Abstract:
Instructional supervision practice of the Head teacher could encourage teachers to
apply research-based teaching practices such as lesson planning that has been proven
to positively improve students’ learning outcomes. The main problem underling this
study has to do with whether instructional supervision has any effect on teacher
performance in secondary education. The quantitative approach is chosen for the
study because it helps explain the effect of instructional supervision on teacher
performance. The design adopted in this study was Descriptive Correlational design.
The justification for using correlational designs was to find the relationships between
the two variables, headmistress’ instructional supervision and teacher performance.
The study was conducted in Accra High School located in Accra of the Greater Accra
Region of Ghana. The purposive sampling was used in the selection of the
respondents for the study. The population for the study comprised the 1 headmistress
and 127 teachers of the Accra High School. Questionnaires were used as the data
collection instrument. In order to help the respondents to express opinion to the best
of their knowledge in answering the questionnaire, the 5-Likert scale was provided.
The findings of the study revealed that, teachers are sometimes reluctant to improve
their instructional activities when headteachers do not come for their usual rounds.
The study recommends that, headteachers should increase the number of times they
make classroom visitations by having a well laid down plan on how to do it and
also how to spread it across all classes
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment of the
requirements for the award of the degree of
Master of Education
(School Supervision)
in the University of Education, Winneba
