Instructional Supervision Practices and Teachers’ Job Performance: The Empirical Prism

Israel Olusegun Adedeji

doi:10.62177/jetp.v3i1.978

Authors

Israel Olusegun Adedeji Federal College of Education (Technical) Gusau https://orcid.org/0000-0001-6440-7991

DOI:

https://doi.org/10.62177/jetp.v3i1.978

Keywords:

Instructional Supervision, Supervisory Feedback, Follow-Up Supervision, Teacher Job Performance

Abstract

The research paper explored how instructional supervision practices impact the job performance of the public secondary schools teachers in Gusau Metropolis in Zamfara State, Nigeria. Correlational survey research design was taken. The population of this study was 860 teachers in the public secondary schools in Gusau metropolis in Zamfara State. A survey was conducted on a total sample of 291 teachers using a valid and reliable questionnaire. The data were analyzed using descriptive statistics, Pearson correlation and multiple regression at 0.05 level of significance. The results of this research showed that instructional supervision has a significant contribution to job performance of teachers (R = 0.61, R2 = 0.37, Adjusted R2 = 0.36). Nevertheless, supervisory feedback was established to be the most relevant predictor of teacher performance (b = 0.41, t = 5.61). This suggests that teacher performance and, by extension, student learning outcomes can be enhanced by reinforcing supervision practices by promoting teacher professional development, intensive, and sustained follow-up. The research concludes that supervision is a developmental instrument that can enhance the quality of instruction and the follow-up and feedback systems confirms the theories of reflective practice and adult learning. The research suggests that school leaders ought to improve the systems of supervisory feedback and follow-up in schools.

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