Abstract:
This study is an effort to improve teacher performance by employing the clinical supervision concept to reverse lackluster teacher performance in the school of study. The purposes of the study were to determine; if the instructional practices of the teachers' changed; if the teachers cultivated the habits of responding positively to supervision and if teacher confidence level rose over the five months study period. The research methods used to answer questions were both qualitative and quantitative. The qualitative methods utilized were: interviews, pre and post classroom observation and teacher conferences. The quantitative components were the pre and post appraisal of teacher performance and the analysis of the scores. As a situation-solving study an action research was adopted. There was a sample size of 141(35.96%) respondents comprising the headteacher, 10 teachers and ] 30 pupils, out of the 381 pupils in the school. The results indicated some changes in teacher instructional practices/techniques, significant improvement in teacher willingness to instructional supervision and staff collaboration, and maximum use of instructional time. The study also made the following recommendations. Improving inservice training with much emphasis on content and methodology, and establishing a working environment characterized by colleagueship, trust and professional discourse in schools. It has also recommended the introduction of clinical supervision in the teacher training programmes as well as the introduction of teacher appraisal by pupils. For further research, the study recommended for a study into how reflective practice can enhance teacher-self critique and improvement.
