Impact of Instructional Supervision on Teacher’s Job Performance in Niger State Secondary Schools, Nigeria

Abstract

This study examines the impact of instructional supervision on teacher’s job performance in Niger state secondary schools, Nigeria. The study adopted a descriptive research design. Three research questions were adopted for the study and three null hypotheses were tested at 0.05 level of significance. Mean and standard deviation were used to analyze the three research questions. All the 6,870 public secondary school teachers in Niger state constituted the population of the study. Samples of 687 teachers were selected through proportionate stratified random sampling technique. The researcher developed a questionnaire tagged Instructional Supervision and Teachers’ Job Performance (ISTJP). The three null hypotheses were tested using t-test statistical technique and all the three were rejected. The result of the study indicates that internal and external supervision of general, follow up, and partial depict positive impact on teacher’s job performance in Niger State owned secondary schools. In the end, recommendations were made that workshops and seminars should be organised regularly for teachers on needs of supervision, there should be good rapports between supervisors and teachers for supervision to be friendly and supervisors should get abreast with the problems of the supervised, especially those that hinder supervision of any type.