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RELATIONSHIP
BETWEN PRINCIPALS’ SUPERVISORY BEHAVIOUR AND TEACHERS’ JOB SATISFACTION
ABSTRACT
This study
aimed to investigate the relationship between principals’ supervisory behaviors
and teachers’ job satisfaction in secondary schools in Eti-Osa Local Government
Area of Lagos state. More specifically the study determined the principals’
leadership style(s) and its effect on teachers’ motivation in terms of
achievement, competency, status, personal worth, and self-realization in
private secondary schools. The findings of this study are expected to benefit
among others, principals and teachers as well as other stakeholders who will
get first-hand information on relationship between principals’ supervisory
behaviors and teachers’ job satisfaction. Additionally, the general public will
increase their knowledge and understand the role of effective school
supervision on teachers’ job performance and satisfaction. It will also benefit
other researchers who would want to carry out research on similar topics.
Relevant research questions and hypotheses were answered and tested in the
study with appropriate objectives stated. The survey research design was used
to conduct the research because it involved the collection of data from a large
number of respondents within a limited time. Questionnaire was designed by the
researcher and validated by the supervisor, for the collection of data from a
total of 100 respondents consisting of 50 male and 50 female teachers selected
from the population with the use of simple random sampling method. The data
collected were analyzed using simple percentage and frequency distribution
tables, while the hypotheses were tested with chi-square (X2) statistical tool
to ascertain their acceptability or otherwise. The result of the study shows
among others that: motivation could lead to increment in teachers’
productivity, and that supervisory behaviours were capable of influencing ways
of motivating teachers to enhance their productivity. It also showed that
principals’ attitude of not considering teachers’ suggestions in decision
making made teachers lose interest in their job. The study recommends that the
Ministry of Education should seek ways to improve job satisfaction of teachers
in the middle of their teaching profession by improving working conditions and
giving them more opportunities for training. Principals should be able to work
with others to implant the vision into the structures and processes of the
school. They should be able to communicate the vision to the staff of what
their schools should become. Necessary recommendations that teachers should be
well paid at all levels of the educational system to help them improve upon
their productivity levels by giving their best to students were made at the
conclusion of the study. However, some likely implications of the study were
equally highlighted
CHAPTER ONE
INTRODUCTION
Background
to the Study
Changes in
the educational sector in Nigeria demand that the school principals play a
bigger and more important role in educational supervision. Mohd Salleh Lebar
(2000) stated that educational supervision was not a new thing in Nigeria but
has been in practice way back since the British colonial era. Those days’
schools were supervised by Visiting Teacher and School Inspectorate. Hence, the
interactions between the inspectorate and teachers were already in existence.
The relationship as of that period was democratic.
However, in
the educational administrative system of Nigeria, the supervision concept
varies. The teachers colleges and university lecturers conducted supervision in
order to evaluate their trainee teachers for their practical teaching. The
school inspectorate however conducted supervision for assessing teaching
activities, organizing functions, allocation of resources and overall
management of the school (Yunus, 2012). Consequently, the inspectorate offered
advice and recommendations to the principal for improvement. At the school
level, supervision was normally done by the principal, the headmaster or the
senior teacher empowered by the authority. During supervision, the principal
may detect some malfunction in the school system.
Generally,
the supervisors’ duties are to guide, to upgrade teaching performance, as
facilitators and to boost teachers’ morale. Principal’s supervisory role is a
critical issue in educational leadership. It involves lots of leadership
aspects, identifying, supervision, teacher’s skills, students’ performance, the
effectiveness of the school types and technical skills. Therefore, the role of
a school administrator or a principal is to supervise, plan and develop
competitive strategies for the school. Thus, a principal’s duty is very
challenging and should be able to differentiate between administrative duty and
management task.
The National
Policy on Education (2004) reveals how the principal prime role of educational
leadership, must be effective. Principals should be efficient and spend most of
their time in organizing learning activities in schools. Maintaining effective
school supervision, acting as consultants, advisor and coordinator for teaching
and learning activities in schools is one of their important jobs. They should
spend more time in teachers and students’ professional activities, not only
working in their rooms issuing memos and directive or circulars. Yunus, (2012)
found that educational supervision is a dynamic process in education aiming at
improving the quality of teaching and learning. One of the roles that
principals need to play is to be able to carry out the best educational
leadership possible.
A circular
letter issued by the Ministry of Education in 2004, stated that it is
obligatory for principals to conduct teaching supervision in their respective
schools. Other than principals, the task may be delegated to senior assistants,
supervisors and heads of department. According to Yunus, (2004) school
administrators as educational supervisors’ duty encompasses three important
aspects i.e. curriculum implementation, preparation of teaching materials and
improving teachers professionalism in respective schools. In an effort to
improve quality of education, school principals must devote special attention
to teachers teaching task.
A supervisor
should be someone who gets a job done successfully by working with and through
other people (i.e. peers and subordinates) Ejiogu (2010). Hence, supervisors
are delegated with a heavy responsibility of identifying rules and policies,
staffing, training and development and employee performance. They should be
well aware not only of the group’s goals vis a vis the goals of the
organization but also on the tasks and activities of the team. Pierce and
Rowell (2006) identified ten key tasks of supervisors that are linked to
productivity; these are: support for the growth of the team, inspiring unity,
praise and commendation, setting a high bar for excellence, requiring
accountability, verifying potential, instilling independence, continuous
sharing and communication, optimizing ownership and reinforcing relationships.
These tasks are applicable in all settings and types of organizations from the
business industries, to non-profit organizations and educational institutions.
Similarly, Grauwe and Carron, (2004) identified three factors that determine
effectiveness of supervision on the efficiency of the work personnel. These are
roles and function, organizational structure and the employees’ workload.
The school
like any other organization has problems. The variety of problems which the
school present can be identified through the process by which its functions are
performed. Instructional supervision is one of the processes by which school
administrators attempts to achieve acceptable standards of performance and
results. It is the tool for quality control in the school, system. Nwankwo
(2004) opined that supervision can be divided into categories. These are
instructional and personnel supervision, Instructional supervision has been
defined as a set of activities, which are carried out with the purpose of
making the teaching and learning purpose better for the learner. Personnel
supervision on the other hand, deals with the set of activities, which are
carried out by the supervisor with the basic aim of sensitizing mobilizing and
monitoring staff in the school towards performing their duties ultimately in
terms of achievement of the stated aims and objectives of the educational
system.
Secondary
school level is the bridge between the primary and tertiary levels. The
importance of secondary education made the Federal Government to state the
broad aims of secondary education as preparation for useful living within the
society and for higher education. The underline principle here is that the
secondary schools should be able to provide quality secondary education to all
those who can benefit from it. However, it appears that the secondary school
teachers are not living up to expectation in discharging their duties due to
poor supervisory control by the Ministry of Education, problems which ranges
from lack of commitment and dedication on the part of teaching staff, high
attrition rate, low staff moral, inadequate facilities and infrastructures,
many teaching staffs are not committed to their professional tasks, late
payment of salaries and incentives to staff.
Government
parastatals i.e., Ministry of Education on the other hand contributes to the
problems of school supervision which include inadequate funding to train and
retrain inspectorate and school supervisors personnel, low morale of staff,
poor supervision of schools and frequent changes in policies. poor remuneration
of teachers, insufficient staffing/shortage of inspectors/school supervisors,
lack of instructional materials and resources, lack of facilities for the
school supervisors/inspectors of education to work with, lack of evaluation
system, poor funding, political instability, constant change in educational
policies, lack of adequate training for inspectors, nepotism of school
supervisors among others. Teachers also contribute to the problem of
supervision through the following ways: Unprofessional attitudes to work, lack
of interest, lack of basic knowledge or formal training, numerous unqualified
teachers.
Community
and society contribute to the problem of supervision through the following
ways: poor perception of the general public on teaching as profession; poor
status given to the teachers and lack of proper interest of teaching staffs.
Allthese observed problems above had been linked with the numerous problems
bedeviling the school supervision system in Nigeria.
It must be stressed
that education cannot be an instrument par excellence for achieving national
development where the secondary education is not effectively managed to
accomplish its aims and objectives. In the administration of secondary schools,
the principal is central. He is the man at the helms of the affairs who
receives all praises (in terms of success) and blames (in terms of failure).
According to Ibukun (1999), the jobs of the school principal in Nigeria has
progressively become more complex and highly hazardous. In order to cope with
the ever-rising challenges of the system, the school principal must be ready to
see himself as a change agent.
The sudden
explosion of student’s population coupled with the attendant increased
complexity of the school organization and the introduction of the new school
basic system of 6-3-3-4 or 9-3-4 system of education in the country has indeed
necessitated a greater attention of supervision more than ever before. This is
so because school supervision occupies a unique place in the entire education
system. Through inspection and supervision, the inspectors and supervisors
assist in improving classroom instructions because teachers are made more
competent and efficient, parent are satisfied with the performance of their
children, children are motivated to work harder in order to achieve the
required standard, hence the goals of education is achieved.
It has
become axiomatic that no nation can rise above the level of its teachers. It is
a fact too that poorly trained teachers will likely produce poor doctors,
engineers, architects, lawyers as well as fellow teachers in the nation today
and in future. From this stance, it may be noted that the future of the
country’s educational system is bleak considering the extent of commitment from
the supervisors, lackadaisical attitude of teachers and inadequate number of
supervisors. Besides the shortage of supervising personnel, most supervisors in
Nigeria are plagued with such problems as staff welfare, non implementation of
disciplinary action to any erring staff, non-payment of allowances or touring
advance, inadequate transportation especially within the riverine areas within
and outside Lagos metropolis and job insecurity for inspectorates/school
supervisors.
Supervision
is a function which can be performed in various degrees and in various forms in
any school organization or citadel of learning. With the new trends in the
Nigerian educational system, it becomes obvious that effective supervision will
be necessary in order to enhance the quality of instruction in schools. Modern
instructional materials are being introduced and used as teaching aids in the
school instructional process. In order to cope with these demands, it seems
that supervision has an important role to play in deciding the nature and
content of the curriculum, in selecting the school organizational patterns and
learning materials that will enhance educational growth and development of both
the students and the teachers. There are various reasons for carrying out
supervision in schools; one of the most vital reasons is to ensure that each
individual teacher within the school system has been performing the duties for
which he was scheduled. Another cogent reason is to improve the effectiveness
of teachers so that they can contribute maximally to the attainment of the
system’s goals (Adesina, 2001).
Statement of
the Problem
It is a well
known fact that principals’ supervisory behavior affects the job satisfaction
of teachers negatively more than it does positively. Principals view teachers
as individuals beneath them and speak to them in manners that are
inappropriate. For instance, when approached by teachers for one or two issues,
they (the principals) ask them to wait for their turns; such responses
adversely affect the teachers their effectiveness and efficiency which in turn
affects the performance of the students
Opinions
from the teachers are rarely sought and, if asked by chance, are not really
considered or put into action for implementation. Most teachers are compelled
to tender their resignation letters at their places of work, more often than
not, due to such unpleasant behaviors portrayed by the principals as their zeal
to be fully dedicated to work are dampened.
Hence this
study aims at investigating the relationship between principals’ supervisory
behaviors and teachers’ job satisfaction
Purpose of
the Study
The main
purpose of this study therefore is to examine the principals’ supervisory
behaviour and teachers’ job satisfaction in secondary schools in Eti-Osa Local
Government Area of Lagos State.
Specifically
the study sets out to:
i. examine the extent to which
principals supervisory behaviours will influence teachers’ job satisfaction in
schools;
ii. find out whether teachers’ job
satisfaction will significantly influence teachers’ productivity; iii. determine if principal’s supervisory
behaviors will enhance the teaching and learning in secondary schools, and
iv. ascertain whether principals
supervisory behaviors will influence teachers’ commitment to work in secondary
schools.
Research Questions
The
following research questions will be answered during the course of this study:
i. will principal’s supervisory behaviors
influence teachers’ job satisfaction in schools?
ii. Will teachers’ job satisfaction
significantly influence teachers’ productivity? iii. Will principal’s supervisory behaviors
enhance the teaching and learning in secondary schools? iv. Will principal’s supervisory behaviors
influence teachers commitment to work in secondary schools?
Research
Hypotheses
Ho1: There
is no significant relationship between principal’s supervisory behaviours and
teachers’ job satisfaction in schools;
Ho2: There
is no significant relationship between teachers’ job satisfaction and teachers’
productivity. Ho3: There is no significant relationship between principal’s
supervisory behaviours and teaching in secondary schools. Ho4: There is no
significant relationship between principals supervisory behaviors and teachers’
commitment to work in secondary schools.
Significance
of the Study
This study
will be of benefit to various school administrators, ministries of education
and other affiliated government agencies. It will help various school
administrators to understand the benefit of effective school supervision as a
quality control measure at various levels of education. It will enable school
administrators to know the best school supervision techniques to adopt in order
to maintain standard academic performance and school effectiveness. It will
also enable school administrators to understand their position on their job
towards effective routine supervision of teachers, non-teaching staff, and students’
academic performances.
The Ministry
of Education will also benefit from this study through proper planning and
implementation of supervision policies to various school management. The
ministries will help in school supervision as a quality control measures
through proper inspection and good interrelationship between school
administrators and their teachers.
The
government agencies will benefit from this study through provision of school
facilities, conducive academic environment and improve standard of education.
The need to strengthen efficient supervisory control measures at all levels of
education is indispensable. Other beneficiaries include scholars of supervision
who will gain more knowledge about areas of interest in supervision and which
areas of study to follow for further investigation.
Scope of
Study
The scope of
this study is on principal’s supervisory roles and teachers’ job satisfaction
in secondary schools in Eti-Osa Local Government Area of Lagos State. The study shall be limited to some selected
public secondary schools within Eti-Osa Local Government Area of Lagos State.
Definition
of Terms
The
following terms have been defined as they will be used during the course of
this study:
i. Quality control this is the practice
of maintaining the standard required in order to be efficient.
ii. School supervision it is a process of
evidence gathering in order to provide assessment on how well a school is
performing.
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