Abstract:
Effective supervision has been identified by many as one of the most
vital ingredients for promoting effective teaching and learning. Beginning
teachers serve as powerful workforce to support future development of a
school yet the most critical problems facing the profession is how to improve
the professional growth and development of beginning teachers. The main
purpose of the study was to examine experienced and beginning teachers’
perceptions of the impact of instructional supervision in the Twifo-Ati Mokwa
District basic schools.
The study employed a descriptive survey method. The sample of the study
consisted of 141 experienced and beginning teachers. Simple random and
stratified sampling procedures were used to select the respondents. Four
research questions were formulated to guide the study and questionnaire was
the only instrument that was used to collect the data. The independent sample
t-test as well as frequencies and percentages were used to analyse the data.
The main finding of the study was that both experienced and beginning
teachers have positive perceptions about the kind of instructional supervisory
practices carried out in the schools. It is recommended among others that
supervisory approaches such as peer coaching, mentoring and clinical
supervision should be emphasized more in the schools as these practices help
beginning teachers to improve upon their teaching skills and to grow
professionally.
