Effectiveness of instructional supervision in Presbyterian College of Education

Abstract

This study investigated the effectives of instructional supervision at the Agogo College of Education since instructional supervision is a core principle in teacher education and professional teacherpractice. The descriptive research design was adopted for this study and the population comprised students, tutors and administrators. A sample of 108 students covering all year levels and 36 tutors and administrators were used for the data collection. A self-administered questionnaire, an interview guide and observation were used for the data collection. Students and tutors responded to the questionnaires, administrators were interviewed and the observation checklist was used to observe some tutors and students during lesson delivery sessions. Data collected with the three instruments were edited, analysed using SPSS and descriptive statistical tools such as frequency table and percentages were used to present the results. The results of the study indicated that tutors had positive perception towards instructional supervision; principals and directors supervision were conducted periodically; students were regularly assessed based on what they have been taught; instructional supervision had been effective to a large extent. In spite of the positive results, there were some few rough edges that needed to be straightened, especially; districts directors were not as effective as principals external supervision was not as effective as internal supervision. In all these instances, it was recommended that everything should be done to ensure the instructional supervision to achieve its ultimate objectives in the College.