CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Supervision is as old as the school system. Supervision has undergone series of evolution since the colonial era. It is directed towards sustaining teaching and learning process in the educational system. This is because education plays an essential role in the growth and development of any nation socially, politically and economically (Akinwumi, 2002). Ojogwo (2001) opines that supervision is the art of overseeing the teaching-learning process making sure that the school is administered and managed that will lead to an effective achievement of educational objectives He stressed that supervision as a field of educational practice with clearly delineated roles and responsibilities did not fall from the sky fully formed, rather supervision emerged slowly as a distinct practice, always in relation to the institutional academic, cultural and professional dynamics that have historically generated to the complex agenda of schooling.
Kochhar (2007) opines that the principal holds the major position on the supervision of teachers through effective and efficient supervision of teachers’ lesson plan and lesson note, punctuality, adherence to curriculum content, evaluation of students and conduct of extra curricular activities he stressed that principal as the head of a school is the architect of the quality of activities in the schools and the quality of academic achievement of students and teachers dedication to duties depend on the supervisory role of the principal.
It becomes obvious that principal supervisory role should be done diligently in order to influence teachers’ duties. The desired expectation in education could only be achieved through effective and efficiency supervision since it creates the awareness of sound education.
Some of the supervisory role of principal as stated by Dianne (2004) includes:
According to Fullan (2000) supervisory role of the principal includes:
The principal oversees the activities of both teaching and non-teaching staff in the
school system using various supervisory techniques that conform to the generally accepted principles of education. He also sees that high standards are maintained in school. Raines (2004) opines that overwhelming responsibilities and demands of the principal professional positions are constant challenging. In this age of increased accountability he added that principals are expected to manifest exemplary performance in an ever increasingly number of fronts. One of such fronts is the area of professional development of teachers under his command.
ASSESSMENT OF SUPERVISORY ROLE PERFORMANCE OF PRINCIPALS ON TEACHERS’ DUTIES IN SECONDARY SCHOOLS IN KOGI STATE
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