Administrators Supervisory Skills and Teachers Job Performance

8/20/2019 Administrators Supervisory Skills and Teachers Job Performance

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ADMINISTRATORS SUPERVISORY SKILLS AND

TEACHERS JOB PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 Backgrou! "o "#$ %"u!&

The importance of Administrators’ Supervisory stalls in

Secondary School in Aba municipality of Abia State cannot be

over view Administrators in Secondary Schools are leaders,

(Bikpong 22! indicated that leadership deals with having a

comprehensive view of the activities’ and problems of the

institutions" with view in mind, the Administrators as a head of

a organi#ation of teacher’s in schools system has the function

of conversation with the teachers in order to improve learning,

with this method the students’ through instruction supervision

they sees instructional supervision as one of the process

where by school administrators try to achieve a meaningful

standards of performance and results, instructional supervision

is $uality tool control in the system activities of school

administrators which directed to primarily the achievement of


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appropriate e%pectation of educational system according to

&akpodia (2''!

)eretomode, (2*! in view that instructional supervision

is seen as activities carried out by the administrators to

inhence instruction at all levels of the school system +

ittirainga, '--- state that the role of administrators is to

facilitate the implementation of the various .eaving Situation

Teachers where new or old on the /ob need necessary support

in implementing the instructional programmes’ Administrators

as a school heads, need to provide effective support to

teachers’ they have to be involves in the implementation of

instructional programmes by over viewing that teachers are

doing with the student

0t is an administrators he should devote himself to

supervise the teaching learning process in his schools

The administrators as the supervisor is the one who

oversees the activities’ of teachers’ and other workers’ in the

school system to ensure that they improve to the general

accepted administrators’ and practice of education enga

('-1! sees’ administrators as some one who’s provide


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3supervision4 to the school in terms of perceiving deniable

ob/ectives, maintaining a balance in the curriculum and

rendering help to teachers regarding teaching methods are

other instructional problems that the encounter

The &ational )olicy on 5ducation (2*! states that, to

ensure $uality control in the school, it is necessary to have

good teachers and supervisors The primary responsibility of

the supervisors’ is to see that high standards are maintained

and the schools are run in accordance with the land down

regulation

The 6inistry of 5ducation, State 7niversal Basic 5ducation

and the Secondary Schools Board should appoint

administrators to conform and maintain standard in our school

through their supervisory function The board appoints people

that are mainly e%perienced in the teaching profession for the

purposes of supervising the teaching learning activities

According the )eretomode (2*! suggested that the

following purpose of instructional behaviour or supervisors in

the school


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a To directly influence the behaviour of teachers and the

teaching processes employed to promote student learning

b To ensure that each individual teachers within the school

system has been performing the /ob of which he was

scheduled

c To co8operatively develop favourable climate for teachers

performance teaching and learning

The use of instructional supervision skill is a means of helping

the teachers’ cope with the problem of large student population

and development in the education setting 0nstructional

supervision skills are important The skills help to inhence the

teachers’ on their /ob performance and to facilitated effective

materials , e%ample, micro teaching and workshops, classroom

communication, students’ evaluation classroom management,

inter8school visitation among others 0n this study, the

researcher to find out how that the above mention supervision

skill can influence teachers’ /ob performance in secondary

schools in Aba municipality

1.' T#$or$"(ca) *ra+$,ork

' Theory 9 and : 6c;regor


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2 Scientific management theory

T#$or& - a! "#$or& Y

These theories deals with human motivation created and

developed by ouglas 6c;regor at the 60T stoan school of

Administrative in the '-s that have been used in human

resource Administrative, organi#ational behaviour, and

organi#ational development The describe two contrasting

models of workforce motivation

T#$or& - o* Mcr$gor

0n this % and y theory, Administrative assumes teacher are

inherently la#y and will avoid /ob if they can and that they

inherently dislike /ob performance As a result of this,

Administrators believes that teachers’ need to be closely

supervised and comprehensive systems of controls developed

A hierarchical structure is needed with narrow span of control

at each and every level According to this theory teachers’ will

show little a inbition without a enticing incentive program and

will avoid responsibility when ever they can according to r


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teachers’ compliance Believes of this theory lead to instruct,

highly restrictive supervision, and a punitive atmosphere The

theory % Administrative tends to believe that everything must

end in blaming some one =e or she thinks all prospective

teachers are only out for themselves

A theory % Administrative believes that his or her

teachers do not really want to work, that they would rather

avoid responsibility and the it is the Administrative’s /ob to

structure the work end energi#e the teachers

>ne ma/or flow of this Administrators style is it is much

more likely to cause diseconomies of scale in large picture

T#$or& Y

0n this theory, Administrators assumes teachers may be

ambitious and self8motivated and e%ercise self8control 0t is

believed that teachers en/oy their mental and physical /ob

performance According to than /ob is a natural as play

The possess the ability for creative problem solving, that

their talents are under used in most organi#ations ;iven the

proper conditions Theory : Administrators believer that

teachers will learn to seek out and accept responsibility and to


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e%ercise self control and self8direction in accomplishing

ob/ectives to which they are committed

A theory : Administrators believes that, give the right

condition, most people will want to do will at work They

believe that the satisfaction of doing a good /ob in strong

motivation 6any people interpret theory : as a positive set of

beliefs about teacher

A close reading of the human side of enterprise reveals

that 6c;regor simply argues for Administrators to be opened

to a move positive view of teacher /ob performance and the

possibilities that, this creates =e climate of trust with teachers

that is re$uired for theory Administrative to develop the climate

of trust with teacher that is re$uired for teacher development

0t’s teacher development that is a crucial aspect of any

organi#ation This would include Administrators management

openly with subordinates, minimi#ing the difference between

supervisor subordinate relationship, creation comfortable

environment in which subordinate can develop and use their

abilities this environment would include sharing of decision


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making so that subordinates have a say in decision that

influence them

T#$or& / a! "#$or& co+0($! Mcr$gor

=as identified theory % and theory y differently for the

basic characteristics stated previously in the above sections of

what these theories represent8 theory % assumptions are that

individuals dislike their careers Theory % people have to be

supervised

As for theory y assumption are that individuals like their

careers and willing to take part in responsibility Theory y

people don’t need supervision and can be e%pected to turn

good productive value in their /obs

1. S"a"$+$" o* "#$ 2ro0)$+

0n &igeria, education is on the concurrent list of

government and this makes the issue of instructional

supervision to vary from one state to another =owever, some

states have ade$uate arrangement in place to effectively

supervise instruction at all level of education particularly in

secondary school whereas some states failed to put necessary


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machineries in place to effectively supervise instruction in their

secondary schools

?urrently most administrators neglected their duty as

educational supervisors but concentrated on managing and

administrating schools, instead ?awelti and @eavis ('-1!

found that adminstrators spent less than a third of their time in

supervision They reported to have used only 2 of their time

for visiting classes, curriculum related task and staff

development activities 6inistry directives (&o C'-1D! clearly

stated that as professional leaders, school administrators are

responsible for successful curriculum implementation in their

schools This ob/ective could not possibly achieve unless the

administrators systematically supervise and make it a top

priority to do so

Although, supervision can help to improve the

effectiveness of teaching and learning activities in classrooms,

but not without problems Abdul, ('-11b! observed that some

kind of conflict drifted the teacher being observed and the

Administrators apart )robably due to teachers attitude and

perception that the administrators are under $ualified and from


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a different discipline of studies =owever, this study intend to

evaluate the influence of administrators supervisory skills and

teachers /ob performance in secondary schools of Aba south

local government Area of Abia State

1.3 Pur2o%$ o* "#$ %"u!&

The purpose of this study is to investigate the effect of

Administrators supervision skills and teachers’ /ob performance

in teaching effectiveness in Abi municipality

Specifically, the study was design to find out

' Administrators’ supervisory skills and teachers’ /ob

performance use of instructional materials

2 Administrators’ supervisory skills and teachers

competence in classroom management

Administrators’ supervisory skill and teachers competence

in students’ evaluation

* Administrators’ supervisory skills and teachers disciplinary

abilities

1.4 R$%$arc# 5u$%"(o%

The following research $uestions were design to give

guide to the study They include


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' To what e%tent does Administrators supervisory skills

affect of teacher’s /ob performance using of instructional

materialE

2 =ow does Administrators’ supervisory skills influence

teachers’ performance in classroom management

To what e%tent does administrators’ supervisory skills

relate to teachers’ competence in students evaluationE

* =ow does Administrators’ supervisory skill influence

teachers’ ability to discipline studentE

1.6 S"a"$+$" o* #&2o"#$%(%

To establish the direction of this study the following

hypothesis where formulated

' There is no significant relationship between

Administrators’ supervisory skills and teachers’ /ob

performance using instructional materials

2 There is no significant relationship between

Administrators’ supervisor skills and teachers’

performance in classroom management


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There is no significant relationship between

Administrators’ supervisory skills and teachers’

competence in student evaluations

* There is no significant relationship between

Administrators’ supervisory skills and teachers /ob

performance in disciplinary abilities

1.7 S(g(*(cac$ o* "#$ %"u!&

Fe believed that this study may lead to the revelation

that some administrator approaches in their supervisory skills

may not improve with the school setting and he may decide to

change his approach based on what may emerge from these

studies

The involves helping teachers’ to be properly prepared

and be guided before coming to the class to enable himCher

successful carried out his assignment of teaching and learning

To meet up with the e%pection of &igeria educational

philosophy

Gor student, the finding would be to them, for it would

stand as a basic for onward day to day teaching which help

enhance ade$uate preparation by teachers as they are


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assessed by the Administrators 0t’s e%pected that this study

will surely lead to improve teaching and learning by teachers

and students’

1.8 A%%u+2"(o o* "#$ %"u!&

The following assumptions were made as a direction to

the e%pected variables of the study"

' 0t is assured that the variables of this study are

measurable

2 Administrators supervisory skills influence teacher’s

teaching performance in secondary schools in Aba south

1.9 Sco2$ o* "#$ %"u!&

The study will be limited to the public secondary schools

in Aba municipality in Abia state

1.1: D$*(("(o o* "$r+

a. A!+((%"ra"or%; Administrators are capable men and

woman appointed by Secondary Schools Boards to head

the Secondary School system

0. Su2$r


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achieve the establish aim and ob/ectives of the

organi#ation

c. Sk()); These are method or various method use to

accomplish a goal

!. T$ac#$r%=; 0n a school setting are those who interpret the

content of the curriculum to the understanding to

learners’

Fr$!$r(ck Ta&)or %c($"(*(c +aag$+$" "#$or&

0n '-'', Grederick Finslow Taylor published his work,

Administrative of scientific management, in which he described

how the application of the scientific method to the

Administrative of teacher /ob performance greatly could

improve productivity Scientific Administrative methods called

for optimi#ing the way that tasks were performed and

simplifying the /obs enough so that teachers could be trained to

perform their speciali#ed se$uence of motions in the one 3best4

way


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)rior to scientific management work was performed by

skilled craftsmen who had learned their /obs in lengthy

apprenticeships

They made their own decision about how their /ob to be

performed, scientific AdministrativeCmanagement took away

much of this autonomy and converted skilled crafts into a

series of simplified by unskilled teacher who easily could be

trained for the tasks

To&a)or=% *our A!+((%"ra"(


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* Allocate the /ob between Administrators and teachers so

that the Administrators spend their tune planning and

training allowing the teacher to perform tasks efficiently

ADMINISTRATORS SUPERVISORY SKILLS ANDTEACHERS JOB PERFORMANCE

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Administrators Supervisory Skills and Teachers Job Performance