标题：INVESTIGATING TEACHERS’ COMPETENCE IN CLASSROOM AND INSTRUCTIONAL SUPERVISION IN PUBLIC PRIMARY SCHOOLS IN NIGERIA S. ‘Tayo Subair, F. Abisoye Adenaike, Yetunde Shakirat Asifat
期刊名称：International Journal of Social Sciences and Education
印刷版ISSN：2227-393X
电子版ISSN：2223-4934
出版年度：2018
卷号：8
期号：3
页码：96-107
出版社：Federal College of Education
摘要：The study examined teachers’ competence in classroom and attention paid to
instructional supervision in public primary schools in Nigeria. These were with a
view to providing information on measures of competency among teachers,
structure of classroom instructional supervision and what accounts for differences
in teachers’ competence in the public primary schools. The study adopted the
descriptive survey research design. The population for the study consisted of all
2,031 teachers in the existing 219 public primary schools in four Local
Government Areas (LGAs) from a State in Nigeria. The sample for the study
comprised a total of 225 teachers drawn from 30 public primary schools using
simple random and convenient sampling techniques. A self-designed instrument
titled “Teachers’ Classroom Competence and Instructional Supervision
Questionnaire (TCCAIS-Q)” was used for the study to elicit information. Data
collected were analysed using descriptive statistic to answer the research questions
and inferential statistic, specifically, t-test to test the hypothesis at 0.05 level of
significance. The results showed that the lesson presentation (37.9%), lesson plan
preparation (20.5%) and class management (19.3) were good measures of
teachers’ competence. The result further showed that the structure of classroom
instructional supervision involved greatly the headteachers (100%), SUBEB
officials (89.3%) and Head of Sections/Departments (79%). The results revealed
differentials in teachers classroom instructional supervision to have been as a
result of pedagogical skills (mean -3.53), qualifications (mean – 3.50), knowledge
of subject matter (mean – 3.46) and measurement and evaluation technique (mean -
3.44). Finally, the result showed a significant difference in male and female
teachers’ competence in classroom instructional supervision; and that female
teachers (M = 18.57; SD = 4.19) had higher competence than their male
counterparts (M = 17.22; SD = 1.83). The study therefore concluded that classroom
instructional supervision needed to take into account the teachers’ use of
pedagogical skills and teachers’ qualification. This is because these factors
accounts for the differences in teachers’ competence in classroom instructional
supervision.
