Basic Research Journal of Education Research and Review ISSN 2315-6872 Vol. 2(1) pp.

06-15 January 2013

Available online http//[Link]
Copyright ©2013 Basic Research Journal

Full Length Research Paper

Effective supervision as a challenge in technical and

vocational education delivery: Ensuring quality
teaching/ learning environment and feedback
mechanism
1
A.O. Clark and 2H.A. Olumese
Department Of Vocational And Technical Education, Faculty of Education, University of Benin, Benin City, Edo State,
Nigeria
Department of Vocational and Technical Education, Faculty of Education, University of Benin, Benin City, Edo State,
Nigeria.

*Corresponding author email: anthoniaclarke@[Link]; Tel: +2348023466969

Accepted 14 December, 2012

The standard of education in Nigeria is often said to be on the decline based mainly on dismal students’
performances in National Examinations. It is therefore, pertinent to explore avenues for strengthening
and refocusing the educational system: An enormous challenge in the educational delivery is the role
of the instructional supervisor. The teachers and their supervisors need to agree on the most
appropriate activities that will ensure effective delivery of instructional activities. This study therefore
was conducted to find out if there were still supervisors in Technical and Vocational Colleges; if so, if
they knew their responsibilities and if they were performing them effectively. Two questionnaires were
designed, the first titled teachers perception of supervisor’s effectiveness questionnaire (TPSEQ) and
was administered to one hundred and twenty-five teachers in Technical Colleges in Edo State of
Nigeria. While the second, titled Supervisory Effect on Teaching/Learning Environment Questionnaire
(SETEQ) was administered to nineteen supervisors. The findings revealed that the supervisors rarely
had pre- or post-supervision conferences with teachers and were not visiting classroom for
observations. Recommendations were made to ensure that the supervisors effectively performed their
responsibilities to ensure quality teaching/ learning environments and feedback mechanism.

Keywords: Teacher Supervision, Instructional Supervisor, Feedback.

INTRODUCTION

It is believed that education is an instrument for National teachers to face the challenges of the classroom.
development, to this end, the formulation of ideas, their Effective supervision is therefore a crucial issue in the
integration for national development, and the interaction delivery of Technical and Vocational Education as it is the
of persons and ideas are all aspects of education. main avenue through which technological and
The Federal Government of Nigeria is conscious of the entrepreneurial exploits could be ensured for sustainable
importance of education for personal and national economic development.
economic development that in section 12: 107 (c) of the The goals of technical and vocational education as
National Policy on Education (2004) set out as one of her stated in the National Policy on Education (2004) are to:
objectives, to ensure quality control through regular and a. Provide trained manpower in the applied
continuous supervision of instructional and other sciences, technology and business particularly at
educational services. The issue at hand now is to craft, advanced craft and technical levels;
investigate if the supervision of teaching is effectively b. Provide the technical knowledge and vocational
carried out. A critical issue that has frequently confronted skills necessary for agricultural, commercial
educational supervisors is how to better prepare economic development; and
 Clark and Olumese. 07

Supervision

Feedback

Educational Transformation Output Satisfactory Yes

inputs process
No

Feedback/Modification

Figure 1. Education Process Model: Source: Gebhard (2000) p. 156.

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c. Give training and impart the necessary skills to Pivotal to such programme is the underlying theoretical
individuals who shall be self-reliant economically. and practical assumption that teachers’
There are numerous techniques that could be adapted, a. Repertoire of strategies and instructional
but the main issue is which one would be most suitable activities are an important factor in classroom
for a particular teacher and a particular subject and for teaching practices.
how long can that technique ensure efficiency? As it’s b. Ability to translate theories into practical
often acknowledged, the human being is the most classroom teaching strategies is an integral part
complex of creation; hence the supervisor must possess of instructional effectiveness and
exceptional skills, and repertoire of strategies to perform c. Differences in instructional strategies do
his responsibilities effectively. Instructional supervisors contribute to variations in achievement scores of
are therefore expected to induct their supervisees by learners. (Johnson, 1995)
informing them about their performance expectation. Part of the supervisors’ tasks, therefore, is to help
Furthermore the supervisor is to help “teachers develop a teachers to develop specific instructional activities that
strong understanding of conceptual foundations of the are suitable to learners and context of learning.
subject as well as understanding of how knowledge is Gimbert and Nolan (2003) argue that the role of the
created and organized in the subject” (California supervisor is shrouded with ambiguity. However,
Commission on Teacher Credentialing (CCTC) p.3. This supervisors are appointed based on their training in
is achieved through a “focus on how effective teachers education and classroom teaching experience. They are,
achieve their instructional goals and the kind of therefore in a unique position, not only to systematically
instructional process they employed.” assist teachers in understanding and practicing the skills
California State …Started a wave of reforms in the 1990s involved in the teaching-learning complex that goes on in
through the California Commission on Teacher the classroom, but also to help them develop a set of
Credentialing (CCTC) developed detailed curriculum and principles of effective instructional activities through their
standards for teacher credentialing and teacher induction. experience of what works and what does not. Thus, it
The component parts are: takes skilled and trained eyes to perceive, understand
The Academic Content Standards, Standards for the and observe the teaching-learning activities in the
Teaching Profession, Teacher Preparation Program classroom. This is why supervisors are relied upon to
Standards and Teacher Performance Expectation. intervene in, confirm, and/or redirect the teacher’s
Explicit in the curriculum and standards is the goal to help classroom activities.
prospective teachers develop a strong understanding of
the conceptual foundations of the subject as well as an The following responsibilities were identified for
understanding of how knowledge is created and supervisors:
organized in the subject in academically rigorous and
intellectually stimulating learning environment. Ajayi and (a) Provide support through pre-observation
Lee (2005). consultation and post-observation conferences
Teachers are expected to be equipped with the (b) Assist teachers with issues regarding their
necessary skills to enable them succeed and to develop portfolio\
effective instructional strategies in classroom. The (c) Assess teachers performances during teaching.
process-product approach to instruction helps (d) Communicate assessment grade to teachers.
supervisors to guide teachers to discover those However, Gebhard (2000) and Chamberlin (2000)
instructional activities that are known to be effective in the provide a critique of these responsibilities
classroom. Figure 1. indicating that
08. Basic Res. J. Educ. Res. Rev.

(a) Teachers may resent the idea of being told what (d) An instrument for promoting environmentally
to do and what not to do by supervisors sound sustainable development;
(b) That there is no one known “best” way of (e) A method of alleviating poverty
teaching
(c) That teachers may not be totally held responsible
for the teaching-learning environments as other The goals of technical and vocational education shall
factors come to play, such as, furniture, books, be to
funding, remunerations, teachers and students
welfare; and (a) Provide trained manpower in the applied
(d) That supervisors cannot reduce teaching to a sciences technology and business particularly at
technical act that can be measured by a set of craft, advanced craft and technical levels;
prescribed criteria. (b) Provide the technical knowledge and vocational
skills necessary for agricultural, commercial and
economic developments.
The Concept: Supervision (c) Give training and impart the necessary skills to
individual who shall be self-reliant economically.
There are numerous perspectives of the concept of
supervision; but basically, supervision entails the activity
carried out by supervisors to watch over the work or tasks In pursuance of the above goals
of people who report directly to them. That is assisting
those who may lack full knowledge of the concept at (a) The main features of the curricular activities for
hand. technical colleges shall be structured in
In the same vein, the term supervisor is often foundation and trade modules.
misunderstood, as the person who oversees the (b) The curriculum for each trade consist of four
productivity and development of entry-level workers. A components:-
supervisor basically is one’s immediate superior in the (i) General education
workplace. (ii) Theory and related courses
Thus, instructional supervision is a process of regular (iii) Workshop practice
meetings between the supervisor and the teacher with (iv) ndustrial training/production work
support for the benefit of the teacher. It allows the (v) Small business management and entrepreneurial
demonstration of strengths and revealing of difficulties so training
that they could be solved. It should be confidential and (c) For effective participation of students in practical
designed to help the teacher to progress and promote work the teacher-students ratio shall be kept at
feedback on his performance in order to enhance his 1:20.
educational, personal and professional development. (d) Trainees completing technical college
That is, it is a formative (developmental), continuous programmes shall have three options.
process and not summative (one time) assessment. (i) Secure employment either at the end of the
(Onuorah, 2007). whole course or after completing one or more
modules of employable skill;
(ii) Set up their business and become self-employed
Technical and Vocational Education in Nigeria and be able to employ others;
(iii) Pursue further education in advance
Technical and Vocational Education is used as a craft/technical programme and in post-secondary
comprehensive term referring to those aspects of the (tertiary) technical institutions such as Science
educational process involving, in addition to general and Technical Colleges, Polytechnics or Colleges
education, the study of technologies and related sciences of education (technical) and universities.
and the acquisition of practical skills, attitudes, National Business and Technical Examinations Board
understanding and knowledge relating to occupations in (NABTEB) shall handle technical and business
various sectors of economic and social life. Technical and examinations and award the National Technical
Vocational Education is further understood to be: Certificate (NTC), the National Business Certificate
(a) An integral part of general education (NBC), the Advanced National Technical Certificates
(b) A means of preparing for occupational fields and (ANTC) and Advance National Business Certificate
for effective participation in the world of work. (ANBC)/Modular Trade Certificate.
(c) An aspect of lifelong learning and a preparation National Policy on Education (2004): Section 7:40, 42, 43
for responsible citizenship; pp 29-32.
 Clark and Olumese. 09

Conception of Supervision
Teaching
Phase 1 Phase 2
Teacher evolvement

Supervisor’s Role
Direct Intervention: Supervisor’s Role
Indirect Intervention:
1. Direct, inform young
teacher 1. Stimulate awareness.
2. Identify effective 2. Encourage self
teaching activities self discovery
discovery. 3. Provide investigative
3. Model teaching skill
4. Set observable criteria, 4. Guide young teacher
time limit to choose activity
5. Evaluate
6. Advise

Training View
Teacher’s role
1. Mastery of activities
2. Mastery of strategies
3. Goal setting Developmental View
4. Planning, Practice
Teacher’s role
1. Self-reflection
2. Self-critique
3. Identifying effective activities
4. Investigating class situation

Figure 2. Model of Supervision of Teachers

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Supervision Model determine who a “good teacher” is and so

supervisors apply their own personal yardstick.
There are numerous supervision models that have been  Supervision is not regularly conducted as
provided by researchers, these include: directive, non- supervisor can only observe classroom teaching
directive, alternative, creative, collaborative, self-help- for only a few periods in the school year, which is
explorative, infact Joyce and Weil (1980):52 identify an unsatisfactory proportion.
twenty-two models of effective teaching. Figure 2  The supervisors also have dual responsibilities of
presents a model of supervision of teachers. Adapted being teachers and supervisors. Their workload,
from Ajayi, (2005). therefore, will not permit them to have adequate
This conforms to Freeman’s (1989) recommendation that time for supervision.
supervisors should help teachers, especially new ones, to  Supervisors do not carry out pre- and post-
master the trainable aspects of teaching by showing them observation conferences with the teachers, thus,
how to apply the activities in the classroom. discussions and feedback mechanism may not
Criticism from researchers observed that these models be effective.
encourage imitation, subservience, conformity, promote  Feedback could result in tension and stress as
reflexive conservatism, perpetuate school pattern, group teachers may interpret appraisals as indictment
management orientations emphasize product over of their competences.
process, foster status quo attitudes and preclude inquiry.
Furthermore, they noted the conflicting definitions and
ambiguities related to the role and function of Techniques of Supervision
supervisors, hence, Glanz (1997), concludes that “there
is no consensus regarding the definition, tasks and Three supervision techniques were suggested by
effectiveness of supervision. Freeman (2000) they were: directive, non-directive and
alternative. While Gebhard (1984) extended it to include;
creative, collaborative and self-help-explorative
Hindrances to Effective Supervision supervisions.
a. Directive supervision: where the role of the
 There are no laid down guidelines or policy to
10. Basic Res. J. Educ. Res. Rev.

supervisor is to direct and inform the teacher, conservation, perpetuate school pattern, group
model appropriate teaching behaviours and act management orientations emphasized product over
as evaluator process, foster status quo attitudes and preclude inquiry.
a. Non-directive supervision: where the supervisor (Ajayi and Lee, 2005)
acts as understander and allows the teacher to
come up with their solutions to classroom
dilemmas. The Challenge of Supervision
b. Alternative supervision: where the supervisor
suggests a number of limited alternative actions Technical and Vocational Education have a great role to
to the teacher to which he is free to choose. play in harnessing a lot of potentials of the human
c. Creative supervision: where the supervisor uses resource of the country. In attaining the goals of self
any combination or uses insights from other reliance, many political, economic, social, cultural and
fields. even religious problems could be solved.
d. Collaborative supervision: where the teacher and The focus on Technical and Vocational education is very
the supervisor work together to solve problems apt for this era in view of rapid technological
encountered in the classroom sophistication and innovations that are beneficial to local,
e. Self-help-explorative supervision: where the national and even international needs. Hence, the role
teacher, based on his practical experience in the and effectiveness of the supervisor cannot be over-
classroom, reflects critically about himself as a emphasized as these will ensure quality teaching/learning
teacher. The teacher here is self-observer. environment and feedback mechanism for attainment of
educational goals.
Teachers bring into the school system diverse social,
Further specific techniques suggested include cultural, educational and economic background that need
to be harmonized with the educational policy and
f. Classroom visitation and observation programmes.
g. Inter-school visitation The supervisory challenge, therefore, lies in applying the
h. Workshop, seminar and conference most appropriate techniques, that can embrace the
i. Micro-teaching Ogunseju (1983). teachers, viewed as collaborative and considered to
contribute to professional development. Thus, there is a
The classroom visitation and observation involves direct consistent clamour for a paradigm shift from the stern
contact supervision during which the supervisor visits the looking supervisor regarded as his subordinate to
classroom while teaching is going on and observes and encouraging and reassuring and restoring confidence in
evaluates the teacher. the junior teacher in order to create a conducive
Inter-school visitation involves teachers of a particular teaching/learning environment.
school visiting teachers in another school in order to
interact with more experienced teachers for the purpose
of improving classroom management and methods of Role of Effective Communication in Feedback
teaching. Mechanism
Workshop, seminar and conference, when properly
conducted provide opportunities for interaction between Communication should be two-way in both pre and post
teachers and supervisors. Their activities could result in teaching conferences, the supervisor must listen also to
greater efficiency in classroom management, provide what the teacher has to say.
information and data for efficient decision making and Despite the many barriers to effective communication,
providing immediate feedback. listening is a very important technique to minimize
Micro-teaching involves the teacher’s participation in an inaccuracies in the process. The receiver must develop
actual teaching situation with a smaller group than a the skill to listen attentively to the information being
normal classroom population. Its highly technological as it transmitted and the sender must also listen to the
requires audio/visual equipment, projectors, and other receiver’s feedback.
teaching gadgets in order to play back the teaching
exercise. There will be pre-and post-conferences with the The following ten rules have been proposed to improve
teacher to strategize on modalities and provide effective listening:
immediate feedback on areas of weaknesses and
appreciation of adequate performances. (Ofoegbu 2004). When a teacher comes to the supervisor for counselling,
However, other scholars such as Waite (1994) Sullivan the counselor should:
and Glanz (2000) Glanz (1997) Potthoft and Kline (1995) 1. Stop talking
criticized these techniques, arguing that they encourage 2. Put the teacher at ease
imitation, subservience and conformity, promote reflexive 3. Show the teacher that he wants to listen
 Clark and Olumese. 11

4. Remove distractions 4. perception of the supervisor’s effectiveness?

5. Empathize with the teacher 5. Did the age of the teachers and supervisors have
6. Be patient any significant effect on their perception of
7. Hold his temper supervisor’s effectiveness?
8. Go easy on arguments and criticisms 6. What are Teachers’ perception of supervisors’
9. Ask questions effectiveness in enhancing instructional
10. Stop talking activities?
7. What are Supervisory expectations and practices
The importance of listening is highlighted by the first and in improving teaching and learning environment
last rules, which say “stop talking” because one has to in Technical and Vocational Colleges?
stop talking to be able to listen.
Communication is said to be effective when the receiver
decodes the information and appropriate action or Hypothesis
reaction is taken. That is sender encodes the idea,
instruction, suggestions, feeling, observations, and 1. Experienced and Inexperienced Teachers Differ
transmits to receiver through the most appropriate in their Perception of the Supervisor’s
channel. (Clark, 2000) Effectiveness.
Hence, the role of effective communication in ensuring 2. Educational Qualification of the Teacher had
appropriate feedback mechanism cannot be over- Significant Effect on his Perception of the
emphasized if required educational quality is to be Supervisor’s Effectiveness.
attained. 3. The Age of the Teacher had Significant Effect on
his Perception of the Supervisor’s Effectiveness

Statement of the Problem

METHODOLOGY
This is a time when there is a very high level of
educational decadence in public schools which is Simple descriptive survey method was used for the study
compelling many parents to crave to send their children to investigate the perception of both supervisors and
to private schools where they believe the quality of teachers on the effectiveness of the function of
education will be higher than that of the public schools. supervision.
Educational consumers are getting more conscious of the The population consisted of all teachers in the Technical
type and quality of knowledge being provided for them. and Vocational Colleges in Edo State, Nigeria which were
The role of the supervisor in ensuring conducive one-hundred and twenty-five and twenty supervisors.
teaching/learning environment can therefore, not be Supervisors were regarded as the principals, vice-
trivialize. Moreover, the dismal performances of students principals, heads and senior teachers, since, the
in both internal and external examinations have given population was small, the sample consisted of all the
cause for concern. school personnel.
There were five Technical and Vocational Colleges
located in Agbede, Afuze, Benin, Igarra and Irrua. Since
Purpose of the Study all the schools in the country operate the same curricula
and are guided by the National Board for Technical
The primary objective of this study assessed the Education (NBTE) and sit for the same examination as
effectiveness of Supervisors in Technical and Vocational conducted by the National Business and Technical
Colleges as this will determine the quality of education Education Board (NABTEB), results of the study could,
and attainment of educational goals. While, the therefore, be considerably uniform.
secondary objective will examined the effect of Two questionnaires were designed, the first titled
demographic factors on supervisor effectiveness. Teachers Perception of Supervisor’s Effectiveness
The following questions were raised to assist the Questionnaire (TPSEQ) Section A: had demographic
investigator to achieve this purpose. characteristics, and Section B, had thirteen items of four-
1. Are the instructional supervisors performing their point scale. While the second titled Supervisory Effect on
functions of assisting teachers to understand how Teaching/Learning Environment Questionnaire (SETEQ)
to teach? Section A also had demographic characteristics while
2. Did the experienced and inexperienced teachers Section B had 8 items of varied options.
and supervisors differ in their perception of the The instruments were duly validated by two experts who
supervisor’s effectiveness? are senior colleagues and found reliable at .79 and .82
3. Did educational qualification of the teachers and respectively for the purpose of the study. The
supervisors have any significant effect on their questionnaires were personally administered by
12. Basic Res. J. Educ. Res. Rev.

Table 1. Demographic characteristics of the Respondents

(n =125 ) Teachers

Variables n %
Gender: Male 42 33.6
Female 83 66.4
Age: Below 30 years 5 4.0
30-45 years 52 41.6
Above 45 years 68 54.4
Highest Education Qualification:
NCE/OND 25 20.0
HND/Bachelor 77 61.6
Masters 22 17.6
Doctorate 1 0.8
Teaching experience:
Below 10 years 32 25.6
10-20years 45 36.0
Above 20 years 48 38.4
Salary Grade Level:
Below level 08 8 6.4
Level 08-12 53 42.4
Above level 12 64 51.2

Table 2. Demographic characteristics of the

Respondents (n =19) Supervisors

Variables n %
Gender: Male 5 26.3
Female 14 73.7
Age: Above 45 years 19 100
Highest Education Qualification:
NCE/OND 1 5.3
HND/Bachelor 14 73.7
Masters 4 21.1
Teaching experience:
10-20years 1 5.3
Above 20 years 18 94.7
Salary Grade Level:
Level 08-12 2 10.5
Above level 12 17 89.5

researchers and trained assistants and retrieved from DISCUSSION OF RESULTS

respondents immediately. The data collected were
analysed using frequency, percentages, mean, standard The main objective of this study is to ascertain if
deviation, Z-test, Analysis of variance (ANOVA) to instructional supervisors are performing their functions of
examine the difference, if any, which could be related to assisting teachers to understand how to teach. These are
demographic features. All tested at the 0.05 level of to be achieved by pre- and post-observation
significance. consultations with teachers. If they assess teachers’
performances and communicate grades to teachers in
Technical and Vocational Colleges in Edo State, Nigeria.
RESULTS The specific dimensions for effective supervision were
tested in the two questionnaires used and the findings
The findings of the study are presented in the tables presented. The researchers also sought to know if
below demographic characteristics had any significant effect on
 Clark and Olumese. 13

Table 3. Supervisors effectiveness

Often Sometimes None

Do you carry out pre-observation 26.3 73.7 -
consultation with the teacher?
Do you correct teachers during the 15.8 63.2 21.1
course of teaching?
Do you carry out post observation 10.5 47.4 42.1
conferences with teachers
Do you assess teacher’s teaching 10.5 84.2 5.3
performance?
Do you communicate assessment 10.5 52.6 36.9
grade to teacher?
Do you assist teachers to improve 21.0 73.7 5.3
their teaching?

Supervisors effectiveness Daily Weekly Monthly Never

How often do you supervise 31.6 47.4 15.8 5.3
your teachers?

Supervisors effectiveness Very receptive Receptive Resentful Very

resentful
How receptive are teachers 0 94.7 0 5.3
corrections?

Hypothesis 1. Experienced and Inexperienced Teachers Differ in their Perception of the Supervisor’s Effectiveness

Table 4. Z test analysis of level of Supervisors’ Effectiveness by Experience

Experience N Mean Std. Deviation Std. Error Mean T-Value P- Value Decision
Experienced 93 21.32 6.238 .647
Inexperienced 32 21.72 4.312 .762 -0.333 0.740 P>0.05 (Not
Significant)
Accept Ho (there is no significant difference) p>0.05 Z-stat<Z critical two tail

Hypothesis 2. Educational Qualification of the Teacher had Significant Effect on his Perception of the Supervisor’s
Effectiveness

Table 5. Z test analysis of level of Supervisors’ Effectiveness by Qualification

Educational N Mean Std. Deviation Std. Error Mean T-Value P- Value Decision
Qualification
Total High (Above 100 21.24 5.250 .525 -0.709 0.480
10yrs) P>0.05 -(Not
Low (Below 10yrs) 25 22.16 7.679 1.536 Significant)
Accept Ho (there is no significant difference) p>0.05 Z-stat < Z critical two-tail

both teachers’ and supervisors’ perception. - That supervisors do not assess teacher’s teaching
The results of the analysed data revealed the following: performances regularly – that is only 10.5% did.
- That supervisors rarely provided support for their - Supervisors supervised teachers at various degrees.
supervisees through pre-observation consultation. 31.6% carried out this responsibility daily; 47.4%
That is, only 26.3% often had consultations with the weekly; 15.8% monthly; while 5.3% never did.
teachers. - 36.9% never communicated assessment grade to
- That only 10.5% often had post-observation teachers; 52.6% did sometimes; while only 10.5% did
conferences with the teachers. regularly.
14. Basic Res. J. Educ. Res. Rev.

Hypothesis 3. The Age of the Teacher had Significant Effect on His Perception of the Supervisor’s Effectiveness

Table 6. Z test analysis of level of Supervisors’ Effectiveness by Age

Age N Mean Std. Deviation Std. Error Minimum Maximum F P-Value Decision
High 68 21.34 5.579 .677 13 52
Average 52 21.54 6.369 .883 13 49 0.018 0.983 P > 0.05
Not
significant
Low 4 21.50 1.291 .645 20 23
Total 124 21.43 5.816 .522 13 52
Accept Ho (there is no significant difference) p>0.05 Z-stat < Z critical two-tail

Table 7. Supervisor’s Effectiveness as perceived by Teachers

Agree Disagree
Teachers will perform optimally if they 88.8 11.2
are supervised
Supervisors should hold pre-conference 88.8 11.2
with teachers
Supervisors should hold post -conference 91.2 8.8
with teachers
Supervisors should assist teachers 84.8 15.2
identify effective teaching activities
Supervisors should perform classroom 83.2 16.8
visitation regularly
Supervisors should evaluate teachers 89.6 10.4
performance
Supervisors should encourage teachers 91.2 8.8
to exercise skills of self discovery
Supervisor should assist in creating 88.8 11.2
awareness of most appropriate activities
that are effective for teaching specific
topic
Supervisor should assist in creating 81.6 18.4
awareness of the most appropriate
activities that are effective for specific
group of learners
Supervisors should assist in preparing 56.0 44.0
the most effective lesson notes
Supervisors should assist with the 61.6 38.4
preparation of lesson plan
Supervisors should provide resource 67.2 32.8
materials to assist teachers in preparing
instructional activities
Supervisors should advice teacher on the 85.6 14.4
most effective teaching method.

- 5.3% never assisted teachers to improve teaching and their expectations from the supervisors. Majority of the
learning environment; 73.7% did sometimes; while respondents agreed that the responsibilities of the
only 21% carried out this responsibility. supervisors if carried out appropriately will create a
- When asked how receptive teachers were to conducive teaching/learning environment for quality
corrections, 94.7% stated that teachers were education.
receptive, while 5.3% said teachers were very
resentful.
- Demographic variables had no significant effect on the CONCLUSIONS
perceptions of both teachers and supervisors.
- Table 7 shows the responses from the teachers on This study has examined the challenges of supervisory
 Clark and Olumese. 15

effectiveness and their implications on teaching/learning - That the traditional rigid, stern, judgmental
environment. The perceptions of both supervisors and supervisory positions should give way to a more
teachers point to the fact that collaborative efforts are challenging environment that creates opportunity
required. It is apparent that supervisors are saddled with to explore.
additional responsibilities of assisting beginning or young
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