Principals Performance of Supervision of Instructions in Public Secondary Schools in Ebonyi State, Nigeria: Issues and Innovations in Teacher Education

Abstract

This study was designed to examine principals’ performance of internal supervision of instructions in public secondary schools in Ebonyi State, Nigeria. Data were collected from a sample of 604 out of 1640 teachers using stratified random sampling across urban and rural schools and a structured questionnaire was administered. Results showed a significant positive difference between urban and rural teachers in principals’ performance of supervisory functions, including classroom supervision of instruction, monitoring students’ achievement, provision and maintenance of instructional materials and supporting continuous staff development. Based on the findings it was recommended that the school principal as an instruction leader should emphasize internal supervision of instructions in the school since effective supervision improves curriculum implementation and reduces incidence of students’ involvement in examination malpractices.