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Significance of Supervision of Instruction in Junior High Schools from Teachers'

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 Durreesamin Journal (ISSN: 2204-9827)

Significance of Supervision of Instruction in

Junior High Schools from Teachers’ Perspective

Author: Dr. Mustapha Bin Danquah

ABSTRACT

The main objective of this study is to ascertain the relevance of supervision of instruction in the
Junior High Schools in Ghana with primary focus on public schools in the Western Region of
Ghana. The study adopted quantitative paradigm for the study. Descriptive survey was employed
as the research design for the study and questionnaire containing closed and open-ended questions
was the main instrument for data collection. Sample of the study comprise 150 teachers from
fifteen junior high schools in the Western Region of Ghana. Data analysis was done via descriptive
statistics involving frequency, charts, tables, and percentages. Findings of the study demonstrated
that majority of the teachers have positive perspectives as far as supervision of instruction is
concerned in Ghanaian Junior High School is concerned contrary to the popular opinion among
some teachers who see supervision negatively as a means of supervisors to unnecessary wield
power over them. The study shows that active involvement of teachers in supervision often
culminate in cordial relationship between supervisor and supervisees leading to effective
implementation of curriculum via identification of areas needing improvement. The study also
showed that supervision often invigorates and stimulate teacher towards quality of instructional
programme with effective management of school and facilitation of educational goals. Result of
the study also shows that supervision aids teachers’ professional development in terms of adequate
training and building of self-confidence which are potent tools for improved students’
achievement. In view of the result of the present study, it is recommended that teachers having
negative perception about supervision should dis-abuse their mind regarding such notion and
embrace a positive notion so as to experience positive results as they carry out their teaching tasks.
 Durreesamin Journal (ISSN: 2204-9827)

Moreover, supervisors are also enjoined to actively involve teachers in the planning and execution
of curriculum supervision and monitoring and create a friendly and motivating environment
conducive to teachers’ professional development and improved students’ achievement
 Durreesamin Journal (ISSN: 2204-9827)

Introduction

There is no gainsaying that supervision of instruction plays a crucial role in the achievement of
educational objectives, teachers’ professional development and improved students’ academic
performance (Anyagre, 2016; Ekyaw, 2014; Baffour-Awuah, 2011). However, there are
contrasting views among teachers regarding supervision of instruction. Several studies (Cobbold,
Kofie, Bordoh & Eshun, 2015; Baffour-Awuah, 2011; Sullivan and Glanz, 2000, Haris, 1985)
show that some teachers see supervision as a fault-finding process where teachers are subjected to
unnecessary criticism by supervisors while others see it as a veritable means of improving
teachers’ skills and efficiency during teaching and learning process and provision of up-to-date
information on practical approach to curriculum implementation.

In view of the aforementioned, Anyagre (2016) indicated that the respective view of teachers on
supervision of instruction as a process is consequential. When teachers sees supervision from a
negative perspective, it often make them defensive, with the notion that the supervisor is just there
to criticize them or portray them as incompetent to handle their job assignment which will affect
their professional development and students’ achievement. On the other hand, when teachers sees
supervision as a means of developing professional acuity and improve students’ achievement in
their various subjects, then their positive outlook regarding supervision will lead to improvement
in their professional development and students’ achievement. This means, according to Reepen
and Barr (2010) and Tshabalala (2013), teachers’ perspective on supervision of instruction is very
crucial to the smooth functioning of a school system.

Some researchers attributed the recent poor performance of students in several subjects to the
negative perspective of teachers on supervision of instruction because such teachers are redundant
with nothing worthwhile to offer students because they are not developing professionally due to
the way they handle situation during the process of supervision of instruction. Could the negative
perspective of teachers be posing a challenge to the supervisory roles of head teachers and subject
heads or the recent poor performance of students in several subjects (Anyagre, 2016; Baffour-
Awuah, 2011)? The present study examines the perspective of teachers in fifteen (15) Junior High
schools in the Western Region of Ghana .

Research objectives
 Durreesamin Journal (ISSN: 2204-9827)

The main objective of the study is to ascertain the relevance of supervision of instruction in the
Junior High Schools in Ghana with primary focus on the Western Region of Ghana. The specific
objective of the study is to:

i. Explore the importance of involving teachers in supervision of instruction

ii. Ascertain teachers’ view on supervision of instruction
iii. Identify the relevance of supervision of instruction on teachers’ professional
development and students’ achievement

Research Questions

1. Why is it important to involve teachers in supervision of instruction?

2. How do teachers’ view supervision of instruction
3. What is the relevance of supervision of instruction on teachers’ professional development
and students’ achievement?

Literature Review
Concept of Supervision of Instruction
De-Grauwe (2007) sees supervision as the promotion and maintenance of good standards of work,
co-ordination of practice with policies of administration, the assurance of an efficient and smooth-
running office and educational functions. These entails educational development and supportive
functions as a means of enhancing both professional improvement and harmonious working
relationship with others teachers or professionals. Several educationists supported the notion of
curriculum supervision being for educational objectives and administrative/supportive objectives.

Seeing supervision from the perspective of professional growth, Kilminster, Jolly and Van der
Vleuten (2007) stated that supervision is the provision of guidance and feedback on matters of
personal, professional and educational development in the context of trainee’s experience. Also,
Segun (2004) and Bessong and Ojong (2009) intimated that supervision refers to the stimulation
of professional growth and development of teachers, a selection and revision of educational
objectives, materials of instruction, methods of teaching, and the evaluation of instruction. In a
nutshell, various definitions of supervision of curriculum entail five functions:

i. Monitoring and Evaluation

 Durreesamin Journal (ISSN: 2204-9827)

ii. Instructing and Advising

iii. Modeling
iv. Consulting
v. Supporting and sharing

Providing insight into the various functions of curriculum supervision, Holloway (1995) indicated
that individuals charged with the responsibility of supervision are required to oversee the work of
individual supervisee and provide a formative and summative evaluation in fulfilling the first
function of supervision. Regarding the first function of supervisors, Baffour-Awuah (2012) stated
that most teachers and educationist sees supervision as an instrument for controlling teachers in
view of the dictionary definition of supervision as “to direct”, “to watch-over”, and “superintend”.
Other researchers indicated that because supervision is rooted in the industrial notion of
bureaucracy with the intent of increasing production, several supervisees view supervision as
management means of controlling or manipulating their lives, this has resulted, according to
Ingersol (2003), in several teachers recoiling at the mention of supervision.

In relation to the second function of supervisors - instructing and advising, Cobbold et al. (2015)
indicated that it centers on the hierarchy of the relationship between supervisors and supervisees
which suggests wide interpersonal gap which may have negative effect on the manner in which
advice is given and received. The third function place emphasis on supervisors being a role model
in terms of professional behavior and practice, this will facilitate cordial relationship between
supervisors and supervisee heightening collaborative efforts between them so as to achieve
educational goals and objectives.

In the area of consulting, which forms the fourth function of supervisors, Holloway (1995) posits
that, it enhances “problem solving of clinical and professional conduct as information and opinion
of the supervisee(s) are sought” (p. 32). Collaborative efforts are still required in this aspect since
it will reduce antagonistic behavior (as a result of mistrust) and encourages sympathetic approach
to issues (as a result of respect for each other’s role).

With trust and respect existing between supervisor and supervisees, it will be easy for supervisor
to support and share pertinent information coupled with encouragement and constructive criticism
with the supervisees. This is very important for trainees’ professional development since it will
 Durreesamin Journal (ISSN: 2204-9827)

provide an opportunity to give adequate attention to aligning their actions, emotions and attitude
to curriculum delivery and achievement of educational goals and objectives.

Considering the several benefit of supervision, Baffour-Awuah (2012) indicated that teachers can
greatly improve curriculum delivery by means of supervision with the ultimate goal of improving
students’ achievement. However, Oliva and Pawlas (1997) contended that supervisors should not
see the process as a means of manipulating teachers rather as a means of providing specialized
training to teachers in specific areas where they may need help and suggestions. Oliva and Pawlas
were of the opinion that supervision of curriculum should be directed towards improving teachers
skill and approach to teaching and learning.

Hence, irrespective of these contrasting view, several researchers and educationists also sees
supervision as an important component of school management which is complex in nature and
comprises overlapping responsibilities of education stakeholders including teachers. In her study,
Anyagre (2016) indicated that supervision, as an aspect of excellent management of schools, entail
the provision of provision of knowledge, facilitation of task organization, enhancement of
motivation and monitoring activity and results. Sergiovanni and Strarratt (2002) also indicated
that supervision of instruction at schools cannot be overemphasized because it enhances classroom
practices which are crucial to students’ academic achievement at the both the Junior and Senior
High schools. In their study, Sergiovanni and Starratt further indicated that the nature of
supervision is very contributive to students’ academic achievement because it revolves around a
collaborative effort between the supervisors and teachers through effective dialogue with the sole
aim of improving classroom instruction.

On the other hand, Fisher (2002) further stated that by means of effective supervision of
instruction, supervisors can adequately influence and reinforce teaching practices with resultant
improvement in student learning. This often requires supervisors to carefully study performance
and appropriate data regarding classroom instruction so as to provide meaningful feedback and
direction to teachers coupled with appropriate inspection, control and evaluation of their activities
(IIEP/UNESCO Module 2, 2007). With this processes in place, classroom instruction will
undoubtedly exert immense influence on the teaching and learning process. Fisher further
indicated that effective supervision and monitoring is critical to the objective of providing equal
 Durreesamin Journal (ISSN: 2204-9827)

access to quality educational programs for all students irrespective of their background. It
behooves supervisors or administrators to emphasize the importance of appropriate and well-
organized program to all teachers, clearly delineating how teachers can employ diverse teaching
techniques to meet the ever changing needs of the students.

In his study, Baffour-Awuah (2012) indicated that while several definitions and interpretations
have been assigned to supervision, almost all of these conceptions revolve around a common aim
or objective. This objective is to improve teachers’ instructional practices, which can be very
instrumental to improving students’ achievement in the given subject or grade level. For example,
Daresh (2001) sees supervision as a “dynamic process leading to studying and improving all
factors that affect the education situation” (p. 22), while Dodd (2008) sees it from the perspective
of providing effective guide, advise, refreshment, encouragement, stimulation, improvement and
co-ordination of a particular groups of individuals with the aim of getting their cooperation so that
one overseeing them can achieve the essence of supervision.

The National Teacher Institute (NTI, 2013) sees supervision as primarily directed towards
monitoring of the performance of teachers noting the merits and demerits and using befitting and
amicable techniques to reduce the level of flaws while still improving on the merits with eventual
achievement of educational goals and objectives. Hence, supervision is all about the combination
or integration of several processes, procedures and conditions that are consciously designed with
the primary aim of promoting the work effectiveness of teachers and other individuals involved in
pedagogy. Essentially, according to NTI, supervision is primarily directed towards teachers and
instructional delivery so as to meet educational goals.

Models of supervision
According to Baffour-Awuah (2011), models of supervision refer to the periods of time in which
supervision was primarily influenced by political, social and economic movements in human
society and educational fields. Several studies such as Glanz (1996), Sullivan and Glanz (2000)
and Bays (2001) revealed that supervisory practices has undergone several changes since the
colonial time and its effectiveness in terms of improving instruction depends largely on supervisors
responsiveness to the needs of teachers and students alike. Due to the dynamic nature of
supervisors’ responsiveness and approaches and the conception surrounding supervisory roles,
 Durreesamin Journal (ISSN: 2204-9827)

Oye (2009) indicated there is always need to build upon or modify existing approaches or strategies
with the single purpose of improving teachers’ practices especially in curriculum implementation.

Baffour-Awuah itemized the different types of models as follows:

Model Stages
Bays (2001): 1. Inspection; 2. Efficiency; 3. Democracy; 4. Scientific; 5.
Human relations; 6. Second wave scientific; and 7. Human
development
Daresh (2006) Inspection, Scientific activity, Human relations activity, and
Human resource development. All of Daresh‟s models are
included in Bays’seven stages of supervision above.
Sullivan and Glanz 1. Inspection (Pre-1900); 2. Social efficiency (1900-1919); 3.
(2000): Democracy (1920s); 4. Scientific (1930-1950s); 5.
Leadership (1960s); 6. Clinical (1970-1980s); and 7.
Changing concepts (1990s).
Glickman, Gordon & Identifies supervision as developmental in nature. Rooted in
Ross-Gordon (1998) clinical supervision
Glatthorn, (1990) Identifies supervision as collegial. Rooted in clinical
Sergiovanni and supervision
Starratt (1993);
Sullivan and Glanz,
2000
Glatthorn Indicated that supervision should be differentiated. Rooted
(1984;1990;1997) in clinical supervision. Initially with four components, later
modified to three components instrumental to teachers’
professional development.
Sergiovanni and Indicated that supervision should be self-directed. Rooted in
Starratt (1993) clinical supervision.
Adapted from Baffour-Awuah, 2011.

Table 1 above clearly shows the various forms of supervision promoted by several educationist in
recent times. The table shows that from Bays (2001), perspectives on supervision changed from
 Durreesamin Journal (ISSN: 2204-9827)

seven stages to four stages as conceptualized by Daresh. Later it went back to seven stages as
postulated by Sullivan and Glanz and later clinical supervision became popular and educationist
and scholars greatly emphasized it by showing that it should be self-directed, it should be
differentiated and developmental in nature.

Oye (2009) also developed another model entitled Skill Training Model. In this model he
explicated that it is a basically diagnostic and prescriptive. It is a form of supervision where the
supervisor is seen as teacher of teachers. The variables discussed under teacher effectiveness are
particularly useful to one who views supervision as skill training. Some skills can be trained for
like questioning, lesson planning, presentation, evaluation, closure, organization, communication,
use of evaluation, close organization, use of several methods in undertaking such training, the
supervisor should be aware of the following assumptions that: Teaching is made up of wide range
of behaviour that can be specified. These behaviours can be systematically developed and
practiced. They can lead to predictable outcome. The broader the stock of right teaching
behaviour, the more effective the teacher will become.

The following methods can be adopted by supervisor in skill training model: i) Determine with the
teacher those elements of teaching behaviour that lead to effective teaching Determine methods of
gathering data regarding actual teaching behaviour of teachers (classroom visitation). iii) Analyse
the data to determine strengths and weaknesses. iv) Provide remedies to improve the teachers’
weak areas. Generally, this method makes use of competency-based approach to teacher education
as well as micro-teaching.

Supervision as inspection
Termed as traditional form of supervision, supervision can also be regarded as a form of inspection.
According to Sullivan and Glanz (2000), this form of inspection was the dominant method for
administering schools in the 19th century. In most cases, teachers were viewed as deficient and
inspectors inspected their practices for errors (Glanz, 1998). Supervisors are required to employ
the tools of directing, controlling and overseeing the activities of teachers to ensure that teachers
performed their duties as expected. In this form of supervision, according to Daresh (2006),
supervisors are seen to devote most of their time and attention to finding out what is wrong with
what teachers are doing in their classrooms.
 Durreesamin Journal (ISSN: 2204-9827)

Sullivan and Glanz further indicated that the perception of supervisors in the 19th century was
largely that most teachers are incompetent. Teachers were seen as inept. Daresh (2006) also posits
that supervisors who employ this type of approach are inclined to suggest what and how teachers
should teach. The explanation is that “teachers (mostly female and disenfranchised) were seen as
“bedraggled troop- incompetent and backward in outlook” (Bolin Panaritis, 1992, p. 8). Daresh
(2006) also thinks that it is doubtful if those employed (teachers) knew much more than the
students. According to Daresh, this resulted in employing more experienced teachers (inspectors)
who provided basic oversight to ensure that teachers provided quality of instruction. In colonial
African countries (including Ghana) most teachers were untrained. Even today “pupil teachers”
are found in some Ghanaian primary schools.

This model espoused the notion that it is the supervisor’s responsibility to intervene directly in the
work of teachers so as to correct faulty performance. Sullivan and Glanz (2000) refer to the first
textbook on supervision (Payne, 1875) in which it is stated emphatically that “teachers must be
“held responsible” for the work performed in the classroom and that the supervisor, as expert
inspector, would oversee and ensure harmony and efficiency” (p. 8). Daresh (2006) indicated that
due to this model, educational supervisors as inspectors were very popular in the US.

In the 1950’s Cogan promoted the Clinical Supervision Model which described supervision as a
face-to-face encounter with teachers regarding teaching usually in a classroom with the goal of
professional development and improvement of instruction. The model is primed at improving the
teacher’s classroom performance and it is based on what transpires between the teacher’s
classroom interactions with the students during the teaching and learning process. It often involves
procedures and strategies with the intent of improving students’ learning via improvement of
teacher’s classroom behavior. This type of supervision, according to Cogan is also referred to as
school-based or in-school model of supervision which through a systematic and analytic approach
attempt to account for teacher’s behaviour and teacher’s feelings in analytic, supportive and non-
evaluative ways.

Oye (2009) outlined the various components or phases of clinical supervision as follows:
 Durreesamin Journal (ISSN: 2204-9827)

Stage One: Establishing the teacher-supervisor relationship: At this stage, rapport is established
between the supervisor and the teacher. The purpose is for the teacher to see the supervisor as a
good friend and professional colleague who he can confide in.

Stage Two: Planning with the teacher: The second stage the supervisor and the teacher
discusses freely the teacher’s classroom problems.

Stage Three: Planning the strategy of observation: This stage is based on the nature of the
teacher’s classroom problem, the supervisor plans with the teacher on the best approach to be
adopted in observing the teaching-learning situation.

Stage Four: Observing the instruction: This stage is also about the actual observation of
instructional process is done at this level.

Stage Five: Analyzing the teaching-learning process: The stage is in relation to the data collected
during observation is collated and analysed. The results are then interpreted in line with the
teaching-learning process.

Stage Six: Planning the strategy for the conference: At this stage, the supervisor agrees on a better
strategy to be proposed and adopted during the conference stage. The supervisor uses his superior
knowledge and experience in teaching to plan the ultimate strategy for instruction.

Stage Seven: The conference phase: This stage entails a forum where the observations made
during the instructional process are tabled and discussed by the supervisor and the teacher (s).
Here, various ideas are shared and the best solution towards solving the perceived problem
(classroom) is adopted.

Stage Eight: Renewal planning – Based on the agreement reached at the conference, the supervisor
and the teacher, at this stage, will turn their attention to planning the next lesson and the changes
the teacher will attempt to make in his instructional methods. This phase marks the re-
commencement of the process and hence the clinical nature of the process. It improves the
instructional method capable of improving learning, which is the sole aim of supervision of
instruction.

Differentiated Supervision
 Durreesamin Journal (ISSN: 2204-9827)

In his notable book, Supervisory Leadership, Glatthorn (1984) sees supervision as a dynamic
process that allows teachers to choose between different kinds of supervisory and evaluative
services they receive considering their daily experiences in the classroom. Essentially, the focus
of differentiated supervision is that the varying and sometimes difficult circumstances teachers
face in the classroom in the course of teaching and learning should be addressed via different
approach during supervision (Daresh & Playko, 1995).

Glatthorn does not see supervision as a position to be occupied by only one individual, rather it
involves other individuals who practices the process of supervision, hence, Glatthorn indicated
that supervision comprises four components affecting the professional development of a teacher,
namely: the clinical supervision, cooperative professional development, which is a process of
collegial collaboration for the improvement of instruction, self-directed development, a process in
which a teacher works independently, directing his or her own professional growth and
administrative monitoring, a brief and informal observation by a principal (Abdulkareem, 2001).

With passage of time, Glatthorn modified the model to comprise three components to meet the
prevailing circumstances teachers experience and these include: intensive development (clinical
supervision), cooperative development which entails professional interactions and dialogues, peer
couching, curriculum development and action research and self-directed development which refers
to the process whereby the teachers work extensively to develop themselves. There is no strict
rule in following Glatthorn (1997) proposal rather, since supervision is seen as a process and not
a job to be performed by only the supervisor, a school or district can develop a suitable model that
works for them.

Providing a rationale for his proposal, Glatthorn contended that i) teaching is a profession and not
a craft that only one person should dictate what is acceptable, rather “teachers should have more
control over their professional development, within generally accepted professional standards”
(1997, p. 4). He also asserted that ii) teachers are instrumental to school effectiveness due to the
support they give to each other based on the feedback they receive from students. This fosters
collegiality and strongly encourages cooperation and mutual assistance because as Glatthorn put
it, “teachers feels a greater spirit of cooperation and trust of other teachers” (1997, p. 5).
 Durreesamin Journal (ISSN: 2204-9827)

Also, Glatthorn contended that iii) it is impractical to expect supervisors to effectively supervise
several teachers alone because it is time-consuming with resultant divided attention culminating
in a situation where supervisors are prevented from concentrating efforts in areas that need
improvement. Differentiated supervision caters for such deficiency, because it enables the
supervisor to focus clinical efforts on those teachers needing or requesting them, instead of the
perfunctory routine of visiting all the teachers.

Finally, Glatthorn strongly believes iv) that since teachers differ in their skills, abilities, orientation
and motivations, supervising them requires differentiated approach designed and strategically
outlined to meet their preferences for professional development. Differentiated proposal enables
a school or district develops what is suitable for their teacher’s professional development with full
recognition of the prevailing circumstance in their school or district.

Evidence shows that Glatthorn differentiated view in connection with supervision was practical
and result oriented because Jailall (1998) intimated that due to the self-directed component, which
allows teachers to work assiduously towards their own professional development coupled with the
opportunity for each school or district to develop a practical and functional model for the
professional development of their teachers, Glatthorn differentiated supervision has been variously
adopted by several institutions of learning.

Methodology
The study adopted quantitative paradigm for the study. Descriptive survey was employed as the
research design for the study and questionnaire containing closed and open-ended questions was
the main instrument for data collection. Sample of the study comprise 150 teachers from fifteen
junior high schools in the Western Region of Ghana. Data analysis was done via descriptive
statistics involving frequency, charts, tables, and percentages.

Results and discussion

Data collected in relation to the crucial role of teachers in effective school management, revealed
the following as depicted in Figure 1.
 Durreesamin Journal (ISSN: 2204-9827)

Teachers' involvement in Supervision

100

90

80

70

60

50

40

30

20

10

0
Effective curriculum identification of areas Cordial relationship Means of training
needing improvement

Figure 1: Teachers Involvement in Supervision

Depicted in figure 1 are the responses of the participants in relation to the first research question.
Results show that 58% of the participants agreed with the notion that involving teachers in
supervision often culminate in effective curriculum development and implementation. In relation
to the identification of areas needing improvement, 65% of the respondents indicated their
agreement while 89% also agreed that involving teachers in supervision offers them ample
opportunity for valuable training with eventual improvement of teaching and learning process in
the classrooms. Majority (92%) of the respondents indicated that involving teachers in supervision
is very instrumental to cordial beneficial relationship between the supervisor and supervisees. This
question received the highest response because supervision and supervisees relationship in several
schools are often hampered by the aloofness of most supervisors unwilling to mix or actively
involve teachers in critical aspect of supervision.

Findings of this study tally with the result of studies conducted by Tsabalala (2013), Fraser (2000)
and Glathorn (1997) the involvement of teachers in supervision of instruction is crucial to effective
curriculum planning and implementation, improves relationship between supervisor and
 Durreesamin Journal (ISSN: 2204-9827)

supervisees and most importantly helps the supervisor discover areas teachers need assistance in
enhancing their professional acuity. Due to the cordial relationship between the supervisor and
supervisees (teachers), Baffour-Awuah (2011) indicated that teachers are motivated and readily
cooperate with supervisors seeing his as a friend offering constructive criticism. Similarly, studies
conducted by Glanz (2000) and Kadushin (1992) tally with these findings that harmonious working
relationships coupled with the cultivation of a spirit of cooperation are often the result of the
supervisor actively involving the supervisees in the design and implementation of curriculum and
supervision as a whole.

In relation to the second research question on teachers’ perspective on supervision of instruction,

responses of the participants are depicted in Figure 2. Several teachers had positive view or
perspective regarding supervision of instruction. Findings shows that most (67%) of the

Teachers' view on Supervision of Instruction

67%
95% Invigorate and support teachers

Aids effective management of

school
Facilitate educational goals
76%

Figure 2: Teachers’ view on Supervision of Instruction

respondents indicated that supervision is very instrumental to invigorating and providing adequate
support to teachers in their role as stakeholders of education. This finding tally with Onuma (2016)
expression that supervision is fundamental to stimulating and invigorating teacher towards
improvement of diversified curriculum and quality of instructional programme. This mitigate what
 Durreesamin Journal (ISSN: 2204-9827)

Weller (2001) referred to as interference of administrative functions which curtails the beneficial
purposes of supervision of instruction by head teachers. Sidho (2002) also indicated that with the
aid of supervision, head teachers can inspire teachers towards developing optimistic outlook
fostering collaborative work within the confines of the school.

The study also shows that 76% of the respondents were of the opinion that supervision aids
effective management of school. Underscoring this finding, Agih (2015) indicated that effective
management is a key to the attainment of effective teaching and learning and consistency with the
philosophy of education. Supporting the finding of the study is the result of a study conducted by
Sule, Ameh and Egbai (2015) that a closer, regular and continuous form of instructional
supervision is far better than snappy, unscheduled and partial supervision in the attainment of
effective management of school. This means when supervision is carried out appropriately and
according to stipulated rules, then effective management of schools’ activities and teachers’
classroom instructions will be attained.

Finding of the study also revealed that majority (92%) of the respondents were convinced that
supervision of instruction facilitates attainment of educational goals. Findings of several studies
(Anyagre, 2016; Sule et al., 2015; Agih, 2015; Baffour-Awuah, 2011) support the finding of this
study that fundamental to supervision of instruction is the attainment of educational goals.
Explaining this further, Anyagre indicated that attainment of educational goals is possible because
supervision improves teachers perception about their work in terms of how their students are
performing academically, good approaches adopted by colleague teachers in teaching and learning,
creation of conducive classroom environments to complement every context, group or individual
students learning situation coupled with mobilization of resources to improve classroom
instruction and school development. Cobbold et al. (2015) posits that when teachers improves in
their approach to teaching and learning due to effective supervision of instruction, the main
objectives or focus of the school is often achieved.

The responses of the participants were sampled in connection with the third question regarding
how supervision affects professional development of teachers and students’ achievement. Figure
3 provides ample information regarding this point as depicted below.
 Durreesamin Journal (ISSN: 2204-9827)

A closer look at figure 3 clearly shows that most of the teachers see supervision as vital to their
professional development and students’ achievement. Finding reveal that 92 percent of the
teachers perceive supervision as relevant because it provides an avenue to receive frequent and
regular training. Although 8% of the respondents disagree with the notion, it could be inferred
that majority of the teachers appreciate the training provided them by head teacher or designated
supervisor during supervision. Such training according to Glatthorn (1997) helps the teachers
continually improve in their professional capability.

Result of the study also showed that 88% of the respondents concur with the notion that by means
of supervision, teachers build their confidence. Though 12% disagreed with the notion, majority
agreed. Commenting on the importance of confidence in approaching any educational

Relevance of supervision
100% 92%
88%
90%
78%
80%
70% 64%
60%
50%
40%
30%
20%
10%
0%
Up-to-date information Confidence building Frequent and regular Practical approach to
on teaching training teaching and learning

Figure 3: Significance of Supervision of Instruction

task, Davies (2000) indicated that there is a well-established link generally between achievement
and self-confidence in creative teaching and learning. Moreover, according to Hand (2014)
teaching efficacy shows the level of confidence a teacher have in his ability to successfully perform
specific teaching proficiencies, in other words, teachers are spurred on to greater achievement in
relation to students’ learning when they have strong conviction in their teaching ability.
 Durreesamin Journal (ISSN: 2204-9827)

Finding of the study also revealed that most (64%) of the respondents agreed with the notion that
supervision offers practical approaches to teachers so as to augment their effort to improve
students’ performance. Anyagre (2016) indicated that during supervision, teachers learn of new
and practical approaches they can employ to enhance students learning. By means of supervision
they also become aware of impractical methods they may have been using and can either discard
it or improve upon it so as to achieve school target of improving students learning experience.

Conclusion and recommendation

Findings of the study demonstrated that majority of the teachers have positive perspectives as far
as supervision of instruction is concerned in Ghanaian Junior High School is concerned contrary
to the popular opinion among some teachers who see supervision negatively as a means of
supervisors to unnecessary wield power over them. The study shows that active involvement of
teachers in supervision often culminate in cordial relationship between supervisor and supervisees
leading to effective implementation of curriculum via identification of areas needing improvement.
The study also showed that supervision often invigorates and stimulate teacher towards quality of
instructional programme with effective management of school and facilitation of educational
goals. Result of the study also shows that supervision aids teachers’ professional development in
terms of adequate training and building of self-confidence which are potent tools for improved
students’ achievement.

In view of the result of the present study, it is recommended that teachers having negative
perception about supervision should dis-abuse their mind regarding such notion and embrace a
positive notion so as to experience positive results as they carry out their teaching tasks. Moreover,
supervisors are also enjoined to actively involve teachers in the planning and execution of
curriculum supervision and monitoring and create a friendly and motivating environment
conducive to teachers’ professional development and improved students’ achievement.
 Durreesamin Journal (ISSN: 2204-9827)

ACKNOWLEDGEMENT

Foremost, I would like to thank the Almighty Allah for granting me the knowledge and strength
to undertake this milestone in my life after so many years of hard work.

Besides Allah, I would like to express my sincere gratitude to Atlantic International University
for their continuous support of my PhD study and research, for their patience, motivation,
enthusiasm, and immense knowledge.

My sincere thanks also goes my dear wife Ayesha Sam and My four kids namely: Asif Ahmed
Bin Danquah, Matlah Abena Danquah, Sajjad Bin Danquah and Adeel Bin Danquah

Last but not the least; I would like to thank my family and all my friends for encouraging and
supporting me throughout this work.

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