عنوان

Role-Players' Perceptions Regarding Principals' Role in School-Based Instructional Supervision in Public Secondary Schools in Plateau State, Nigeria

Number

TL56435

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Role-Players' Perceptions Regarding Principals' Role in School-Based Instructional Supervision in Public Secondary Schools in Plateau State, Nigeria

General Material Designation

[Thesis]

First Statement of Responsibility

Bwoi, Gambo Maurice

Subsequent Statement of Responsibility

Du Plessis, Pierre

Name of Publisher, Distributor, etc.

University of Johannesburg (South Africa)

Date of Publication, Distribution, etc.

2019

Text of Note

252 p.

Dissertation or thesis details and type of degree

D.Ed.

Body granting the degree

University of Johannesburg (South Africa)

Text preceding or following the note

2019

Text of Note

This study set out to discover the perceptions of role-players regarding the role of principals in the conduct and practice of school-based instructional supervision in public secondary schools in Plateau state. Viewed from whatever angle, instructional supervision plays a vital role in improving the teaching and learning situation in schools. Just as good teaching facilitates good learning, so also does good supervision facilitates good teaching in schools. Instructional supervision is a panacea quality education in schools. For the school to achieve its aims and objectives, instructional supervision is considered as an indispensible tool towards the realization of such goals. An important tool for enhancing instructional supervision is school-based instructional supervision . School-based instructional supervision is an in-built or an intra-school supervision used in adding value to the instructional process in the school. In school-based instructional supervision, the principal and other qualified resource teachers and heads of departments in each school supervise the teaching and learning process of the school. During school-based supervision, teachers, heads of departments and even school principals cooperate and participate in the process of determining, exploring and solving the instructional problems of the school. The way and manner in which role-players perceive their role in the conduct of school-based instructional supervision determines to a large extend the success or failure of the entire exercise. The study used qualitative methods in generating and analyzing data. The study employed a case study research design to determine role-players' perceptions regarding the role of principals in school-based instructional supervision in public secondary schools in Plateau state. To generate the required data, researcher conducted one-on-one semi-structured interviews with principals, vice-principals, heads of departments and one teacher from each of the four purposively selected schools from Bokkos Local Government Area (LGA). The outcome of the interviews revealed the following areas of needs concerning the perceptions of role-players regarding the roles played by principals in the conduct of school-based instructional supervision: ;The need for the professional training of role-players in supervisory practices.;;The need for encouragement of life-long learning for principals and other role-players involved in school-based instructional supervision.;;The need for the availability of regular on-the-job training sessions.;;The need for adequate supply of teaching and learning facilities in schools.;;The need for adequate supply and motivation of teachers in terms of right quality and quantity.;;The need for putting in place a mechanism for measuring the extent of progress and success of school-based instructional supervision.;;The need for a total shift from old supervisory practices to modern and democratic supervision by role-players involved in school-based instructional supervision.; Instructional supervision has assumed a degree of importance in the Nigerian education system. Its importance and the need to effectively carry it out in schools stems from the fact that the standard of education has fallen. The aim of instructional supervision is therefore to improve the teaching and learning process in schools through the help of supervisors. The role of principals, other role-players, teachers and levels of perceptions are very crucial in the instructional supervision process. In the educational system at present, there are no supervisors in numbers sufficient enough to carry out an efficient and systematic instructional supervision of schools. Hence, there is the need for school-based instructional supervision to supplement the efforts of the Ministry of Education and external supervisors so that instructional supervision can be of benefit to the students, teachers and the school in general. If instructional supervision is well organized in the schools, it will surely go a long way in curbing the fallen standards of education in the country.

Bwoi, Gambo Maurice

Du Plessis, Pierre

University of Johannesburg (South Africa)

Electronic name

p

[Thesis]

276903

a

Y