Influence of headteachers’ instructional supervision on students’ academic performance in public junior high schools in Mensonso circuit of Akrofuom district

Abstract

The purpose of the study was to find out the influence of headteachers instructional supervision on students’ academic performance in public junior high schools in Mensonso circuit of Akrofuom District. The study employed descriptive survey research design. A sample of 60 teachers, 6 headteachers and 6 students, was drawn from the ten (10) Public Junior High School in Mensonso circuit of Akrofuom District. Data was collected using questionnaires and interview guides. Descriptive statistics involving frequencies and percentages were used to analyze quantitative. The study findings revealed that the Headteachers’ instructional supervision activities influenced students’ academic performance through headteachers’ frequent checking records of work covered, checking of pupils notes, checking of scheme of work and lesson plan, class visit (observing teaching and learning activities). The findings also revealed that majority of teachers perceives headteachers’ instructional supervision practices as an evaluative tool used to assess their performance. The results also revealed from study that, the most common challenges experienced by headteachers in conducting instructional supervision practices in public junior high schools were; provision of adequate learning resources in schools, headteachers are well skilled to handle administration matters in schools and teachers are always willing to work with headteachers for better performance. The study recommended that headteachers should continue with focused instructional supervision, by checking the teacher’s record books and pupils’ record books to enhance performance. The process should be well planned to ensure it does not inflict fear, intimidate or cause loss of morale among the teachers. Headteachers should strive to be role models worth imitation and should exhibit professionalism.