Abstract:
Education lays the foundation for development and it is through education that
societies are able to pass on beliefs, aspirations, norms of acceptable behaviour and
ideologies to future generations. For education to achieve the aims set, efforts should
be made to ensure that stakeholders are performing their duties religiously. This can
be achieved through effective supervision in schools. This study is therefore set up to
investigate the influence of headteachers’ instructional supervision practices on
teachers’ output of work in public basic schools in Agona-East District. The study
adopted the descriptive survey design. All basic school teachers and headteachers
made up the population. The study collected data from 126 respondents using the
stratified and simple random sampling techniques. Questionnaire and interview guide
were the instruments used for data collection. Pre-test testing of the instrument
showed that the instruments used were valid and had a Cronbach’ alpha estimate of
0.79. Descriptive and inferential statistical tools particularly, frequency, percentage,
mean, standard deviation and multiple regression were used to analyse the data
obtained. It was found that a one percent (1%) change in classroom observation
practice led to 0.488% variation in teachers' job performance at 95% level of
significance (p value>0.05). It was revealed that a one percent (1%) change in
headteachers' provision of instructional resources led to 0.384% variation in teachers'
job performance at 95% level of significance (p value>0.05). Finally, the study found
that one percent (1%) change in headteachers' professional development opportunities
to teachers led to 0.221% variation in teachers' job performance at 95% level of
significance (p value>0.05). The study therefore recommended that the Ministry of
Education should emphasise on the regular monitoring of professional documents by
the headteachers including schemes of work, lesson plans, lesson notes and class
registers
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(School Supervision and Quality Assurance)
in the University of Education, Winneba
