Investigating Teachers’ Competence in Classroom and Instructional Supervision in Public Primary Schools in Nigeria
Journal Title: International Journal of Social Sciences and Education - Year 2018, Vol 8, Issue 3
Abstract
The study examined teachers’ competence in classroom and attention paid to instructional supervision in public primary schools in Nigeria. These were with a view to providing information on measures of competency among teachers, structure of classroom instructional supervision and what accounts for differences in teachers’ competence in the public primary schools. The study adopted the descriptive survey research design. The population for the study consisted of all 2,031 teachers in the existing 219 public primary schools in four Local Government Areas (LGAs) from a State in Nigeria. The sample for the study comprised a total of 225 teachers drawn from 30 public primary schools using simple random and convenient sampling techniques. A self-designed instrument titled “Teachers’ Classroom Competence and Instructional Supervision Questionnaire (TCCAIS-Q)” was used for the study to elicit information. Data collected were analysed using descriptive statistic to answer the research questions and inferential statistic, specifically, t-test to test the hypothesis at 0.05 level of significance. The results showed that the lesson presentation (37.9%), lesson plan preparation (20.5%) and class management (19.3) were good measures of teachers’ competence. The result further showed that the structure of classroom instructional supervision involved greatly the headteachers (100%), SUBEB officials (89.3%) and Head of Sections/Departments (79%). The results revealed differentials in teachers classroom instructional supervision to have been as a result of pedagogical skills (mean -3.53), qualifications (mean – 3.50), knowledge of subject matter (mean – 3.46) and measurement and evaluation technique (mean -3.44). Finally, the result showed a significant difference in male and female teachers’ competence in classroom instructional supervision; and that female teachers (M = 18.57; SD = 4.19) had higher competence than their male counterparts (M = 17.22; SD = 1.83). The study therefore concluded that classroom instructional supervision needed to take into account the teachers’ use of pedagogical skills and teachers’ qualification. This is because these factors accounts for the differences in teachers’ competence in classroom instructional supervision.
Authors and Affiliations
S. ‘Tayo Subair, F. Abisoye Adenaike, Yetunde Shakirat Asifat
Keywords
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