THE IMPACT OF SUPERVISION ON TEACHING JOB PERFORMANCE AND PUPILS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCHOOL IN JOS NORTH LGA, PLATEAU STATE

ABSTRACT This study examined The Impact Of Supervision On Teaching Job Performance And Pupils’ Academic Achievement In Primary School In Jos North Lga, Plateau State. Four Research questions and two Research hypotheses guided the study. To achieve this, the descriptive survey research design was adopted. The study focused on JSS II social studies students in government secondary schools in Jos North Local Government Area of Plateau state. The simple random sampling technique was used to select a sample of 313 students. A four-point Likert Questionnaire titled: “Teachers’ competence and students’ academic achievement questionnaire (TCSAAQ) was used to collect data from the participants. The research instruments will undergo content and face validity assessment. Three experts, including two from the field of education and one from the field of Social Studies, will review the instruments to assess their content and face validity. Their feedback will be incorporated to enhance the instruments' validity. The content validity of the TCSAAQ will be ascertained by subjecting the instrument to experts’ scrutiny. The draft copy of the TCSAAQ will be given to experts, one Social Studies Teachers in the secondary schools where the study will be conducted, one expert each from Social Studies unit, and test construction expert in Research Measurement and evaluation respectively from the University of Jos, Nigeria. These experts will be given a copy each of the instrument and table of specifications. These experts will be requested to vet the items in terms of clarity of words, appropriateness and adequacy of the items in terms of learning experiences (content) and intellectual process (learning objectives). The descriptive statistics of frequency counts and percentage, were used to analyse the demographic data. This study also reveals that to a large extent, teachers’ teaching experience constitute teachers’ competence in teaching and learning of social studies in secondary schools. The study also reveals that, teachers with high level of teaching experience perform better in teaching and learning process in the classroom. To a large teachers’ mastery of subject matter influence teachers’ competence. A competent teacher has the up to date knowledge on the content of Social Studies. Based on this finding, it is recommended that the government should encourage experience teachers to study on the jobs by providing them with more incentives and fringe benefits. The promotional prospect of the teachers should also be improved. To this end, the researcher recommended that for the professional growth of teachers, conferences, seminars, workshops, pre and Inservice training programmes should be given adequate attention by the Ministry of Education, State and Federal Government. Government should encourage teachers with poor communication skills through conferences and workshops to improve their communication competency.