Effect of Instructional Supervision on the Performance of Teachers in the Senior High Schools in the WA Municipality

Abstract

The major purpose of this study was to ascertain the effect of instructional supervision on teacher performance in Senior High Schools located throughout the Wa Municipality. The study employed a descriptive survey design. Using a stratified simple random selection approach, the research sampled 136 instructors from Senior High Schools in the Wa Municipality. The researchers gathered data through the use of questionnaires they developed. Descriptive and statistical methods were used to determine the responses to the study questions, including frequencies and percentages, means of means, and standard deviations. The study discovered that headteachers in Senior High Schools employed the following supervisory practices: improving teaching methodologies, providing guidelines for a diverse curriculum, supervising teachers in class, and improving curriculum and library materials, such as new textbooks, library books, and magazines. Additionally, the research revealed that principal supervision enables instructors to often manage classroom routines and processes efficiently and without compromising teaching time. The research revealed that headteachers serving as instructional supervisors face a variety of challenges, including duty overburden, a negative attitude toward instructional supervision among teachers, and a lack of funding for in-service training for instructors. Headteachers were encouraged to place a high premium on instructional monitoring in order to develop a sense of control over instructors' behavior in class. Again, headteachers should do regular reviews of class notes, plans of work, and records of work. The purpose, however, should not be to uncover weaknesses. Additionally, a system for discussing lessons with instructors and expressing gratitude for their work should be established.

Keywords: Teachers’s supervision; supervisory practice; models of supervision, Ghana