SCHOOL ADMINISTRATORS’ SUPERVISORY SKILLS ON TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Abstract

This study examined the influence of school administrators’ supervisory skills on teachers’ job performance via communication supervision skill, problem solving supervision skill and regular classroom supervision skill in government senior secondary schools in Enugu state. The study adopted ex-post facto research design. The population of the study comprised all the principals and teachers in SS2 classes in government secondary schools in Enugu state. The sample consisted of 320 respondents (40 principals and 280 teachers) randomly drawn from government secondary schools in Enugu state. Three research questions and three null hypotheses guided the study. The instrument used was a structured questionnaire that consisted of 15 items. The questionnaire was validated by three experts. Using mean and standard deviation, the research questions were analyzed, while the hypotheses were tested using t-test statistics at 0.05 level of significance. The major findings of the study among others were that: communication skill, problem solving skill and regular classroom supervision skills significantly influenced teachers’ job performance. It was thus recommended that Supervisors in all educational industry especially those concerned with instructional supervision should endeavour to use skills that would promote teachers instructional delivery and that education supervisors should be dynamic and use more viable approach in instructional supervision to meet up with the challenging world.