The role of educational supervision in improving quality education in the Bosomtwe District

Abstract

The purpose of the study was to investigate the supervisory practices of supervisors in public schools in the Bosomtwe district as well as examine the relationship between supervisory practices and quality assurance in the schools. Glickman, Gordon and Ross-Gordon (2009) developmental supervision served as the theoretical framework of the study. The descriptive survey research design within the positivists’ quantitative methodology was used to collect numeric data with structured questionnaires. A sample was 338, comprising 68 education supervisors, and 270 teachers. However, 300 questionnaires were completely filled and returned, representing a response rate of 88.8%. The sample was selected through census and proportionate stratified random sampling techniques. With the aid of the Statistical Package for Service Solution version 26, descriptive (mean, standard deviation) and inferential statistics (Pearson correlation) were used to analyse the data. The study found that even though the supervisors practiced a mix of supervision in the schools, they practiced the non-directive supervision most, and followed by the directive control supervision, directive informational supervision, and collaborative supervision respectively. The study further discovered that there was a significant positive relationship between supervisory practices and quality assurance in the schools. Based on these findings, the study recommended that Ghana Education Service through the Bosomtwe Education Directorate should organize refresher training programmes for supervisors on the effective practice of supervision to enable them to balance and implement their supervisory practices so as to ensure quality assurance in schools.