PROMOTING QUALITY EDUCATION THROUGH EFFECTIVE TEACHER SUPERVISION IN PUBLIC JUNIOR HIGH SCHOOLS IN TAMALE METROPOLIS

Abstract

This study sought to examine the role of teacher supervision in the promotion of quality education. It focused specifically on how teacher supervision is conducted and how effective it is in the improvement of the quality of education in Public Junior High Schools in the Tamale Metropolis. In achieving the objectives of the study, the researcher used a case study research design to generate data for the analysis. Cluster and simple random sampling techniques were used to select 24 schools from which a sample size of 244 was drawn for the study. Questionnaires, interviews and focus group discussions were used for data collection. The Statistical Product and Service Solution (SPSS Version 17) were used for the data analysis. The major findings showed the existence of internal and external supervision mechanisms in JHS within the Tamale Metropolis and this satisfies GES supervision criteria. The internal supervision is carried out by the head teachers and external supervision by Circuit Supervisors and Education Officers as well as other stakeholders such as the PTA. Also, it was revealed that the roles of the supervisors were not effective in promoting quality education. This is because it failed to translate into quality education in the Metropolis as revealed in the basic education certificate examination result (2010-2014). The study also showed that effective supervision was short of commitment to achieve quality education due to inadequate logistic sand in-service training for circuit supervisors to work effectively. In conclusion the researcher came to the point that internal and external supervisors played a minimal role in advancing the course of quality education in the Metropolis. Thus, the study recommended prompt application of sanctions to recalcitrant teachers by District, Municipal or Metropolitan education officers. Adequate materials and logistics should be supplied to District, Municipal or Metropolitan education offices to resource their inspectorate divisions to function effectively and efficiently. Adequate in-service training should also be organized for Teachers and Supervisors by GES and other stakeholders to enhance their work.