Effectiveness of supervision in junior high schools in the Yilo Krobo district

Abstract

In recent times, teaching and learning at the basic schools leave much to be desired. Lateness, absenteeism and misuse of instructional time on the part of teachers have been the order of the day. The purpose of the study was to find out the present state and effectiveness of supervision in Junior High Schools in the Yilo Krobo District. Out of the eight circuits in the district, four were used for the study Two urban, two rural. Four schools were selected from each of the four circuits. The sample size was distributed a follows: One officer in-charge of supervision (AD Supervision) from the District Education Office, Four circuit supervisors in charge of the selected circuits, 16 Head teachers, 80 teachers (five from each school) and 80 prefects (five from each school). The circuits and schools were carefully selected to include schools from “urban” “semi-urban” and rural communities. Questionnaires were prepared and distributed to the various categories of respondents by the researcher through personal contact. Interview guide was also in the collection of the data. Data were analyzed using SPSS software and summarized into frequency tables, and cross tabulations. Major findings of the study were that internal supervision was being emphasized and it also promoted effective teaching and learning in the schools. Supervision in the district was found to be facing a number of problems which affected the positive impact that it should have on education delivery in the district. It is recommended that both internal and external supervision be supported; with more emphasis on internal supervision. In this regard, GES should give more authority to heads of schools to function better as instructional leaders. It is also recommended that pragmatic steps be taken to resolve the challenges that impede supervision processes in the Yilo Krobo District.