Administrators’ Instructional Supervisory Skill and Teachers’ Job Performance in Secondary Schools in Ibadan North Local Government Area of Oyo State, Nigeria
Abstract
This research examined administrators' instructional supervisory skill and teachers' job performance in secondary schools in Ibadan North Local Government Area of Oyo State. This study employed the descriptive survey research design with the use of a self-constructed questionnaire titled: “Administrators Instructional Supervisory Skill, Teachers’ Instructional Delivery and Classroom Management Performance Questionnaire (AISSTIDCMPQ, ? = .799)” as the instrument for data collection. Drawing on simple random and proportionate to size sampling techniques, data were collected from 389 teachers in 17 public secondary schools in Ibadan North local government area. Data gathered were analysed using a combination of descriptive and inferential statistical techniques. Findings revealed a high level of administrators’ instructional supervisory skill for teachers’ instructional delivery performance (x? = 2.524) and low level of administrators’ instructional supervisory skill for teachers’ classroom management (x? = 2.447). There was a positive significant relationship between administrators' instructional supervisory skill and teachers’ instructional delivery performance (r = .374, sig. = .032, P<0.05) and classroom management performance (r = .277, sig. = .048, P<0.05). It was recommended among others that school administrators should assist teachers in setting realistic goals related to their instructional effectiveness and classroom management so as to improve teachers overall job performance.
Keywords
Instructional Supervisory SkillJob PerformanceInstructional Delivery
References
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