Influence of Headteachers’ Supervision Practices on Teachers’ Job Performance in Junior High Schools

Abstract

The study examined how headteachers of public junior high schools in Ghana's Western North Region's Sefwi Wiawso Municipality supervise their staff members and how it affects their performance. The concurrent mixed-method design was used in the investigation. The survey included two hundred and twenty-three (223) respondents, including 191 teachers and 32 headteachers. Teachers were chosen at random, whereas headteachers were chosen on purpose. Data were gathered using two sets of standardized questionnaires, as well as an interviewing guide. In contrast to thematic analysis, which was utilized for qualitative data, descriptive statistics (frequency, percentages, means, and standard deviation) were employed to analyze the quantitative data. It was discovered that headteachers' supervisory functions in the schools are well-understood by both teachers and headteachers. Finally, the survey showed that the headteachers believed there weren't enough resources available to them to perform their oversight duties in the schools. We came to the conclusion that good headteacher supervision techniques support instruction and learning. The biggest obstacles to effective headteacher oversight are also financial constraints. The Ministry of Education was advised to support headteachers in strengthening their supervision techniques. This might be accomplished by giving school improvement support officers the authority to make frequent school visits in order to assist headteachers.