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TEACHERS PERCEPTION OF SUPERVISORS AND ROLES IN PRIMARY
SCHOOLS
ABSTRACT
This study investigated ?Teachers? Perception of Supervisors?
Roles in Primary Schools in Minna Education Zone, Niger State.? Six research
questions answered using Mean and SD and three null hypotheses tested at 0.05
level of significance using t-test statistic and ANOVA guided the study.
Population of the study was 8,087 primary school teachers in the 764 public
primary schools in the zone. The sample was 404 teachers drawn though
multi-stage sampling technique. The study adopted descriptive survey design.
The instrument for data collection was a structured questionnaire developed by
the researcher and was validated by three experts from the Faculty of
Education, University of Nigeria, Nsukka. Main findings of the study revealed,
among others, that supervision in primary schools is perceived by teachers as
one of the ways of improving the quality of primary education and facilitating
the achievement of school goals and objectives. Supervision makes teachers sit
up and be more committed to their duties thereby making them more effective and
efficient. There was no significant difference in the mean ratings of male and
female teachers in the study area on their perception of supervision. Major
implication of the findings is that quality of primary education in the zone
will highly be enhanced if the supervisors carry out their supervisory
functions diligently.
CHAPTER ONE
INTRODUCTION Background of the Study
Organizations are established essentially to achieve their
stated objectives or targets. Such objectives cannot be achieved without
putting in place strong mechanisms. One of such mechanisms is supervision.
Supervision of educational activities generally and in particular classroom
instructions is not only necessary but important to evaluate teachers?
performance and their effectiveness in the discharge of their duties as
transmitters of education. Education is the transmission of what is worthwhile
from generation to generation. It is the process of assisting learners to
acquire knowledge, skills and acceptable attitudes and moral behaviours that would
make them responsible citizens able to take care of themselves, their families
and contribute to society (Chukwu, 2011). In agreement with this, Joseph (2014)
stated that education is the principal method through which society transmits
knowledge from one generation to another. Education can be described therefore,
as a very strong weapon used by the society to instill in learners its norms
and values that they can use to appreciate the past, reshape the present in
order to advance the future of their societies. It is the means through which
individuals acquire relevant knowledge, skills and attitudes that would help
them fit well into the society and shape their lives for the better and enable
them contribute toward the general development of their society.
The essence of education is to change positively, the
behaviour of the learner and to make him a better citizen of his society who
can contribute to national development. Education is a vital instrument ?par
excellence? for effecting and achieving national development (Federal Republic
of Nigeria, FRN, 2004). In line with this, the second Nigeria philosophy of
education states that education fosters the worth and development of the
individual for each individual?s sake and for the general development of the
society. Kimani, Kara and Njagi (2013) stated that education helps societies
fashion out and model individuals to function well in their environment.
Education serves a lot of purposes. It equips the citizenry to reshape their
society and eliminate inequality (Boit, Njoki and Chang?arc (2012) as mentioned
by Kimani et-al (2013). The Government of Trinidad and Tabago (2005) regards
education generally.
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