Supervisory Practices adopted by Headmasters of SHSs and External Supervisors in the Adansi Educational Directorates of Ashanti Region

Musah Mohammed Mustapha

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Master's Thesis from the year 2018 in the subject Pedagogy - School Pedagogics, grade: C, Kwame Nkrumah University of Science and...

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Master's Thesis from the year 2018 in the subject Pedagogy - School Pedagogics, grade: C, Kwame Nkrumah University of Science and Technology (Institute of Distance Learning), course: Educational Innovations and Leadership Science, language: English, abstract: The success of any organization or institution has never been achieved inadvertently. It is realized by putting in place necessary mechanisms among which supervision plays a fundamental role in all the processes. This study was specifically conducted to assess the supervisory practices opted for by supervisors of SHSs in Adansi Education Directorates in the Ashanti Region of Ghana. The study employed mixed method concurrent triangulation design involving both qualitative and quantitative data collection and analysis. Thus questionnaire and interview were the instruments used while Headmasters, teachers, students and External/Circuit supervisors formed the population. The study attested to the fact that effective instructional supervision ,both the external and particularly, the internal types are sine qua-non to the achievement of effective and efficient teaching and learning in secondary schools; which in turn translate into higher students' academic achievement. The findings revealed that during supervision, headmasters in particular and external supervisors assessed teachers' scheme of work, lesson plans, instructional times, punctuality, attendance and methods of teachings in the classrooms. They ensured that teachers had the necessary materials for teaching and organized in-service training for teachers to promote effective teaching in their respective schools. It was found that supervisory practices adopted by headmasters and external supervisors depended on performance of students in their terminal and external final exams. The study also discovered that supervisory practices opted for by headmasters in particular, and external supervisors improved teaching and learning process, students' performance in internal terminal and external final exams. It was also revealed that there were inherent challenges posed by teachers, students and government that confront supervision which needs to be urgently addressed through collaborative effort of all stakeholders for the achievement of quality education. The study has recommended that contemporary supervisory models emphasising motivation and autonomy of teachers should be embraced for optimum teacher-output to optimize students' achievement.