Supervisory Styles and Teacher Commitment: Implications for Pedagogical Quality

Abstract

Ghanaians have expressed worries about the commitment of teachers at public pre-tertiary schools, which has resulted in falling educational standards in the country. Ghanaians have highlighted poor supervision as the primary cause of teachers' commitment, resulting in students’ poor academic performance in external examination. The present study examined supervisory styles and teacher commitment in senior high schools. Using three senior high schools in a Municipality in the Bono region of Ghana as the point of call, this paper provides empirical insights on whether or not supervisory styles of headteachers affect teacher commitment. 152 teachers were sampled using the proportionate sampling technique. The findings indicated that all the supervisory types were perceived to be practiced in the schools. Inquiry-based supervision, however, was adjudged the most practiced supervisory type in the schools. The findings show that only clinical supervision significantly contributes to the prediction of teacher commitment in schools. It was recommended, among other things, that school heads create a working environment that is more supportive, caring, and positive, which provides a space for regular communication, problem-solving and pedagogical quality.