Experienced and Beginning Basic School Teachers’ Perception of The Impact Of Instructional Supervision on Professional Development in Twifo-Ati Mokwa District

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.