Teachers’ Regular Supervision and Student Academic Performance in Public Secondary Schools in Ekiti State, Nigeria

Bolarinwa Dapo Alonge,Bamikole Oloruntoba,Ogunmilade Johnson Olusesan

doi:10.5296/ire.v9i2.19082

Abstract

The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.

Highlights

According to Adeyemi (2008), students’ academic performance can be viewed as an outcome of all academic tasks or rigors of students which could be poorly or successfully expressed
Looking at the huge amount of money that government invested in education, the researchers observed decline in the student academic performance in both internal and other examinations in public secondary schools in Ekiti State
This perception was set up by Ayeni (2012) who believed that the normal level of the students who got credit level pass in the West African Senior School Certificate (WASSCE) dealt with by the West African Examinations Council (WAEC) in subjects over five including Mathematics and English Language somewhere in the range of 2010 and 2014 was about 23% in Nigeria

Summary

Introduction

According to Adeyemi (2008), students’ academic performance can be viewed as an outcome of all academic tasks or rigors of students which could be poorly or successfully expressed. According to Bell (2011) considered academic performance to be as an element of numerous elements, some of which are inside the student and the classroom while others are outside of the study hall Be that it may, Omotoso (2009) referred to in Ilesanmi (2017) credited lackluster showing of students to causes recognizable to government, for example, poor staffing in schools, insufficient motivations to teachers, frail inspectorate and flawed admission policy as well as high pace of teachers’ turnover; causes detectable to parents include, incessant withdrawal of kids from schools and broken homes; causes discernible to students include, delinquency, delay to class, sluggishness with respect to numerous students, lazy disposition with respect to numerous students and negative group influence; causes traceable to teachers include, terrible preparation for class and teaching, negative supervision of students’ work, unwillingness to make sacrifice and failure of some instructors to expand themselves academically and professionally; and causes traceable to the society consist of, wrong societal values on the part of the students, indiscipline inside the society and inadequate involvement of the society in the running of education. Maimela and Monyatsi (2016) in their study titled, systems for improving the scholastic execution of students in Botswana elementary schools only found out that parental inclusion, framework arrangement and human resource were the elements affecting scholastic performance of students

Path-Goal Theory

Method

Result

Discussion

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Conclusion