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PRINCIPAL
SUPERVISORY ROLE IN QUALITY ASSURANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
to the Study
Sustainable
quality assurance in secondary education is a continuous process of the best
practices in the management and utilization of human and material resources,
facilities, finance, and development of positive corporate culture and
strategic supervision of teaching and learning activities, for the realization
of the set goals in schools (Ayeni,2010). Sustainable quality assurance in an
educational institution is also made possible when every member of the
institution contributes his/her quota to the quality process (Venkaiah, 1995;
Zuhari andSuparman, 2002). All these are required to ensure a complete
education and production of quality students and consistent improvement in
secondary school system.
The role of
principal’s sustainability and supervision cannot be over-emphasized. The
principal as a leader of group of teachers in the school system has the
function of interacting with the teachers in order to improve teaching and
learning situations for the students through instructional supervision. Instructional
supervision is a process by which school administrator attempts to achieve
acceptable standards, performance and results. It is a tool of quality
improvement in the school system and a phase in school administration which
focuses primarily upon the achievement of appropriate expectation of
educational system (Peretomode,2004).
All
organizations including churches, corporate enterprises and schools exist
essentially to achieve certain stated objectives. To ensure the achievement of
the stated objectives, such organizations are guided by certain principles and
mechanisms in order to ensure success. One of such mechanisms includes
supervision. Secondary education is of course a very important segment of the
education ladder both in Nigeria and elsewhere. This is because secondary
education not only produces middle level manpower for the economy; it also
prepares its beneficiaries for tertiary education (Patrick & Leonard,
2012).
Education is
an instrument par excellence for effecting National development (Federal
Republic of Nigeria) (FRN) (2004), and the means of developing human intellect,
technical skills, character and effective citizenship for self-reliance and
national development. This underscores the value being placed on quality and
standards which encompass quality learning resource inputs, instructional
process, teachers’ capacities development, effective management, monitoring and
evaluation, and quality learning outcomes in secondary schools.
The pursuit
of quality improvement in ed ucation service delivery necessitated the
application of quality system management standards in the education sector. The
adoption of quality assurance in education as an emerging policy perspective in
the contemporary world emanated at the World Conference on Education for All
(EFA) led by United Nations Educational, Scientific and Cultural Organization
(UNESCO) at Thailand in 1990. Representatives of the international community
agreed that all countries should pay greater attention towards improving all
aspects of the quality of education and ensuring excellence of all. This is to
ensure achievement of recognized and measurable learning outcomes in schools,
especially in literacy, numeracy and essential life skills (UNESCO, 2002).
Quality assurance, therefore, is one of the most critical tasks facing every
nation’s educational institutions, so that the societal demands for improved
education service delivery would achieve the best learning outcomes that
enhance the quality of life of the citizenry (Ayeni, 2010).
The World
Declaration on Education for All was re-affirmed by the international community
in Dakar, Senegal in 2000. In pursuit of the goals set at the Conference, the
United Nations member states agreed to show maximum commitment to the
implementation of the Millennium Development Goals (MDGs) adopted at the
Millennium Summit held in New York in September, 2000. The United Nations
Millennium Declaration recognized education as a key component and the need for
every nation to use it as a veritable tool to significantly improve human,
social and economic conditions by 2015.
The current global moves towards ensuring that
educational systems meet the MDGs, the challenges of information and
communication technology (ICT), the evolution of the global digital economy,
and the global competition for technically skilled workers underscores the
priority being given to quality assurance in education as an instrument for
achieving sustainable development of human potential in particular and
Nigeria’s economy as a whole (FRN, 2004; Federal Ministry of Education (FME)
(2009).
The
under-listed researchers have suggested that a number of factors contribute to
the establishment of quality education in schools. For example, Digolo (2003)
observed that the maintenance of factors such as curriculum, instructional
materials, equipment, school management, teacher training and resources are
some of the indicators of quality education. In addition, Gogo (2002) reported
that low performance could be attributed to inadequate finance which resulted
to inadequate supply of teaching and learning materials and equipment.
Olembo
(1992) also suggested that provision of quality education requires that the
principal be involved in translation of education policies and objectives into
viable programmes within the school; w hile Shiundu and Omulando (1992)
emphasized that on a daily basis, principal have the responsibility to ensure
that teachers implement the set curriculum and also ensure that learning
activities take place. In order to support teaching and learning processes,
Doharly (2000) observed that the principal should ensure quality curricular
supervision and provision of adequate physical resources. Neil and Kitson
(2002) further maintained that the principal is responsible for selection of
subject appearing in the school curriculum. This was necessary to ensure that a
well- balanced education is provided to students.
On the same
point, Bound (2003) suggested that the quality of principals is a relevant
indicator of quality schools, and therefore underscored the importance of
principals in school administration. Given this background, the aim of the
current study was to investigate the strategies employed by secondary school
principal in the supervision of the curriculum and the challenges they faced in
their attempts to provide quality education.
Mobegi
(2010) submitted that quality assurance has been conducted in District IV of
Lagos State to find out why the quality of education has remained low. Due to
the persistent poor academic performance in District IV of Lagos State, there
is a need to identify strategies which can be laid down by principals as
regards their roles as Quality Assurance agents in order to bring about
improved performance in national examinations.
The quality
of education being offered in our secondary schools in Nigeria today is being
questioned and the issue of declining standard of education is constantly
discussed in mass media. In-spite of the national, state and local efforts to
invest heavily in education, the provision of adequate and effective
educational administration and service remain a challenge in the Nigerian
educational system. The extent to which the quality of education offered in our
educational institution is being discussed now is astyonishing (Johnson, 2002).
In the words
of Moorar as cited in Kochhar (2005), supervision includes those activities
which are primarily and directly concerned with studying and improving the
conditions which surround the learning and growth of pupils. Supervision
according to Igbo (2002) is therefore, that which helps to improve the teaching
function.
It is
against this background that this study examines Principal Supervisory Role in
Quality Assurance in secondary schools.
Statement of
the Problem
The role of
supervision in enhancing quality education at all levels of education cannot be
overlooked; neither can it be under-estimated. There is a general belief that
there is a great decline in the quality of secondary education. This is evident
in the performance of students in external examinations, where students perform
woefully. For example, the 2014 West African Senior Secondary Certificate
Examination (W.A.S.S.C.E) released by the West African Examinations Council
(W.A.E.C), shows that a total of 529,425 candidates, representing 31.28%
obtained credits in five subjects and above, including English Language and
Mathematics. When compared to the 2012 and 2013 May/June W.A.S.S.C.E diets,
there was a marginal decline in the performance of candidates as 38.81% was
recorded in 2012 and 36.57% in 2013. Consequently, the observed decline in the
quality of education could be assumed to be as a result of the type and nature
of supervision that is present in the various secondary schools.
The need to
investigate the relationship between supervision and enhancement of quality education
at the secondary schools has therefore necessitated this study.
Purpose of
the Study
The general
purpose of this study is to examine Principal Supervisory Role in Quality
Assurance in Secondary Schools. Specifically, the study sought to:
1. examine the relationship between
instructional supervision and quality of education;
2. examine the relationship
between infrastructural supervision and quality of education;
3. find out whether adequate record
keeping is related to the quality of education; and
4. examine the relationship
between principal’s supervisory styles and quality of education.
Research
Questions
The study
provides answers to the following questions:
1. To what extent does
instructional supervision relate to the quality of education?
2. What is the nature of
relationship that exists between infrastructural supervision and quality of
education?
3. How does adequate record
keeping relate to the quality of education?
4. What is the relationship
between principal’s supervisory styles and quality of education?
Research
Hypotheses
The
following hypotheses guided this study:
1. There is no significant
relationship between instructional supervision and quality of education.
2. There is no significant
relationship between infrastructural supervision and quality of education.
3. There is no significant
relationship between principal’s record keeping skills and quality of
education.
4. There is no significant
relationship between principal’s supervisory styles and quality of education.
Significance
of the Study
The findings
of this study will be of huge significance to the principals, the students,
educational policy makers and the government. Firstly, it will help in
enhancing the quality of education in secondary schools, also it will enable
school principals to have insight into the nature of supervisory practices that
will promote quality in all aspects of the school. Similarly, it will
facilitate quality service delivery. The educational policy makers will also
have share of the benefit, as it will enable them to put necessary machinery in
place for ease of supervision in school. To the students, it will enable them
to have a conducive learning environment where quality education is enhanced.
To the government, it will help to justify the huge resources expended in
education, since quality education is attained.
Scope of the
Study
The study
covers public secondary schools in District IV of Lagos State where supervisory
practices were examined as they are related to quality assurance in public
secondary schools.
Definition
of Terms
The
following terms have been defined operationally as follows:
· Supervision: This as to do
with activities relating to the over-seeing of programmes and events in
schools.
· Quality Education: This
has to do with effectiveness of teaching/learning process.
· Principal: A person with
the highest authority or most important position in an organisation (most
especially of a school system).
· Quality Assurance: Is
regarded as a process and practice primarily concerned with conformance to
mission specification and goal achievement within the publicly accepted
standards of excellence.
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