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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