Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

Abstract

This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

Instructional Leadership and Lecturers’ Job Performance in Public Universities in Uganda

“…Fortunately, the findings in Tables 3, 5 and 7 indicate that how the three dimensions of instructional leadership were conducted in the selected universities predicted the lecturers' job performance in a significantly positive manner. Not only do these findings concur with the model proposed by Hallinger and Murphy (1985) as well as the studies of Hallinger (2003), Ndungu (2015), Adams (2016), Lyonga (2018), and Yousaf et al (2018) each of which showed that at least one of the three dimensions of instructional leadership relates positively with teachers' job performance. More importantly, the findings also suggest that any positive change in each of these dimensions leads to a significant improvement in the lecturers' job performance.…”

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

“…In her reflection essay, she emphasized the lack of support from schools: "Most primary schools do not give importance to the subject [Digital Skills]". Lyonga [75] emphasized the importance of supervision in promoting best teaching practices and ensuring educational quality. By regularly assessing teachers' performance, they can identify their strengths and weaknesses, enabling them to plan for improvement with guidance and constructive feedback [75].…”

Pelaksanaan Supervisi Akademik Pada Masa Pandemi Covid-19 Di Sekolah Dasar

“…Supervisi yang dilakukan oleh kepala sekolah secara terencana dan sistematis terbukti berbanding lurus dengan peningkatan kinerja guru. (Lyonga, 2018) dalam penelitiannya menyimpulkan bahwa supervisi yang dilakukan oleh kepala sekolah berdampak positif pada kinerja guru. Jika supervisi dilakukan secara teratur oleh kepala sekolah, maka kinerja guru dapat ditingkatkan dan proses pembelajaran dapat diperbaiki.…”