Instructional Supervision as a Correlate of Teachers’ Enhancement in Senior Secondary Schools in Rivers State, Nigeria.

Abstract

The study examined Instructional Supervision as a correlate of Teachers’ enhancement in Senior Secondary Schools in Rivers State, Nigeria.  The study adopted correlational research design. Three research questions and three hypotheses were drawn for the study. The population of the study consisted of 34 principals and 511 teachers. The sample size of this study consisted of 545. Purposive sampling technique was adopted. The instrument for data collection was Questionnaire. 545 copies of questionnaire were administered and 399(73%) copies were retrieved. The data collected from the administration of the instrument was analyzed using mean with standard deviation for research questions while r-test was used to analyze hypotheses. It was therefore concluded that instructional supervision in the areas of class visitation, demonstration and conferencing tremendously influence teachers’ performance. In other words, adequate instructional supervision provides an insight into the actual state of teaching and learning hence reinforcing teachers’ performance. It was therefore recommended that supervision should be intermittently engaged in to articulate teaching enhancement.