Abstract:
The study sought to explore and examine the competence basic school mathematics
supervisors possess in ensuring effective mathematics education delivery in the
Ghanaian basic schools. A cross sectional descriptive survey research design was
undertaken with an adopted conceptual framework from Niss and Jensen (2002). The
conceptual framework enumerates the kinds of competence expected of a
mathematics student, teacher or supervisors. The sample for the study comprised
mathematics teachers and supervisors (n = 185) in the Kwahu East District.
Multistage sampling techniques which included convenient, purposive and simple
random sampling techniques were employed to sample the participants. The
instruments used to gather data for the study were self-structured questionnaires. The
data was analyzed using descriptive statistics and independent sampled t-test. The
findings revealed that the mathematics teachers viewed most of their instructional
supervisors as not competent enough to guide them to achieve the mathematics
curriculum goal. The supervisors, on the other hand were of the view that they were
very competent on all the parameters used in this study. The hypothesis tested on the
difference of the claims of both mathematics teachers and supervisors indicated a
significant difference. It also emerged from the study that most supervisors in the
district employ the democratic style of supervision. Again, it was evident that a
number of challenges were militating against the effective delivery of instructional
supervision. Among others, the study concluded that to some extent the supervisors
were averagely competent but needed more help to improve their performance. It was
concluded again that the supervisors employ modern recommended styles of
supervision in the face of many challenges. Therefore, the study recommended among
others that training institutions should organize regular workshops, pre-service and in service training programs for supervisors on desired competencies of modern-day
instructional supervisor. Furthermore, it is recommended that Ghana Education
Service should provide training for supervisors on modern day supervision styles as
part of their induction process after their appointments. Finally, stakeholders of
education must put their ‘shoulders to the wheel’ to ensure that they provide the
necessary support to the basic schools supervisors to ensure effectiveness.
Description:
A Thesis In The Department of MATHEMATICS EDUCATION, Faculty of
SCIENCE EDUCATION, Submitted to the SCHOOL OF GRADUATE
STUDIES, in partial fulfilment of the requirements
for the award of the degree of MASTER OF PHILOSOPHY (MATHEMATICS
EDUCATION)
in the university of Education, Winneba.
SEPTEMBER, 2019