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SCHOOL
SUPERVISION AND QUALITY ASSURANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN
EDUCATION
Abstract
This study
examined school supervision and quality assurance in education District I,
Lagos State. The study employed a survey research design. An instrument titled:
school supervision and quality assurance (SSQA) was used to collect relevant
data for the study. The nine secondary schools involved were selected based on
simple random sampling technique and the statistical tools employed to analyse
the data collected were percentages, means scores while the T-test statistical
and Chi-square statistical tool were used to test the stated hypotheses at 0.05
level of significance. The sample size were used for the study comprised of 144
participants. Four research questions and 4 research hypotheses were formulated
to guide study. The survey results revealed that there is a significant
relationship between supervision of lesson plan, supervision of instruction,
supervision of instructional materials and quality assurance. The study finally
revealed that there is a significant influence of supervision of teaching and
learning environment on quality assurance. Based on the analysis, the following
recommendations were made, the quality assurers must work together with the
teachers almost on a regular basis to impinge on school effectiveness. The
school head as the accounting officer of the school must ensure teachers’
promotion as and at when due, and provide other incentives relevant to the
effectiveness of his school in terms of students’ achievement.
Public-Private-Participation in school system should be taken seriously to
promote effectiveness in terms of providing a conducive learning environment.
Teachers must be properly remunerated to awaken in them latent potentials.
Instructional supervisors should know where the teacher is in his work and what
he is doing. Study his lesson notes and instructional materials in advance of
the visit to classroom.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Teaching and
learning in Nigerian schools take place within a formal organisational
framework, which includes measures to ensure that schools are well supervised
and that the quality of what they offer is maintained and continuously improved
(Bolaji, 2006). Teaching in the schools is significantly affected by a powerful
inspectorate that is mandated to ensure and maintain quality in resource
allocation, curriculum delivery, and educational standards. The curriculum,
which is defined as everything that takes place in a school, including
assessment in all its forms, is central to any policies directed at improving
achievement.
School
supervision is concerned with providing professional assistance and guidance to
teachers and students to enhance effective teaching and learning towards
improved students’ learning. The purpose of school supervision is to help
teachers improve their instructional practices in the classrooms. Effective
school supervision is basic of every successful school. Through effective
supervision of instruction, school administrators can reinforce and enhance
teaching practices that will contribute to improve students’ learning (Asiyai,
2009).
Asiyai
(2009), study reported that teacher attendance at classes, daily lesson
preparation, lesson presentation, their participation in school community
relations and extra- curricular activities improved when they were regularly
supervised by school heads. Through regular supervision of instruction by
principals, effective instructional delivery and maintenance of standards can
be attained in the school system (Ayodele, 2002).
Effective
school supervision requires a good working relationship between the supervisor
and supervisee. Buttressing this point, Reamer (2009) noted that many problems
can be avoided if there is close constructive collaboration between the
supervisor and the supervisees. This presupposes that the school administrator
should create a positive teaching and learning environment as well as build
good school climate with high level of interpersonal relationship. School
supervisors should therefore develop relationships and create school
environments that enable teachers, non-teachers and students to work
collaboratively and respond to change. Ducker (2008) observed that such joint
performance involve having common goals, values, and the right structures as
well as continuing training and development programmes
Quality
assurance in education is a consistent provision and utilization of high
standard resources to foster effective teaching and learning at every stage and
aspect of the educational system. It is meaningful when application of its
strategy is not deferred till the end of an educational, programme (Fasasi,
2006). Quality assurance is the process of ensuring that the educational
outputs (graduating students) are processed with all required personnel and
quality programs, facilities and materials to meet the global acceptance. It is
a guarantee of confidence and certainty by a program of study given by
institution that standard are being maintained and enhanced. It is a continuous
process in the quality teaching and learning activities which will be achieved.
Walklin
(2005) defined quality assurance as the avoidance of non-performance by
pre-empting failure through proper planning, execution, monitoring and
evaluation. It is a way of managing an organization so that every job, every
process, is implemented right first time and always. Ukeje, Akabogu & Ndu
(1992) explain that quality assurance in a school setting is made possible
through proper planning by the management which involves all the staff in the
functions of planning, execution, monitoring and evaluation using set standards
and objectives.
But Quality
assurance cannot absolutely guarantee the production of quality products
because quality in the school system is determined by the principal head
teachers, teachers or learners, not by the society in general. For instance,
Richard (2006) stated that there is need for secondary schools to own quality
assurance and not to see it as an eternal imposition.
According to
Fasasi (2006), quality assurance in school management focuses on monitoring,
while challenging and supporting schools to achieve success. It emphasizes
improvement as well as making use of school and students data to monitor school
performance against set targets. Furthermore, it focuses on supporting the
self-management of schools through joint review and self-evaluation, holding
principals and staff accountable for the fulfillment of their key duties and
responsibilities. It contributes to the development and sharing of best
practice; and supporting the implementation of national and local strategies
(Fasasi, 2006).
As
elucidated by Babalola (2004), quality assurance in education deals with
proactive means of ensuring quality of inputs on teaching - learning process,
academic achievement of student school environment before things get out of
hands. Hence, an educational institution of high quality should have high
quality students, teachers, facilities, school curriculum and government
policies as inputs, furthermore, the manner in which the inputs are processed
from the beginning to the final years of an educational programme and the
quality of assessment of the entire teaching.
The success
of any education system depend on the operators or implementers who play a very
vital and prominent role. No matter how laudable and lofty the objectives of
any system or policy might be, if not well implemented, they will be difficult
to attain. The success or failure of an educational programme depends on the
way and manner school heads and teachers implement it in the classroom. It is
one thing to design a beautiful program, get all the needed facilities ready
(both human and material) it is another to provide a conducive learning
atmosphere and get the program effectively implemented. The need for an
effective supervision of instruction cannot be over emphasized if the needed quality
is to be guaranteed
and the
education of any nation is to be productive. It is often very common in recent
times to hear of the allegations of falling standard of education. Aina (1994)
asserts that, education is in crisis and in dire need of rethinking and
remaking. It is an all engulfing, all encompassing crisis affecting all levels
of education and all its significant elements namely: governance, finance,
access, quality, relevance and direction. In fact it is a crisis that threatens
the entire process of social and cultural reproduction of entire national
systems. Fafunwa, in Fagbamiye (2004) correctly observed that the standard of
education is not what the issue is. “What is actually falling is our ability to
meet the set standards”. The implication of this is that standards had already
being established for education, but the practitioners or implementers have
often failed in ensuring that such standards are attained and maintained.
In addition, Ajayi (1997) points out that,
teachers have been accused of abandoning their classrooms and not being as
dedicated and committed to duty as they used to be in the past. School heads
too have not been spared in these criticisms. They too have been accused of not
being alive to their leadership and supervisory responsibilities. Adeyemi 2002)
confirmed that many school heads are ineffective in their curriculum and
instructional responsibilities.
Igbo (2002)
in his study found that the quality of student learning was directly related to
the quality of classroom instruction. Also Kinutai and Zachariah in 2012
carried out a study on the supervision of teachers on the academic performance
of students in Kenya. A positive correlation was found between the
instructional supervision and students’ academic performance. The quality of
classroom delivery will depend on the knowledge, preparation of the lesson and
motivation of the teacher which can be influenced positively by the supervisory
performance of the school administrator.
The process
of instructional supervision has undergone a lot of changes. It moved from
autocratic inspection to a more democratic instructional supervision in
schools. Instructional supervision allows educators and administrators to
improve not only classroom but the school as a whole. Ani (2007) put more
insight in the purposes for instructional supervision as contained in the
Universal Basic Education as: -
· Ensuring that teachers perform their
assigned functions effectively.
· Ensuring that teachers are capable of
carrying out their responsibilities.
· Ensuring that new teachers receive
training to enable them function effectively on the job.
· Ensuring that teachers are given help
whenever there is need.
· Providing professional information to
the teachers.
· Guiding teachers to the sources of
instructional materials.
· Providing technical assistance to the
teachers especially in the area of teaching methods and the use of
instructional materials.
· Ensuring that discipline is maintained
during classroom instruction.
· Helping or suggesting how to improve
on the performance of incompetent teachers.
· Providing an enabling environment to
discover teachers with special abilities and qualities.
The quality
of teachers greatly affects student promotion rate, repetition rate, retention
rate, withdrawal rate, and dropout rate.
When quality
of education is given to the masses, there is hope for the graduation of
properly skilled, knowledgeable and productive workforce. Many Nigerian
academicians have criticized the quality of education given to Nigerian three
levels of education. Many B.Ed graduates according to Aghenta (2001) are now
half baked and cannot provide the much needed quality education. He warned that
the low quality of education in Nigeria will take a further dive since the
poorly trained teachers are very poorly remunerated, motivated and often
unceremoniously removed from teaching before they can establish themselves as
experienced teachers.
Education is
the bedrock of any nation’s development. It gives men the tools to navigate
their way through the world. What joy do parents experience to see their
children acquire qualitative education? It is appalling to discover nowadays
that the quality of education today (most especially in Lagos state, the case
study of this research work) is low. The quality of education from the primary
up to the tertiary levels has significantly fallen. The products of primary
schools are unable to write their own names just as products of the secondary
schools are unable to copy down notes on the chalkboards with correct spellings
(Aghenta, 2006; Ayeni, 2012). It is equally unbearable to hear products of our
tertiary institutions turned into glorified secondary schools graduates. Some
graduates find it difficult to write standard formal letters for employment.
There is no doubt that the quality of our education has evidently fallen
generally.
The need to
improve the quality of education is high on the agenda in most countries, in
the developed as well as the developing world. The increasing emphasis on the
achievement of pupils has led countries to focus more on the functioning of
schools and on the performance of teachers, as well as on the ways these can be
monitored and improved (UNESCO/IIEP, 2011).
In almost
all countries, the main actor in charge of controlling and supporting schools
and teachers is the school supervision service. The actions of supervisors are
expected to contribute to quality improvement. However, regularly the
effectiveness of this service is questioned on its functioning and criticised
by decision-makers and schools. The criticisms relate, among other things, to
the regularity of supervision visits, to the insufficient follow-up on reports
and to the lack of impact of supervision on the quality of teaching and
learning. Several countries, therefore, have undertaken significant reforms in
order to transform school supervision into a genuine quality improvement
service (UNESCO, 2011).
This
attention to schools and teachers’ supervision and support finds an additional
justification in the present trend towards increased school autonomy. Teachers
themselves, once in the classroom, have always had a significant level of
autonomy. But recently, in many countries around the world, schools have
received more freedom in making decisions in fields as crucial as the
curriculum, staff management or the budget (FRN, 2004). The ability of schools
to use this increased freedom effectively will depend to a large extent on the
support services on which they can rely, while supervision may be needed to
guide them in their decision-making.
Statement of
Problem
The recent
downward trend in the quality of education in Nigeria has been a major source
of concern to all as it affects almost every facet of life. At present, the
teaching force is weak and the standard of performance is also low which is an
indication that the standard of school supervisor is sub optimal Akpa (1999).
School supervisors are lazy when it comes to monitoring and ensuring that
teachers follows the set out rules except if some benefits are attached or are
being compelled to submit reports by the authorities (Onyia, 2010).
In addition,
most head teachers do not meaningfully supervise and evaluate teachers, plan
and co-ordinate curriculum actively, manage innovation and change or spend time
in classroom. On the other hand, according to Maranga (1993), inspectors visit
to schools are sporadic; and in cases where inspections are carried out, the
inspectors are more ignorant than the teachers on how to handle certain
curriculum issues. Schools continue to experience shortage of teachers, poor
performance, low rate of retention and completion and indiscipline among
teachers and pupils (UNESCO, 2005).
Nevertheless,
Anukam (2009) opined that the nation is finding ways of improving quality
assurance of schools in the wake of assumed falling standard of learning,
increased school enrolment, and increased recruitment of unqualified teachers.
The study will examine the school supervision and quality assurance in
education District I, Lagos State.
The problem
of the study arose from the background information that the field of quality
control has been duly neglected for one reason or another in the midst of
modern complications of the secondary school.
Adesina (2008) was of the opinion that schools have not been regularly
visited by inspectors of the Ministry of Education and when inspection is done,
it is far from being thorough. Inspection reports are hardly made available,
and there are no follow-ups that would ensure that the weaknesses identified
have been corrected.
Acknowledging
that the principals of schools and inspectors from the Ministry of Education
are meant to be instructional leaders, it therefore becomes imperative to
conduct a coparative study on school supervision and quality assurance in
education.
Purpose of
the Study
This study
is aimed examining the school supervision and quality assurance in public
senior secondary school in education District I, of Lagos State. As a result of
this, the researcher intends to find out:
1. To determine the relationship between
supervision of lesson plan and quality assurance.
2. To examine the influence of supervision
of instruction on the effectiveness of teaching and learning in public senior
secondary school in education District I, of Lagos State.
3. To determine the relationship between
supervision of instructional materials and quality assurance in public senior
secondary school in education District I, of Lagos State.
4. To ascertain the effect of supervision of
teaching and learning environment on quality assurance in public senior
secondary school in education District I, of Lagos State.
Research
Questions
In this
study, attempt will be made to provide answers to the following questions.
1. What is the relationship between
supervision of lesson plan and quality assurance in public senior secondary
school in education District I, of Lagos State?
2. How would supervision of instruction
influence quality assurance in public senior secondary school in education
District I, of Lagos State?
3. What is the relationship between
supervision of instructional materials and quality assurance in public senior
secondary school in education District I, of Lagos State?
4. How would supervision of teaching and
learning environment influence quality assurance
Research
Hypotheses
The
following hypotheses were formulated to guide the study.
1. There is no significant relationship
between supervision of lesson plan and quality assurance in public senior
secondary school in education District I, of Lagos State.
2. There is no significant influence of
supervision of instruction on quality assurance in public senior secondary
school in education District I, of Lagos State.
3. There is no significant relationship
between supervision of instructional materials and quality assurance in public
senior secondary school in education District I, of Lagos State.
4. There is no significant influence of
supervision of teaching and learning environment on quality assurance in public
senior secondary school in education District I, of Lagos State.
Significance
of the Study
The study is
meant to be beneficial to all stake-holders of our educational system as it
would have been if there had been adequate educational inspection and quality assurance
in schools.
The study
will help various school principals to understand the benefit of effective
school supervision as a quality assurance at various levels of education
especially, at Secondary Schools in Lagos state.
It will
enable school administrators to know the best school supervision techniques to
adopt in order to maintain standard academic performance of the students and
school effectiveness.
The study
will create an awareness that a study has been done in the area of school
effectiveness and supervision, thereby encourage teachers to put more effort,
abide by rules and regulation and take necessary recommendation and correction
given to them so as to make students learning performance good.
The study
will promote capacity development of teachers through intensive and regular
seminars/workshops based on needs assessment of professional practices of
teachers to improve their knowledge, pedagogical skills and competence in
various subjects, with a view to enhancing the quality of teaching and learning
processes in secondary schools.
Scope of the
Study
The scope of
the study will focus on the school supervision and quality assurance in Public
Senior Secondary Schools in Education District I, of Lagos State.
Operational
Definition of Terms
In the
course of study, certain words are used to describe certain situations and the
meanings of these words are given below:
Quality
Instruction: This aims at promoting improvements in standards, quality and
attainment in academic achievement through first-hand and independent
evaluation.
Performance:
This is described as the net wealth after subtracting the inputs (the
activities of processing work) from the outputs or final results.
School
Supervision: Itis the constant and continuous process of guidance based on
frequent visits which focus attention on one or more aspects of the school and
its organization.
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