Instructional Supervision Techniques and Teachers' Job Performance in Public Secondary Schools in Bayelsa State, Nigeria
Keywords:
Instructional supervision, classroom observation, supervisors’ feedback, supervisors’ competence, teachers’ job performance, public secondary schoolsAbstract
This study examined the relationship between instructional supervision techniques and teachers’ job performance in public secondary schools in Bayelsa State, Nigeria. Specifically, the study investigated the relationships between classroom observation, supervisors’ feedback, supervisors’ competence, and teachers’ job performance. Three research questions and three corresponding null hypotheses guided the study. A correlational research design was adopted. The population comprised 3,500 respondents from 226 public secondary schools under the Bayelsa State Post Primary Schools Board. Using the Taro Yamane formula at a 5% level of precision, the study used a sample size of approximately 360 respondents. Data were collected using a structured questionnaire titled Instructional Supervision Techniques and Teachers’ Job Performance Questionnaire (ISTTJPQ). Experts in Educational Management and Measurement and Evaluation validated the instrument, and reliability was established using Cronbach’s alpha, yielding an overall coefficient of 0.91. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation at the 0.05 level of significance. The findings showed significant positive relationships between classroom observation and teachers’ job performance (r = .309, p < .001), supervisors’ feedback and teachers’ job performance (r = .265, p < .001), and supervisors’ competence and teachers’ job performance (r = .306, p < .001). Although all three relationships were statistically significant, their magnitudes were relatively low. The study concludes that the examined instructional supervision practices are positively associated with teachers’ job performance, while other factors may also contribute substantially to variations in teacher performance. It is recommended that educational authorities strengthen regular classroom observation, provide constructive feedback, and improve supervisors’ professional competence through continuous training and support.
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