Aldeon A.

Nonan
BSED-SS-3A
INSTRUCTIONAL SUPERVISION IN THE ADMINISTRATION OF SECONDARY EDUCATION: A
PANACEA FOR QUALITY ASSURANCE
Author: Florence Imaobong Archibong
Title of Article: Instructional Supervision in the Administration of Secondary Education: A
Panacea for Quality Assurance
Journal: European Scientific Journal
Volume Number: 8
Date: June
Page Numbers: Edition vol. 8, No.13, Pages 25-37

The article under study that search into the different realm of instructional supervision and
its important role in shaping the quality of education within the secondary education
landscape. At the center of, the article aims to dissect and analyze the efficacy of
instructional supervision as a foundational mechanism aimed at ensuring an elevated standard
of educational output within secondary education systems. Through a comprehensive
exploration, the article aims to navigate the intricacies surrounding the implementation of
instructional supervision and its direct impact on refining the overall quality assurance
standards in secondary educational institutions.

Within this context, the research questions emerge as guiding beacons steering the
investigation. The article strives to address various aspects related to the effectiveness of
instructional supervision. It delves into queries such as how instructional supervision
influences the teaching and learning processes within secondary education. It endeavors to
unravel the mechanisms through which supervision can elevate the quality of education,
elucidating its potential to enhance teaching methodologies, foster an environment conducive
to learning, and ultimately optimize the educational outcomes in this specific educational
tier.

Furthermore, the article starts on an exploration of the broader landscape, seeking to discern
the intricate nuances surrounding instructional supervision. It ventures into deciphering the
dynamics between supervision practices and their influence on the academic performance of
students, the professional development of educators, and the overall efficacy of the
educational system. In essence, the research questions aim to probe into the fundamental
aspects of instructional supervision, unraveling its potential to serve as a linchpin in the quest
for quality assurance within secondary education.

Through a nuanced and in-depth exploration of these research questions, the article aims to
shed light on the multifaceted nature of instructional supervision, uncovering its potential to
function as a catalyst for educational enhancement. It undertakes a comprehensive
examination, dissecting the complexities inherent in implementing effective supervision
practices and their direct correlation with the quality of educational outcomes. Ultimately,
the article seeks to present a holistic perspective, positioning instructional supervision as a
cornerstone in the pursuit of elevating the quality benchmarks in secondary education.

Author’s Purpose, Approach/Methods, Hypothesis, and Major Conclusions

Florence Imaobong Archibong, in her article titled “Instructional Supervision in the

Administration of Secondary Education: A Panacea for Quality Assurance,” assumes the mantle
of an advocate for the significance of instructional supervision as a linchpin in upholding and
elevating the standards of quality education within secondary education systems. Her
overarching purpose resonates with a fervent advocacy for instructional supervision,
positioning it as an indispensable instrument in the pedagogical arena, vital for sustaining and
enhancing the quality benchmarks in secondary education.

Employing a predominantly descriptive approach, Archibong navigates the landscape of

instructional supervision with an intent to expound upon its myriad facets. Her methodical
exposition traverses the conceptual underpinnings, techniques, and the inherent significance
of instructional supervision within educational contexts. However, the article is characterized
by a notable absence of substantive engagement with empirical studies or a robust critical
analysis. The lack of a deeper dive into empirical evidence, case studies, or comparative
analyses potentially leaves the article wanting in terms of fortified academic rigor and
substantiated claims.

Implicit in the narrative is an assumption that instructional supervision stands as an

indispensable element in guaranteeing the attainment of high-quality education. This
underlying assumption, while foundational to the article’s argument, might benefit from a
more explicit articulation and substantiation through empirical evidence or analytical
discourse to bolster its academic credibility.

At the crux of the article lies a substantive conclusion that amplifies the pivotal role of
instructional supervision in the enhancement of teaching and learning outcomes within the
realm of secondary education. This conclusion serves as a summation of Archibong’s advocacy,
emphasizing the instrumental nature of instructional supervision in fostering an environment
conducive to effective pedagogical practices and ultimately optimizing educational outcomes.

In essence, Archibong’s article emerges as an impassioned call to recognize and endorse the
indispensable role of instructional supervision in sculpting the landscape of secondary
education. While the advocacy for supervision is clear, a deeper engagement with empirical
evidence and critical analysis could further fortify the article’s scholarly foundation,
enhancing its persuasive impact and academic robustness.

Critical Evaluation

1. Is the purpose of the article made clear in the introduction?

The article starts off by highlighting the important role of instructional supervision in making
sure that education maintains high standards. It emphasizes how important supervision is in
guaranteeing that the quality of education stays top-notch. Right from the beginning, the
article makes it clear that instructional supervision holds a significant place in ensuring that
education doesn’t compromise on its quality. It sets the stage for discussing how supervision
plays a vital role in keeping the standards of education high.

2. Has the author cited the pertinent, and only the pertinent, literature?

The article talks about a lot of different books and studies about instructional supervision and
similar ideas. But it doesn’t really put all these different ideas together or judge them
critically. This means it doesn’t look at these ideas from different angles or see if there are
things missing in what’s already been written. There might be different ways to think about
this topic, or things that haven’t been said yet that could add more depth to the discussion,
but the article doesn’t explore these possibilities.

3. Are the study design and methods appropriate for the purposes of the study?

The article explains how to supervise teachers well, but it could be better in an academic
way. It doesn’t use real evidence or compare different methods. This means it doesn’t have
strong proof or detailed comparisons that would make it more trustworthy or convincing in an
academic sense.

4. What underlying assumptions does the author have? Was the author objective in
his/her discussion of the topic?

The article sees instructional supervision as the ultimate solution for making sure education is
top-quality, but it might be making it too simple. It might not be considering all the difficult
parts of actually putting supervision into practice and making it work really well. There could
be more to making supervision effective than what the article suggests, and it might not be
capturing all those complexities.

5. Have any ideas been overemphasized or underemphasized?

The author talks a lot about how good instructional supervision is, but might be focusing too
much on the good things and not looking closely at the problems or difficulties it might have,
especially in different types of schools or places where education is different. This means the
article might not give a fair look at the challenges or limitations of instructional supervision in
various educational settings..