Supervisory practices in schools: Antidotes to deficiency in teacher professional development and pedagogical competence at junior high schools in the Kumbungu District, Ghana

Abstract

This study examines how supervisory practices can be an antidote to deficiency in teacher professional development and pedagogical competence at junior high schools in the Kumbungu District, Ghana. Qualitative research approach was adopted. The design used was case study. Purposive sampling techniques was used to select ten (10) school heads and twenty (20) teachers from ten (10) different junior high schools in the Kumbungu District. Face-to- face interview was conducted for the samples. Thematic analytical approach was deployed to analyse data collected. Findings revealed teacher supervision is an important activity in the education system as it puts proper checks on teachers' work in schools. Teacher supervisory practices in some schools were weak and inadequate, teachers were difficult, uncooperative and sometimes hostile. Challenges to teacher supervision included low level of supervisory skills by supervisors, inadequate logistics, poor road network, lack of vehicles or motorbikes for monitoring and lack of supervision allowance. Recommendations made included; the Ghana Education Service (GES) organising supervisory trainings for all school heads and circuit supervisors on Clinical Supervision. The GES should train all school heads and circuit supervisors on collegial supervisory skills, constructive supervisory skills and supportive supervisory skills. Teachers in all schools should be sensitized on the need and significance of teacher supervision in the education system. The Ghana Education Service should supply all education units with adequate logistics and they should pay all supervisors monthly supervision allowances.