Supervision practices and support systems in public basic schools in Effutu Municipality

Abstract

This study sought to examine the supervision practices in public basic schools in the Effutu Municipality. A sample size of 220 basic school teachers and 43 basic school head teachers was used for the study. The study adopted a mixed method concurrent design, gathering both qualitative and quantitative data for the study. Stratified and purposive random sampling techniques were used to select the participants of the study. A closed-ended questionnaire and a semi-structured interview guide were used as the data collection instrument. The quantitative data were analyzed using descriptive statistics. A p-value of 5% was used as the threshold for statistical significance. The qualitative data were analyzed using thematic analysis to substantiate the quantitative results. The results of the analysis revealed that supervisors at the public basic schools in the Effutu Municipality carry out a low to moderate level of administrative, curricular, and instructional supervision. The results of the study also revealed that the supervision in the public basic schools in the Municipality is affected by instructional, curriculum, and physical and material challenges. The results of the study also revealed that there are not enough supervision support systems available to supervisors at the public basic schools in the Municipality. It is recommended that the Effutu Municipal Education Directorate should intensify its support services by organizing regular refresher courses for head-teachers to equip them with the requisite supervisory skills.