ADMINISTRATORS SUPERVISORY SKILLS AND

TEACHERS JOB PERFORMANCE

CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The importance of Administrators Supervisory stalls in
Secondary School in Aba municipality of Abia State cannot be
over view Administrators

in Secondary Schools are leaders,

(Bikpong 2002) indicated that leadership deals with having a

comprehensive view of the activities and problems of the
institutions; with view in mind, the Administrators as a head of
a organization of teachers in schools system has the function
of conversation with the teachers in order to improve learning,
with this method the students through instruction supervision
they sees instructional supervision

as one of the process

where by school administrators try to achieve a meaningful

standards of performance and results, instructional supervision
is quality tool control in the system activities of school
administrators which directed to primarily the achievement of

appropriate expectation of educational system according to

Nakpodia (2011).
Peretomode, (2004) in view that instructional supervision
is seen as activities carried out by the administrators to
inhence instruction at all levels of the school system
Dittirainga, 1999 state that the role of administrators is to
facilitate the implementation of the various Leaving Situation
Teachers where new or old on the job need necessary support
in implementing the instructional programmes Administrators
as a school heads, need to provide effective support to
teachers they have to be involves in the implementation of
instructional programmes by over viewing that teachers are
doing with the student.
It is an administrators he should devote himself to
supervise the teaching learning process in his schools.
The administrators as the supervisor is the one who
oversees the activities of teachers and other workers in the
school system to ensure that they improve to the general
accepted administrators and practice of education. Denga
(1986) sees administrators as some one whos provide

supervision to the school in terms of perceiving deniable

objectives, maintaining a balance in the curriculum and
rendering help to teachers regarding teaching methods are
other instructional problems that the encounter.
The National Policy on Education (2004) states that, to
ensure quality control in the school, it is necessary to have
good teachers and supervisors. The primary responsibility of
the supervisors is to see that high standards are maintained
and the schools are run in accordance with the land down
regulation.
The Ministry of Education, State Universal Basic Education
and

the

Secondary

Schools

Board

should

appoint

administrators to conform and maintain standard in our school

through their supervisory function. The board appoints people
that are mainly experienced in the teaching profession for the
purposes of supervising the teaching learning activities.
According the Peretomode (2004) suggested that the
following purpose of instructional behaviour or supervisors in
the school

a.

To directly influence the behaviour of teachers and the

teaching processes employed to promote student learning.

b.

To ensure that each individual teachers within the school

system has been performing the job of which he was
scheduled.

c.

To co-operatively develop favourable climate for teachers

performance teaching and learning.

The use of instructional supervision skill is a means of helping

the teachers cope with the problem of large student population
and

development

in

the

education

setting.

Instructional

supervision skills are important. The skills help to inhence the

teachers on their job performance and to facilitated effective
materials , example, micro teaching and workshops, classroom
communication, students evaluation classroom management,
inter-school

visitation

among

others.

In

this

study, the

researcher to find out how that the above mention supervision

skill can influence teachers job performance in secondary
schools in Aba municipality.
1.2 Theoretical framework
1.

Theory X and Y McGregor

2.

Scientific management theory

Theory X and theory Y

These theories deals with human motivation created and
developed by Douglas McGregor at the MIT stoan school of
Administrative in the 1960s that have been used in human
resource

Administrative,

organizational

behaviour,

and

organizational development. The describe two contrasting

models of workforce motivation.
Theory X of McGregor
In this x and y theory, Administrative assumes teacher are
inherently lazy and will avoid job if they can and that they
inherently

dislike job performance. As a result of this,

Administrators believes that teachers need to be closely

supervised and comprehensive systems of controls developed.
A hierarchical structure is needed with narrow span of control
at each and every level. According to this theory teachers will
show little a inbition without a enticing incentive program and
will avoid responsibility when ever they can according to Dr.
Kumi Mark, if the organizational goals are to be met, theory x
Administratively heavily on threat and coercion to gain their

teachers compliance. Believes of this theory lead to instruct,

highly restrictive supervision, and a punitive atmosphere. The
theory x Administrative tends to believe that everything must
end in blaming some one. He or she thinks all prospective
teachers are only out for themselves.
A theory x Administrative believes

that his or her

teachers do not really want to work, that they would rather

avoid responsibility and the it is the Administratives job to
structure the work end energize the teachers.
One major flow of this Administrators style is it is much
more likely to cause diseconomies of scale in large picture.
Theory Y
In this theory, Administrators assumes teachers may be
ambitious and self-motivated and exercise self-control. It is
believed that teachers enjoy their mental and physical job
performance. According to than job is a natural as play.
The possess the ability for creative problem solving, that
their talents are under used in most organizations. Given the
proper

conditions.

Theory

Administrators

believer

that

teachers will learn to seek out and accept responsibility and to

exercise

self

control

and

self-direction

in

accomplishing

objectives to which they are committed.

A theory Y Administrators believes that, give the right
condition, most people will want to do will at work. They
believe that the satisfaction of doing a good job in strong
motivation. Many people interpret theory Y as a positive set of
beliefs about teacher.
A close reading of the human side of enterprise reveals
that McGregor simply argues for Administrators to be opened
to a move positive view of teacher job performance and the
possibilities that, this creates. He climate of trust with teachers
that is required for theory Administrative to develop the climate
of trust with teacher that is required for teacher development.
Its teacher development that is a crucial aspect of any
organization. This would include Administrators management
openly with subordinates, minimizing the difference between
supervisor

subordinate

relationship,

environment in which subordinate

creation

comfortable

can develop and use their

abilities this environment would include

sharing of decision

making so that subordinates

have a say in decision that

influence them.
Theory x and theory combined McGregor
Has identified theory x and theory y differently for the
basic characteristics stated previously in the above sections of
what these theories represent- theory x assumptions are that
individuals dislike their careers. Theory x people have to be
supervised.
As for theory y assumption are that individuals like their
careers and willing to take part in responsibility. Theory y
people dont need supervision and can be expected to turn
good productive value in their jobs.
1.3 Statement of the problem
In

Nigeria,

government

and

education
this

is

makes

on
the

the

concurrent

issue

of

list

of

instructional

supervision to vary from one state to another. However, some

states have adequate arrangement in place to effectively
supervise instruction at all level of education particularly in
secondary school whereas some states failed to put necessary

machineries in place to effectively supervise instruction in their

secondary schools.
Currently most administrators neglected their duty as
educational supervisors but concentrated on managing and
administrating schools, instead. Cawelti and Reavis (1980)
found that adminstrators spent less than a third of their time in
supervision. They reported to have used only 20% of their time
for

visiting

classes,

curriculum

related

task

and

staff

development activities. Ministry directives (No 3/1987) clearly

stated that as professional leaders, school administrators are
responsible for successful curriculum implementation in their
schools. This objective could not possibly achieve unless the
administrators systematically supervise and make it a top
priority to do so.
Although,

supervision

can

help

to

improve

the

effectiveness of teaching and learning activities in classrooms,

but not without problems. Abdul, (1988b) observed that some
kind of conflict drifted the teacher being observed and the
Administrators apart. Probably due to teachers attitude and
perception that the administrators are under qualified and from

a different discipline of studies. However, this study intend to

evaluate the influence of administrators supervisory skills and
teachers job performance in secondary schools of Aba south
local government Area of Abia State.
1.4 Purpose of the study
The purpose of this study is to investigate the effect of
Administrators supervision skills and teachers job performance
in teaching effectiveness in Abi municipality.
Specifically, the study was design to find out.
1.

Administrators

supervisory

skills

and

teachers

job

performance use of instructional materials

2.

Administrators

supervisory

skills

and

teachers

competence in classroom management

3.

Administrators supervisory skill and teachers competence

in students evaluation

4.

Administrators supervisory skills and teachers disciplinary

abilities.

1.5 Research questions

The following research questions were design to give
guide to the study. They include.

1.

To what extent does Administrators supervisory skills

affect of teachers job performance using of instructional
material?

2.

How does Administrators supervisory skills influence

teachers performance in classroom management.

3.

To what extent does administrators supervisory skills

relate to teachers competence in students evaluation?

4.

How does Administrators supervisory skill influence

teachers ability to discipline student?

1.6 Statement of hypothesis

To establish the direction of this study the following
hypothesis where formulated.
1.

There

is

no

Administrators

significant
supervisory

relationship
skills

and

between

teachers

job

performance using instructional materials.

2.

There

is

Administrators

no

significant

supervisor

relationship
skills

performance in classroom management

and

between
teachers

3.

There

is

no

Administrators

significant

relationship

supervisory

skills

between

and

teachers

relationship

between

competence in student evaluations

4.

There

is

no

Administrators

significant
supervisory

skills

and

teachers

job

performance in disciplinary abilities.

1.7 Significance of the study
We believed that this study may lead to the revelation
that some administrator approaches in their supervisory skills
may not improve with the school setting and he may decide to
change his approach based on what may emerge from these
studies.
The involves helping teachers to be properly prepared
and be guided before coming to the class to enable him/her
successful carried out his assignment of teaching and learning.
To meet up with the expection of Nigeria

educational

philosophy.
For student, the finding would be to them, for it would
stand as a basic for onward day to day teaching which help
enhance

adequate

preparation

by

teachers

as

they

are

assessed by the Administrators. Its expected that this study

will surely lead to improve teaching and learning by teachers
and students.
1.8

Assumption of the study

The following assumptions were made as a direction to

the expected variables of the study;

1.

It is assured that the variables of this study are

measurable

2.

Administrators

supervisory

skills

influence

teachers

teaching performance in secondary schools in Aba south

1.9 Scope of the study
The study will be limited to the public secondary schools
in Aba municipality in Abia state.
1.10
a.

Definition of term
Administrators: Administrators are capable men and
woman appointed by Secondary Schools Boards to head
the Secondary School system.

b.

Supervision:

This

involves

the

mechanism

us

by

expected role and norms of the organization in order to

achieve

the

establish

aim

and

objectives

of

the

organization.
c.

Skill: These are method or various method use to

accomplish a goal

d.

Teachers: In a school setting are those who interpret the

content

of

the

curriculum

to

the

understanding

to

learners.

Frederick Taylor scientific management theory

In 1911, Frederick Winslow Taylor published his work,
Administrative of scientific management, in which he described
how

the

application

Administrative

of

of

the

scientific

method

teacher

job

performance

to

greatly

the
could

improve productivity. Scientific Administrative methods called

for optimizing the way that tasks were performed and
simplifying the jobs enough so that teachers could be trained to
perform their specialized sequence of motions in the one best
way.

Prior to scientific management work was performed by

skilled craftsmen who had learned their jobs in lengthy
apprenticeships.
They made their own decision about how their job to be
performed, scientific Administrative/management took away
much of this autonomy and converted skilled crafts into a
series of simplified by unskilled teacher who easily could be
trained for the tasks.
Toyalors four Administrative
1.

Replace working by rule of thumb or simple habit and

common and instead use the scientific method to study
work

and

determine

the

most

efficient

way

to

performance specific task.

2.

Rather than simple assign teacher any job, match teacher

to their jobs based on capability and motivation and train
them to do job at maximum efficiency.

3.

Monitor

teachers

job

performance,

and

provide

instructions and supervision to ensure that they are using

the most efficient ways of doing the job.

4.

Allocate the job between Administrators and teachers so

that the Administrators spend their tune planning and
training allowing the teacher to perform tasks efficiently.

ADMINISTRATORS SUPERVISORY SKILLS AND

TEACHERS JOB PERFORMANCE