Perception of Teachers on Instructional Supervision at Basic Schools in Hohoe Municipality of Ghana
American Journal of Education and Information Technology
Volume 4, Issue 1, June 2020, Pages: 33-40
Received: Apr. 8, 2020;
Accepted: May 3, 2020;
Published: May 15, 2020
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Christopher Yao Dewodo, Department of Education, St. Francis College of Education, Hohoe, Ghana
Prince Edem Dzakpasu, Department of Mathematics and I. C. T., St. Francis College of Education, Hohoe, Ghana
Ambrose Agbetorwoka, Department of Education, Akatsi College of Education, Akatsi, Ghana
The study investigated the perception of teachers towards school supervision at the basic school level in the Hohoe Municipality of the Volta Region of Ghana. The research question was how teachers in the Hohoe Municipality perceived school supervision as basis for classroom instruction. The study used the descriptive survey design to explore the perception of teachers towards instructional supervision. The proportional sampling, purposive and simple random sampling techniques were employed in selecting 200 respondents for the study, comprising 150 teachers, 40 headteachers and 10 circuit supervisors. The survey covered 20 basic schools in the Hohoe Municipality. A questionnaire was constructed to collect data. Data were analyzed using frequencies and percentages. The study revealed that some teachers perceived school supervision as a mere fault–finding mission and interference in their duties as well as an opportunity to settle personal scores with supervisees. That notwithstanding, other teachers view supervision as an efficient way of enhancing their professional development and an activity basically pointing to the holistic improvement of teaching and learning process. The study recommended that supervisors should not use supervision as fault finding mission but rather fact finding. Teachers should see supervisors as critical partners who complement their roles. Also workshops and seminars should be organized periodically to sensitize teachers on the usefulness of supervision in an effort to curb the negative impression some of them may have about it.
Christopher Yao Dewodo,
Prince Edem Dzakpasu,
Perception of Teachers on Instructional Supervision at Basic Schools in Hohoe Municipality of Ghana, American Journal of Education and Information Technology.
Vol. 4, No. 1,
2020, pp. 33-40.
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