced headmasters included lack of finances, in-adequate staffing, high turnover of teachers
and inter-relationship challenges. The study recommended that headmasters should be
setting enough time for instructional supervision in schools. They are also to encourage
classroom visitation and giving of feedback to the teachers.
Description:
A Project Report in 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 requirements for
award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018