Improving instructional supervision through critical friendship in Cape Coast metropolis basic schools

Abstract

Effective supervision has been identified by many as one of the most vital ingredients for promoting teaching and learning. ‘Relationship’ plays a critical role in the supervision process. Although the circuit supervisor’s handbook stressed collegiality between the circuit supervisor and the teacher, this is practically none existing. This obviously creates tension, conflicts and breeds supervision phobia teachers. The main challenge facing supervision in the schools therefore relates to strategies for enhancing supervisor supervisee relationship towards enhancing teaching and learning. This study is an action research conducted at the Aboom circuit of the Cape Coast Metropolis. It was aimed at exploring the idea of critical friendship between supervisor and supervisee to find out whether it can be useful in the Ghanaian context. One out of the six circuits in the Cape Coast Metropolis was selected and four schools from the circuit were randomly sampled for the study. The circuit supervisor and headteachers were interviewed while questionnaires were administered to the teachers. I also observed relationships and instructional practices in the school. The data were analysed using the SPSS to find percentages. The main findings of the study were that critical friendship in instructional supervision increased the trust between the circuit supervisor and teachers, increased supervisor’s support for teachers and teachers’ commitment to their work. It was recommended that the Metropolitan Education Office educate circuit supervisors on the idea of critical friendship in supervision.