PRINCIPAL’S INSTRUCTIONAL SUPERVISORY ROLES AND TEACHERS’ EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN AKOKO SOUTHWEST LOCAL GOVERNMENT AREA OF ONDO STATE

Despite the widely acknowledged importance of effective instructional supervision in improving the quality of teaching and learning, there seems to be a notable gap in the implementation of these practices in public secondary schools in Akoko South West Local Government Area of Ondo State. This study, therefore examined the relationship between principals’ instructional supervisory roles and teachers’ effectiveness public secondary schools in Akoko South West Local Government Area of Ondo State. The study employed the descriptive survey research design. The population of the study comprised 500 teachers and 18 principals in public secondary schools in Akoko Southwest Local Government Area of Ondo State, Nigeria sampled for the study. The sample consisted of 114 respondents comprising 106 teachers and 8 principals which were selected using multi-stage sampling procedure. Two self-designed questionnaire titled “Principal Instructional Supervisory Roles Questionnaire (PISRQ)” and “Teachers’ Effectiveness Questionnaire (TEQ)” were used for data collection. The instruments were validated and tested for reliability and the reliability coefficient of 0.89 and 0.82 were obtained for PISRQ and TEQ respectively. Two research questions were raised and answered using descriptive statistics of frequency count, percentage and mean while four hypotheses were formulated and tested using Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. Findings showed that the level of principals’ instructional supervisory role was moderate (x = 2.69), specifically, the level of classroom visitation and evaluation of students’ academic work were moderate (x = 2.67 and 2.74) respectively, while the level of evaluation of teachers was high (x = 3.30) and the level of feedback on teachers’ performance (x = 2.05) was low. Also, the level of teachers; effectiveness was moderate (x = 2.67). Findings also revealed there was significant contribution of principal instructional supervisory roles and teachers’ effectiveness (F = 7.074, p = 0.035 < 0.05), there was no significant relationship between principals’ evaluation of teachers and teachers’ effectiveness (r = 0.432, p = 0. 285 > 0.05). Based on the findings, it was concluded that study revealed significant positive relationships between principals’ instructional supervisory roles and teacher effectiveness. It was recommended that school principals should be empowered, trained, and supported to perform their instructional supervisory roles more effectively and consistently. Also, educational stakeholders, including ministries of education and school boards, should provide capacity-building programs that equip principals with the skills necessary to conduct effective classroom visits.