Browsing by Author "Bogunjoko, Reuben Olawepo"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Open Access
    Supervisory practices in some selected secondary schools in Kwara state, Nigeria. (1979-1983)
    (Obafemi Awolowo University, Ile Ife, Nigeria, 1985) Bogunjoko, Reuben Olawepo
    This study investigated the supervisory functions of inspectors of education, principals, viceprincipals, heads of departments and teachers in 14 randomly selected secondary schools in Kwara State between 1979 and 1983. The data for the study were collected by means of a questionnaire. This was supplemented by the researcher's observations, of and interviews with, respondents. Using the simple frequency distribution technique to analyse data, it was found, among others, that: (a) secondary schools in rural location of the State did not experience more frequent supervision, as originally postulated, than those in the urban areas and that the girls schools did not also experience more frequent supervision than the boys' schools; (b) school principals and their departmental heads performed their supervisory functions more frequently than the ministry of education inspectors; (c) the attitudes of a substantial number of supervisors to their teachers were not too friendly; (d) some teachers did not co-operate fully with their supervisors in matters relating to attendance at seminars/workshops organised by the supervisors; (e) age, sex, academic background, professional qualifications and experience of the supervisors influenced their attitudes to their supervisory performances in schools; and (f) the Ministry of Education had developed action plans to employ more inspectors to cope with the supervising tasks in the schools. Arising from the above findings, the researcher recommended that: (a) orientation and on-the-job training opportunities should be given to school principals, departmental heads and ministry of education inspectors on how to achieve maximum results; (b) such training programmes should focus on developing mutual trust between teachers and their supervisors; and (c) teachers who are rated highly on their performances during supervisory exercises be given adequate incentives to encourage others to perform as well.