Abstract:
The study was designed to find out how basic school supervisors understand and
practice their roles as instructional leaders and their knowledge and use of clinical
supervision in supervising teachers. The design was a descriptive survey and data was
collected using quantitative and qualitative methods. The sample comprised126
participants and 111 of them comprising 83 teachers, 22 headteachers and 5 circuit
supervisors and 1 head of inspectorate returned their questionnaires. A five-point
likert scale with 38 questionnaire items was used to collect quantitative data while a
semi-structured interview was used to collect qualitative data. Descriptive and
inferential statistics were used as the statistical tools for analyzing quantitative data
while a content analysis was used for the qualitative data.Findings indicate that most
basic school supervisors who participated in the study understand and practice their
roles as instructional leaders. On clinical supervision the study revealed that although
basic school supervisors surveyed had knowledge about clinical supervision they were
unable to use it properly in supervising teachers. The study further revealed that
majority of teachers received support from their supervisors. Additionally supervisors
and teachers had open and trusted professional relationships. Based on the findings
and discussions the study recommended among other things that basic school
supervisors must be trained in contemporary supervisory practices such as
instructional leadership and clinical supervision so that they can improve supervision
in basic schools. Heads of basic schools must also be fully detached to make them
more effective while the size of circuits should also be reduced so that circuit
supervisors can effectively monitor instructional delivery and support individual
teachers. The study also suggests the need to conduct further research to find out the
challenges facing basic school supervisors in the use of clinical supervision.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, Submitted to the School of Graduate
Studies, University of Education, Winneba in Partial Fulfillment of the
Requirements for Award of the Master of Philosophy
Educational Leadership Degree