SUPERVISION OF INSTRUCTION AS CORRELATES OF TEACHERS CLASSROOM PERFORMANCE IN SECONDARY SCHOOLS IN EKITI STATE

Abstract

The study examined supervision of instruction and teacher classroom performance in secondary schools in Ekiti State. The study adopted the descriptive survey research design.  The sample size consisted of 300 teachers and 30 principals in 30 selected schools in Ekiti State via simple random and purposive sampling techniques. Two instruments tagged “Instructional Supervision Questionnaire” (ISQ) and “Teacher Classroom Performance Questionnaire” (TCPQ) were used. Face and content validity of the instruments were ensured by experts while test-retest method of reliability was adopted to determine the reliability coefficient of 0.78 and 0.81 for (ISQ) and (TCPQ) respectively. The data were analyzed using percentages, mean and standard deviation while Pearson Product Moment Correlation was used to test the hypothesis at 0.05 level of significance. The findings revealed a significant relationship between instructional supervision and teacher classroom performance. It was therefore recommended that supervisors should not see the supervision process as faulty findings, but as a means of useful suggestions and feedback.