Abstract
Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing st10.47772/IJRISS.2025.903SEDU0012udent outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to improved teacher performance, which directly impacts student learning and achievement (Namudhiba & Ssendagi, 2024). Despite its importance, the implementation of instructional supervision in Ghana faces significant systemic challenges. Resource constraints, such as insufficient instructional materials and overcrowded classrooms, hinder head-teachers’ ability to conduct meaningful supervision. Additionally, limited professional development opportunities for head-teachers undermine their capacity to adopt modern supervisory practices that could elevate teaching quality (Kusi et al., 2019; Mensah et al., 2020). The lack of consistent policy frameworks further exacerbates these issues, leaving head-teachers without the necessary guidance and support to execute their roles effectively (Msuya & Mwila, 2023). Research underscores the need for a more structured approach to instructional supervision, particularly in resource-constrained contexts. Studies in Ghana have revealed that head-teachers often prioritize administrative tasks over instructional leadership due to their overwhelming workloads (Dewodo et al., 2020). Furthermore, some head-teachers struggle with building trust among teachers, as supervision is sometimes perceived as a fault-finding mission rather than a collaborative effort to improve teaching practices (Mensah et al., 2020). This perception creates a disconnect between supervisors and teachers, limiting the effectiveness of supervision in enhancing teacher performance. Globally, effective instructional supervision has been shown to foster a culture of continuous improvement in schools. In contexts similar to Ghana, head-teachers who employ participatory and supportive supervisory practices have seen significant improvements in teaching quality and student outcomes (Baafi, 2020). These practices include frequent classroom observations, constructive feedback, and the facilitation of professional learning communities. Adopting such practices in Ghanaian primary schools could address existing challenges and bridge the gap between current supervision practices and desired educational outcomes. This study situates these challenges within the broader educational landscape of Ghana, aiming to explore how head-teachers’ instructional supervision practices influence teacher performance. By examining the interplay of systemic, motivational, and leadership factors, this research seeks to propose actionable strategies that align with both local educational priorities and global standards, particularly Sustainable Development Goal 4, which advocates for inclusive and equitable quality education (Dewodo et al., 2020; Ampofo et al., 2019). Teacher performance in Ghanaian primary schools is hindered by challenges such as limited feedback mechanisms, inadequate professional development opportunities, and a lack of instructional resources. Studies highlight the need for head-teachers to adopt targeted supervisory practices that address these issues and align with both local and global educational priorities (Ghanney & Nuobalee, 2021; Namudhiba & Ssendagi, 2024). Additionally, the absence of a cohesive theoretical framework that integrates supervisory practices with motivational and systemic factors has left a gap in understanding how to optimize teacher performance effectively (Kusi et al., 2019). This study aims to explore the influence of head-teachers’ instructional supervision practices on teacher performance in Ghanaian primary schools. By incorporating Systems Theory, Transformational Leadership Theory, and Herzberg’s Two-Factor Theory, it seeks to develop an integrated model that addresses the systemic, motivational, and leadership dimensions of instructional supervision. The study will analyze key supervisory practices, such as lesson observations and teacher mentoring, to propose actionable strategies for enhancing teaching effectiveness and student outcomes. The findings of this study are expected to contribute significantly to the field of educational leadership by providing a multi-theoretical perspective on instructional supervision. The study will offer practical recommendations for policymakers and educators to strengthen supervisory practices, thereby improving teaching quality and student achievement. Furthermore, the research aligns with Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education, and supports Ghana’s educational reforms to enhance teacher performance (Dewodo et al., 2020; Ampofo et al., 2019). This study employs a theoretical and conceptual approach based on a systematic review of peer-reviewed journals, case studies, and policy documents. The research integrates Systems Theory to analyze systemic interdependencies, Transformational Leadership Theory to examine leadership behaviors, and Herzberg’s Two-Factor Theory to explore teacher motivation. These frameworks will provide a comprehensive understanding of the relationship between instructional supervision and teacher performance in Ghanaian primary schools.
Published Version
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