Supervision
Supervision
Supervision is an administrative process through which the leader ensures that his
subordinates are all contributing towards effective learning process. Hammock and Owing
in Nwaogu (1980) stated that supervision attempts to look into the organization of learning
pupil’s progress, the content of the curriculum, the teaching methods, the philosophy and
practicing of discipline, the time schedule, place and procedure of staff meetings, procedures
used in parents conference, the study and use of the community resources. All these are
evaluated and thoroughly discussed in the attempt to improve the learning and growing of
the students. The concept of supervision is one that describes a process that is common to all
Supervision is an interaction between at least two persons for the improvement of activity. It
Purpose of Supervision
The purpose of instructional supervision in the school systems according to Nnabuo (1996)
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(f) To evaluate or assess educational outcomes.
within the school system had been performing the duties for which he was scheduled and to
improve the effectiveness of lecturers so that they could contribute meaningfully to the
attainment of the system’s goal. It could be summed up that the purpose of instructional
supervision is to improve teaching and learning process for the benefit of the student,
lecturers and society. Qualities of a Good Education Manager and Supervisor Scholars have
Lowise Back in Nnabuo (1996) finally came up with some characteristics a good school
1. He/she must adapt at helping young people control themselves and even more adapt at
controlling himself;
4. Be a good counsellor;
Similarly, Akinade (1996), Peretomode (2003) in Agih (2013) identified some of the
qualities of a good school manager as technical skill, human skill, conceptual skill,
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emotional stability, ability to motivate others, honesty, commitment to duty, clear vision and
goal. What to Supervise There are many things to supervise. These include the school
programme and resources, assessment of Principals (other head lecturers), the lecturers, the
nonacademic staff, the students, the school plants (facilities and equipment), the school
account, the school project and school records. Also, the indicators of quality in education
Types of Supervision
i. Internal supervision
Internal Supervision
As the name implies, this is the type of supervision carried out by the internal
supervisor in the school as the management, their assistant or the heads of departments.
observation, detailed face-to-face interaction between the supervisor and the lecturers
with the aim of binding the two in an intimate professional relationship. Clinical
supervision is often perceived as a model with certain stages or cycle of phases. In 1969,
Goldhammer and his colleague, with the basic ideas they got from Morris Cogan,
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These are:
a. Pre-observation conference;
b. Observation;
d. Supervision conference;
This is the type of supervision carried out by people designed by the Ministry of
include those who go by the titles, Chief Inspector of Education, Deputy Inspector of
Education, Zonal Inspector of Education, etc. These are Inspectors who are expected, as
their primary responsibility, to inspect schools and work directly with lecturers to
External supervision can further be divided into four main types namely:
i. Full inspection
Full Inspection
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In this type of inspection every aspect of the school is supervised. These include the
teaching staff, non-teaching staff, subjects taught in the school, the mode of assessment
of students, school records, equipment, school plant, overall organization of the school
among others. It is carried out to ascertain the level of school performance in the aspect
This is the supervision carried out to assess the actions taken on the recommendations
and suggestion made in the report on the full inspection. It is embarked upon so as to
find out if the actions taken are achieving the desired objectives. This type of
supervision helps in encouraging the staff to strive for greater professional efficiency. It
Partial Inspection
In this type of supervision, the supervisory practice is limited in scope. It does not
involve every aspect of the school life neither does it involve a team of experts up to the
for individual lecturers that needs upgrading for one reason or the other. It is useful for
confirmation at the appointment at the end of the lecturers’ probation period. Here,
inspectors are not expected to pose themselves as faultfinders or mere critics, but as
helpers, advisers and inspires in every possible way to attain desired standard in the
school
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Recognition Inspection
of inspection that is usually conducted on a young school which, in practice, has had an
advisory visit and is now seeking to gain accreditation as centre for public examinations
such as the Senior School Certificate Examination (SSCE) and the National Technical
any institution seeking accreditation to the examinations conducted by public bodies (for
example, WAEC, NABTEB, NECO) with a view to recommending them for approval
by such bodies.
This is the period prior to supervision. At this stage, the school or person to be
can be made. Adequate plans for supervision for successful supervision are made at this
stage. The supervisor plans for those aspects of the school that would be supervised.
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The Real Supervision or Observation Stage
This is the stage at which the real observation is carried out. The supervisor(s) visit the
This is the last stage. At this stage, meeting is held with those supervised. Findings
during observation are discussed at this stage. The schools/lecturers are commended
where necessary and areas of weaknesses are brought into focus for improvement.
Some of the recurring problems in the management of schools, which are general to
i. Inadequate funding
v. Politics
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The Way Out
ensure that only qualified lecturers are employed. Head lecturers should have basic
b. There should be at least 2 assistant supervisor. These personnel will help the
c. The Institution should think of how to generate more revenue without increasing
school fees arbitrarily in order to facilitate the provision of some basic education
facilities for learning. This will enhance the functions of the supervisor.
to be abreast with current best practices. Conferences, seminars, workshops, etc. are
e. School managers and supervisors should focus their functions based on constructive
analysis and the reinforcement of successful patterns rather than on the condemnation
of unsuccessful patterns. (Most supervisors often indulge in fault finding and negative
lecturers still entertain fear at the visit of school inspectors and supervisors). g.
Supervisors should try not to be lecturers of lecturers but rather help lecturers to
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When this happens, the lecturers and supervisors are likely to have common
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Conclusion
In this discussion, we have examined the concepts of supervision, and found that
effective supervision are focused on improving the teaching competence and general
well being of the school system. This invariably impacts positively on students’
supervision, the rationale for effective instructional services in the schools is therefore
supervisory practice in the country generally have been revealed, given the dearth of
qualified personnel and other education facilities to enhance teaching and learning. This
therefore makes a strong case for the school supervisory network championed by the
head lecturers as partners in progress. In doing this, the paper has emphasized clinical
supervision and effective administration of schools by the various head lecturers, which
if properly done will actualize the primary objective of the school- effective teaching
and learning.
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