Instructional supervision and teacher performance in senior high schools in the Greater Accra Region

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