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Journal of Emerging
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Journals, 2013 and2141-6990)
(ISSN: Policy Studies (JETERAPS) 4(6):901-905 (ISSN:2141-6990)
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):901-905 (ISSN:2141-6990)
scoring of lesson notes and writing of report. The the efficacy of this model in improving the
intent is to access the instructional objectives, instructional effectiveness of teachers have not be an
procedures and methods. The supervisor, therefore actually subjected to empirical proof with our
summaries the teachers ability for the purpose of secondary school system considering the fact that this
record keeping and performance evaluation. The model is guidance oriented and clinical in practice, it
traditional method involves a critical check of the could be inferred that gender of the teachers may well
teacher tasks and errors by the supervisors. influence the responses of the teachers. This study
therefore seeks to find the effect of the clinical model
Apparently, the teacher in most cases is made to face of instructional supervision on teachers instructional
condemnation for perceived poor performance or performance.
ineffectiveness in the course of teaching in the
classroom. Conversely, little or no effort is made to RESEARCH QUESTIONS
share empathy with the teachers by the supervisors. The following Research Questions were formulated
Nworgu (1980), Oliatan(1981) and Ogunsaju(1983) to guide the study:
maintained that most teachers would avoid 1. What is the effect of the modified form of
supervision for fear of this apparent fear, perhaps Cogans clinical supervision approach on
may be to shy away of being ridiculed or made object teachers instructional performance?
caricature by supervisors. Thus, teachers consider
every visit of supervisors as attack on their 2. What is the effect of the modified form of
personality. Cogans clinical supervision approach on
instructional performance of male and female
The applicability and suitability of cogan eight steps teachers?
of supervision to Nigerian setting has not been very
easy on account of factors like cost, and timing as 3. What is the interaction effect of supervisory
observed by (Okobia, 1982). approach and gender on teachers instructional
performance?.
In the school system in Nigeria, there are both male
and female teachers who constitute the practitioners. METHOD
Findings appear to suggest that there are more female Research Design: This study adopted the quasi
teachers than males in our school systems today. The experimental design, involving a pretest-post test.
current poor instructional competence of teachers Specifically it employed a non-equivalent control
which appears to have impacted negatively on the group design, intact classes were used and treatment
scholastics achievement of students in their senior was randomly assigned to them. The duration of the
secondary school certificate is an issue of concern to study was for six weeks and that justified the use of
stake holders of education. It appears that the current intact classes, so that normal programme will not be
supervisory practice in use in school do not provide disrupted. Thus the design was:
the necessary instructional guidance needed by Yb X ya
teachers. Modified clinical supervision, which Yb X ya
involves interpersonal interaction, diagnosis and Where:
clinical assistance to teachers, may well likely Yb = Pretest Ya = Posttest
provide the best instructional assistance teacher need. X = Treatment X = Control
Thus, it needs to be subjected to empirical proof in
Ebnyi Secondary School system and this is the aim of Area of the Study
this research paper. The study covered the Secondary Schools in
Abakaliki Education Zone comprising Abakaliki
STATEMENT OF THE PROBLEM Local Government Area (L.G.A), Ebonyi L.G.A.
The recent poor instructional competence of teachers Ohaukwu L.G.A., Izzi L.G.A. Abakaliki Education
which results in students poor academic achievement is one of the three Education Zones in Ebonyi State
in Senior School Certificate examination has been a of Nigeria.
subject of concern to stake holders of education in the
Nigeria. This situation coupled with the increasing Population of the Study
rate of truancy poor utilization of instructional The population for this study comprised all teachers
resource and poor classroom management on the part in the education zone. The total number of teachers is
of teachers appears to suggest that instructional 820. Source: Secondary School enrolment 2011.
supervisors have failed in inculcating in teachers the
desired skills and attitudes for efficient functioning in Sample and Sampling Technique
classroom. The simple random sampling technique was adopted
to draw four secondary schools. Two schools were
The arguments for the use of modified clinical assigned to the experimental group and two to the
supervision model appears to be strong and laudable, control group using balloting by replacement
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):901-905 (ISSN:2141-6990)
technique. The stratified random sampling technique Educational Measurement and Evaluation. They did
was employed to select 10 teachers (5 males and 5 the screening of the items for suitability and
females) from each school selected, making it a total congruence with objectives of the research work.
of 40 teachers for both experimental and control Their expert ideas were used in the final draft of the
groups. instrument. The original instrument had been
standardized and as such the draft was not subjected
Instrument for Data Collection to construct validation procedures.
The Teacher Instructional Effectiveness Assessment
Scale (TIEAS) was used to collect data for the Reliability of the Instrument
research. It is a Likert- type scale scored on five point The instrument was subjected to a measure of
basis adapted from the instrument developed by stability using test-retest method. The instrument
Alphonsos (1994) Teacher Instructional yields a coefficient of 0.68 which was high and
Performance Inventory. The instrument has 20 items, appropriate for the study.
which include:
i. Personal appearance and composure of Method of Data Analysis
the teacher in the classroom Research questions were answered using mean and
ii. Initiative, resourcefulness and use of standard deviation.
instructional materials
iii. Firm grasp of the subject matter and PRESENTATION OF RESULTS
general classroom control. The findings of the study based on the research
The instrument was used by supervisors in rating questions are presented in the following tables:
teachers as they taught in the classrooms.
Research Question I. What is the effect of modified
Validation of the Instrument form of Cogans clinical supervision approach on
The teacher instructional effectiveness assessment teachers instructional performance?.
scale was validated by two specialists in educational
administration and supervision and one expert in
Table I. Pretest and Post-test mean scores of teachers supervised using Cogans approach (treatment) and those
supervised using traditional conventional approach (control).
Group No Pre-test Mean No Post-test mean Standard Deviation
Treatment group 20 37.6 20 80.350 5.575
Control group 20 35.85 20 58.9 11.65
Table I revealed that the clinical method of Research Question 2. What is the effect of the
supervision is more effective in improving the modified form of clinical supervision approach on
performance of secondary school teachers in Ebonyi instructional performance of male and female
State. Teachers supervised using modified cogan;s teachers?.
clinical supervision approach had a mean score of
80.35 while their counterpart supervised with the
traditional approach had a mean of 58.9.
Table 2. Mean scores of Male and Female Teachers supervised with cogans clinical supervision
Group No Pre-test Mean Post-test mean Standard Deviation
Males 20 37 67.16 14.67
Females 20 43.66 72.10 13.44
The result as revealed from Table 2 shows that the Research Question 3. What is the interaction effect
Cogans clinical supervision approach proved to be of modified Cogans clinical supervision and gender
more effective on female teachers than the males. The on teachers instruction performance?.
data on the table attest to this finding.
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):901-905 (ISSN:2141-6990)
findings of the study is in conformity with those of This is necessary because schools are composed
previous research workers such as Ani(1990), who of both gender and capacity tendencies appears
argued that clinical supervision is more product the same for both males and females. Thus no
oriented than traditional supervision. This study group should be given preference to the other.
revealed that clinical supervision induces greater School executives should be encouraged by
teacher performance as well as greater pupils management to have regular conferences with
achievement. This research tend to lend support that teachers on the process of clinical supervision.
modified clinical supervision promote a democratic, This is because, teachers are closer to their
participatory relationship between supervisor and the principals and appear more relaxed to them than
teacher. the external supervisors, whom they see as "fault
finders" and tend to fear them. The Rapport that
Evidence from the research shows that there is higher is expected in clinical supervision is more likely
men performance scores of female than made to be seen among principals and teachers than
teachers. The implication is that the modified clinical teachers and external supervisors.
supervision approach is more effective on female Orientation and workshops should be given to
teachers than their male counterparts. teachers on positive behaviours and demands of
critical task of modified clinical supervision.
The findings of kinz & Hoy (1976) tend to lend Thus, under this circumstance teachers would
credence to this research discovering in that they interact better, air their views and problems
found that women are more likely to perform well would be solved together and innovative ideas
than male in matters relating to human relation. Ani would learnt.
(1990) also found a gender difference in his study
where women performed better than men though he CONCLUSION
attributed that to the nature of the supervisory The several reforms in Nigeria Education system is
methods. geared towards exploring ways to better educate
learners and improve out comes. Clinical supervision
Another line of argument for the high performance of of instructions is a supervisory package designed to
female in this study could stem from the gender help teachers improve on instruction and increasing
imbalance in the teaching profession in Nigeria. professional growth. The findings from the research
Studies have shown that there are more females in the suggest that modified clinical supervision is gradual
teaching profession than males. This factor may well on teachers in that it induces some level of
have given the females edge over the male teachers. effectiveness on the teachers through supervisors.
Clinical supervision requires patience, which in most The modified clinical supervision engenders
cases men appears not to have time for that. cordiality among teachers and supervisors, therefore.
Weightmen (1989) stated that men as seen as tough, The implication therefore is that the supervisory
aggressive leaders who are preoccupied with tasks approach to an extent removes fear and anxiety
rather than relationships. experienced by teachers in traditional supervision.
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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(6):901-905 (ISSN:2141-6990)
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