CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Instructional supervision emerges from the early nineteenth century in Britain and
has been a principal means for improving the quality of school systems. Many
researchers advocate that instructional supervision and support is indispensable for
improving the quality of education (Argyris, 1993). It became a systems’ tool for
monitoring by school principals and government inspectors of schools in Britain and was
extended to many parts of the world via the British Empire. It was based on a top-down
control model that used rules, regulations, acts and codes. Inevitably, States inherited this
model thereby using school-based instructional supervision for assessing the academic
performances of schools and the effectiveness of teaching processes (Wood 1854). At
independence and after, school-based instructional supervision remained the main
instrument used supervising for facilitating and ensuring quality improvement in schools.
In some countries, however, the supervisory model was set against the worldwide
context. In India, for instance, it has not reflected international trends and progressive
thinking. For example, in the last decade international concern about school outcomes
and quality has been given particular attention and diverse systems and models have
evolved as a result (Chapman, Mahlck, and Smulders, 1997).

In most developing countries the principle of linking supervision with school quality has
been undermined by priority being given to the quantitative expansion of schools and
school systems. This has been further complicated by problems that are specific to
countries. For instance; regions such as India and South-East Asia show little
commonality with respect to their educational issues (Grauwe, 2004). What has also
become clear is that the ‘traditional’ inspectorial model, one inherited by so many former
British colonies, is an out-dated one. In India this model, used since independence, still
prevails despite its long-standing defects. The inadequacy of the system was noted by the
Mudaliar Commission in 1952 and there has been little change in the last five decades
(Noord, 2003). The Federal Race has made major changes to the instructional supervision
in the United States. Learning tracking must include teacher achievement ratings, and

1
student development must notify these ratings. The Teacher Monitoring Scheme requires
decisions on pay, advancement, deletion, tenure and relicensing (Campbell, 2013).
Training monitoring intensifies the relationships between professors and the supervisor,
decreases the tension of both supervisors and students, improves the student's attention
through sincere discussions and deepens the teacher's thought about content and
education, while the results are good and may have implications for the future (Campbell,
2013).

In India, Tyagi (2010) argues that the supervision of education by leaders could
lead to the development of teachers and encourage them. In India's government and
private-sector schools, which lag behind and face problems in many respects, this is
specifically important. Private school leaders contribute to the teaching-learning process.
They are also free to coordinate teachers' professional development programs. These
alternatives are denied to government and private assistance colleges. However,
government agencies may also provide similar assistance as private schools to effectively
train teachers.

Different governments have highlighted educational oversight in sub-Saharan

Africa in order to enhance the standard of education. Few countries have, however, tried
to ensure that teaching policy and teacher work are thoroughly placed and assessed
within a systematic improvement agenda and practical quality assurance frameworks.
Indeed, one of the main shortcomings in all African education systems (UNESCO –
IICBA, 2016) still lies in the lack of coherence between the education policies and wider
components of education system (including, but not limited to education monitoring,
national learning tests and surveillance measures, etc.). Instructional oversight has a
uniquely important role in the whole system of education and it is utterly expedient to
concentrate on it.

In Nigeria today, educational supervision is considered to enhance the teacher's

professional development, curriculum and teaching techniques in the classroom through
democracy interactions between teacher and supervisor (Okendu, 2012). Supervision is as

2
old as the teaching profession in the education system and has developed in many
respects since the colonial period. The objective is to support and strengthen the
education process in the education system, since education plays an important role in the
social, political and economic growth and development of every nation (NOUN, 2006).

To overcome this problem, the Republic of Liberia has been engaged in a

prolonged civil war crisis that has brutally killed thousands of resourceful people and
made almost all of its economic and development sectors vulnerable to under-
productivity, particularly in the education sector. In order to have a vibrant education
system in the country, strategies have been developed by the Government of Liberia
through the Ministry of Education (MOE) to improve secondary education through the
national education plan; and to make the curriculum more relevant to the country's socio-
economic conditions; to provide greater possibilities and exposure to the world of work
for students and to increase the number of facilities (Ministry of Education of Liberia,
2019). The above objectives are the result of a thorough evaluation of the country's
secondary schools as a sign that the government is committed to secondary education.
A school tour and classroom assessments are being carried out by District Education
Officers (DEO) and principals. The MOE has established a three-year organizational plan
(2014–2016) as a way of redirecting Liberia's vulnerable education sector.
Liberia's Primary Education Recovery Program (2007–2009) and the Liberia Poverty
Reduction Strategy (2008), which also has education as one of its top goals, are other
policy documents geared to improving education in Liberia. The MOE has established a
plan to create active school management committees at each school to encourage quality
education and a credential program to help improve the skills of principals in schools. In
order to restore rural teacher training institutes worldwide, the Ministry of Education has
also strengthened its cooperation with renowned organisations, institutions and other
educational stakeholders, such as UNESCO and USAID.

3
1.2 Statement of the Problem

Implementation of instructional supervision and its relationship with

teachers’performance is very essential for achievement of educational goals. The
principal is given a clear framework of teaching staff's activities and responsibilities at
school by means of educational surveillance. As a basic requirement in school
administration, therefore, educational supervision involves efficient and appropriate
personnel management tactics, aiming to guide their efforts towards a community's
desired educational goals.

Any institution in which students learn to achieve a specific goal must be

efficiently organized and controlled. In its main education and training plan (1997- 2010),
the Government of Liberia notes that the majority of schools are not provided for the
monitoring of education which leads to poor educational performance (John, 2011). In
accordance with this, the World Development Report (2018) proposes to retrain and
reward hard-working teachers to improve the quality of their learning.

Earlier studies have not revealed to what extent educational supervision is applied
in public high schools and the potential effects this would have on the performance of
teachers (Government of Liberia, 1997–2010, John, 2011; world development report,
2018). Bitok (2015) states that factors which promoted the use of a non-directive
educational supervision model among Keneda Public high School teachers have never
been achieved as educational supervision was not fully implemented Keneja public High
schools; Bitok (2015) says that teacher performance was never achieved.

The teacher's highest performance thus has never been achieved, since
educational supervision in public high schools in Liberia was not fully implemented. This
study sought to examine the application of educational supervision in Keneja Public high
schools and their relation to teacher performance.

4
1.3 Research Questions

The following research questions were used in the study to investigate the influence of
instructional supervision on teachers’ performance in Keneja Public High School:
1. What is the level of performance of public secondary school teachers in Keneja
Public High School?
2. To what extent is instructional supervision implemented in public secondary
schools in the following areas?
 Lesson preparation
 Preparation of assessment materials
 Lesson implementation
 Innovation and creativity in teaching
3. Is there a significant relationship between instructional supervision and teacher
performance in each of the following areas?
 Lesson preparation
 Preparation of assessment materials
 Lesson implementation
 Innovation and creativity in teaching

1.4 Delimitations

Delimitations are boundaries that researchers enforce before commencing a study to limit

the study's scope (Jolley, 2014). The research investigated the Assessment of the

Benefits and Significance of Instructional Supervision on a Public High School in

Liberia: A Case Study of the Keneja Public School, Montserrado County, Liberia

(September 2023 – February 2024).This study will be conducted by the researcher at

the Keneja Public School, Montserrado County, Liberia (September 2023 –

5
February 2024)The research will covered the period from (September, 2023 – February,

2024).

1.5 Limitations

A limitation is some aspect of the study that the researcher knows may negatively affect

the result or generalization of the results, but over which he / she probably has no control

(Gray,1981). The researcher anticipates some constrains and few constrains anticipated

includes: Inadequate funding to facilities the data collection and writing process, the

stress and difficulty in reaching the respondents to answer and fill in the questionnaires,

coupled with the lack of a personal computer.

1.6 Significance of the Study

This research work will be important in that information gathered from the study will be

used by policy makers in addressing the benefits and significant of instructional

supervision.It is anticipated that this study will be an asset to other researchers who will

want to venture into conducting further research on this topic.

1.7 Definition of Key Terms

Instructional supervision: “An artistic, democratic, humanistic, and inclusive,

leadership process, which aims to evaluate and improve the educational process from all

its aspects”

School-based instructional supervision: Supervision conducted by school-based

supervisors, such as head teachers, who are based within the institution in which

supervision is taking place. It may be for either formative or summative purposes.

6
Supervisory practices: Practices employed by instructional supervisors as they work

with teachers; they include, for example, observing 24 classroom teaching, holding

conferences with teachers, and analyzing students' opinions about teacher.

Formative evaluation: The process in which a supervisor observes a teacher's classroom

performance for the purpose of helping the teacher improve instruction without the

necessity of making personnel decisions.

Summative evaluation: Administrative assessments of a teacher's performance based on

data obtained from both within and without the classroom for purposes of making

personnel decisions concerning.

Instructional supervisor: An official of the Ministry of Education who identifies and

provides feedback on strengths and weaknesses in educational institutions in general for

the purposes of improving the quality of education and the achievements.

1.8 Organization of the Study

This study will be organized into Five Chapters. Chapter One will introduce the

study which includes the background of the study, problem statement, research question,

significant of the study, delimitation, limitation, definition of key terms, and organization

of the study. Chapter Two will deal with the review of related literature. Chapter Three

will describe the methodology that will be employed in this study. It Includes Research

Design, Population, Sample Size And Sampling Technique, Data Collection Instruments,

Data Collection Procedures, Data Analysis Procedures. Chapter Four Will Deal With

Data Presentation And Analysis, Finding, And Discussion Of Finding. Chapter Five will

focus on the summary, conclusion, and recommendations

7
 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Historical and Current Concepts of Supervision

Supervision has evolved from a function emphasizing inspection, monitoring and
enforcement to one emphasizing curriculum development training and formative
evaluation. Thus supervision has been given many interpretations by various writers but it
appears they all seem to agree to the view that it is a service provided, which aims
primarily at improving all factors that go into ensuring growth and development in the
teaching and learning process. According to Musaazi (2002 supervision is concerned with
actions taken to ensure the achievement of instructional objectives. He therefore defines
supervision as “all actions taken to improve or ensure the achievement of instructional
objectives when teaching and learning are in progress” .

Wiles (2000) is another writer who sees supervision as an activity. He describes

supervision as “consisting of all the activities leading to the improvement of instructions,
activities related to morale, improving human relations, in-service education and
curriculum development”. Moorer (1998) on his part describes supervision as “all those
activities which are primarily and directly concerned with studying and improving the
conditions which surround the learning and growth of pupils and teachers”.

Neagley and Evans (2001) see supervision as a positive dynamic and democratic
action designed to improve instruction through the continued growth of all concerned
individuals, children, teachers, supervisors, administrators and parents or any other lay
person”. According to Burton and Bruckner (2000) supervision is an expert technical
service primarily aimed at studying and improving co-operatively all factors which affect
child growth and development. Burton and Bruckner view modern supervision as
entailing the following:
 it directs attention toward the fundamentals of education and orients learning and
its improvement within the general aim of education.
 The aim is to improve the total teaching and learning process, the total setting for
learning, rather than the narrow and limited aim of improving teachers in service.

8
  The focus is on the setting for learning not on a person or group of persons. All
persons are co-workers aiming at the improvement of a situation; one group is not
superior to another operating to ‘improve’ the inferior group.
 The teacher is removed from his embarrassing position as the focus of attention
and the weak link in the educational process. He assumes his rightful position as a
co-operating member of a group concerned with the improvement of learning.

Supervision has also been described by some writers as a form of evaluation of the
instructional process in the school.

According to Enus (2000), supervision performs the following functions:

 The staffing function: This includes recruitment, selection and placement,
promotion and dismissal of teachers and other non-teaching staff.
 The motivation and stimulation function. Enus contends that because even
well qualified and efficient teachers could lose some of their effectiveness
through professional frustration, inappropriate assignment of duties and inept
administration practice, supervision as a facilitating function should be used to
help remove obstacles to good teaching and at the same time provide the
stimulus for creative work. The motivation function of supervision is therefore
concerned with providing a challenging environment, giving professional
leaderships, creating job satisfaction and boosting morale as well as ensuring
teacher participation in formulating policies which enhance their own task
performance.
 The Consultation Function: This function according to Enus concerns
providing for continuous professional development i.e. in-service training.
 The Programme Development Function: This deals with adaptation for local
situations, variations in subject content and modification in order and method
of presentation.

Neagley and Evans (2001) are of the view that “Education Administration is the
comprehensive generic category which includes supervision as one of the major

9
functions”. According to them, other key areas of administration are finance and facility
development.

Neagley and Evans conclude that “if primary aim of an act is the improvement of the
teaching and learning situation, then that act may well be considered as supervisory”.

2.2 Types of Supervision

The types of supervision and their effect on attainment of educational goals are of
great interest to a number of researchers and educationists. Neagley and Evans (2001)
have written about two types of supervision. These are internal supervision and external
supervision. Internal supervision refers to supervision within various institutions by the
leader while external supervision deals with supervision from the local, district or
national offices. Musaazi (2002) contends that internal supervision is a situation where
the head is to ensure the improvement and making of the instructional process effective.

External supervision has also drawn comments and views from noted educational
writers like Halpin, Brickell, Burton and Bruckner. Halpin (1977) sees external
supervision as playing a complementary role in the supervisory process. He perceives
external supervision as “complementing the role and duties of the internal supervision by
providing professional advice and guidance to teachers”. Brickell (2000) observes that
“the roles of the supervisor include making the work of teachers more effective through
such things as improved working conditions, better materials for instruction, improved
methods of teaching, preparation of courses of study, supervision of instruction through
direct contact with the classroom teacher”.

2.2.1 Intensive Supervision

Supervision which is usually carried out when a group of inspectors/supervisors
look into all aspects of a school is termed Intensive Supervision,( Musaazi,2002). For
instance, subjects taught can be the object of supervision. In the course of supervising
these, note is taken of such things as timetables, schemes of work, lesson preparation and
subject teaching. The textbooks recommended officially must be known to the supervisor

10
so that they are able to discuss their contents, their difficulties and weaknesses with the
teachers who use them all the time. Carefully studying how effective the children are
learning and a thorough examination of the teaching process, according to Cubberly
(2005) should be supervisor’s initial concern. The standard of education in each class
should also be found out. The supervisors should discuss ways of improving pupils
learning process with the teachers concerned should there be any problem. They may
suggest improvements and modifications in teaching techniques. This approach according
to Swearingen (2001) is most applicable where it is obvious that an attempt to introduce
radical changes would result in even less effective teaching and learning, or where in
trying to follow other methods the teachers find themselves in even greater confusion.

Corey (2010) is of the view that apart from the school curriculum, the supervisors
must examine the whole organization of the school. For example, the staffing situation in
the school, enrolment figures, pupils attendance records, the daily routine, staff duties,
school discipline, school records and ledgers, the cleanliness of the school and the health
of the pupils, school meals if any and school funds. Elsbree and Harold (2004) include
the examination of such things as school buildings, furniture and equipments.
Specifically, they must determine whether there are sufficient books, classroom materials
and visual aids. Full inspection in this connection takes into account the number of school
libraries and how well they are stocked.

Rukare (2005) writing on supervision said the following: the full inspection team
is normally headed by a very senior officer. Usually, various factors are considered when
choosing the leader of a panel of supervisors, such as type of schools being inspected.
The duration of the inspection can range from three to five days, depending on the size of
the school. How often this kind of inspection is carried out depend in our case on the
Ghana Education Service.

On the first day of inspection, it is customary for a short meeting to be held with
the school head and staff. During this meeting the objective of the supervision is

11
explained and a request is made to the school head for the information needed by each
supervisor. Thereafter, the supervisors are familiarized with the school site.

In general, the supervisors are able to form their own impressions about the
school’s main strengths and weaknesses. At the end of the visit, the supervisors discuss
their findings and observations with the school head and the staff. The meeting with the
school head gives the supervisors an opportunity to tell the teacher frankly which of the
school’s defects are attributable to the teacher. This meeting also gives the school head a
chance to talk frankly about his/her problems and those of his/her staff. The meeting
with the staff according to Sergiovanni and Starratt (2000) enables the supervisors to
present their advice and comments without any delay. In the same way, the staff is given
an extremely useful forum for the exchange of views and further clarification of any
minor details not quite clear to the supervisors as a result of their supervision.

Routine Checking
According to Wiles (2000) this kind of supervision involves discussions with
teachers and the school head. A report is usually written with particular emphasis on the
supervisor’s own field of specialization and perhaps one other related subject. For
example, you may have an inspector who specializes in mathematics, but he may also be
responsible for examining the teaching of science. In this report he will concentrate on
the teaching of mathematics, but he will probably also make a few general observations
about the teaching of science.

Becker (1999) is of the view that, other essential areas that might also be
inspected are the general administration and organization of the school. Such a report is
not usually published but is used for evaluative purposes. For instance, the report can be
used to collect information about the quality of work in the school. It can be used as a
basis for recommending schools for more grants. Normally, this type of supervision lasts
for a short time, say, one or two days.

12
2.2.3 Casual or Check up Visit
Musaazi (1982) commenting on this type of supervision, stated that this kind of
supervision is usually carried out informally. It is either ordered by the Assistant Director
Inspectorate or an individual officer at the district level depending on the prevailing
situation in the school. In this type of supervision, no written report is sent to the head
teacher or the owner of the school. The supervisor makes a confidential report to the
appropriate authorities for necessary follow-up action. During such visits, the supervisor
is expected to form a judgment on what he sees and to discuss it with the teachers and the
school head. Generally, the supervisor assesses the work of the teacher and his pupils.

2.2.4 Clinical and Peer Supervision

Glickman (1990) talks about clinical and peer supervision. Clinical supervision is
a recent development in the field of supervision. It was developed at Harvard University
by Morris Cogan, Robert Goldhammer and Robert Anderson. This form of supervision
has generated considerable interest. Clinical supervision has been defined as “that phase
of instructional supervision which draws its data from first-hand observation of actual
teaching events and involves face-to-face (and associated) interaction between the
superior and the teacher in the analysis of teaching behaviours and activities for
instructional improvement” (Goldhammer, 1980, p.15). Clinical supervision is based on
the proposition that the relationship between the teacher and supervisor is mutual and that
the two work together as colleague rather than in a superior-subordinate relationship.

Most writers in the field of clinical supervision e.g. Cogan (1973), Anderson
(1984), describe the model as consisting of stages or phases. Although they disagree as to
the number and names of phases, their models have similar content and include
establishing the supervisor-teacher relationship, agreeing on the focus of the observation,
observing and collecting descriptive, data, analyzing the data, discussing the data’s
meaning and implications for the teachers and planning for long-term development and
future observations.

13
 Alfonso, Firth and Neville (1984) posit that their Peer Supervision focuses
primarily on the process of observation, analysis and feedback making teachers their own
supervisors. However within the broader context of supervision curriculum and
development in-service education, goal setting, evaluation selecting materials and long
range planning, he argues that Peer supervision is severely limited and should only be
used as an adjunct to broad-based programmes of instructional improvement and not as a
replacement.

2.3 Factors Relating to Effective Supervision

The literature on this aspect of supervision is most crucial to the present research
namely the Effective of supervision in Secondary Schools. Various writers have written
about conditions that can make supervision effective and also about how effective
supervision can promote teaching and learning.

Neagley and Evans (2001) contend that “for supervision to be effective, the
general limits of authority and responsibility must be well established so that all members
of the supervision staff are able to function effectively as a term” (p.51). Halpin (1977) is
of the view that “supervision can be effectively carried out when materials and logistics
are provided to support it. There are other writers who are of the view that effective
supervision depends on the caliber of personnel involved. Baldrige (1971) wrote that “for
supervision to achieve its objectives the quality of the supervisor should be considered
paramount”.

Burton and Bruckner (1995) hold that supervision is effective in ensuring the
achievement of school objectives because “it directs attention towards the fundamentals
of education and orients learning and its improvement within the general aim of
education” (p.75). Burton and Bruckner again emphasized that supervision is effective in
ensuring the aims of educational objectives because it aims at the improvement of the
total setting for learning rather than the narrow and limited aim of improving teachers in
the service. They conclude that effective supervision ensures a proper appraisal of the
teaching and learning processes in order to bring about the achievement of objectives.

14
 Bruckner (1995) contends that supervision helps teachers to secure an effective
working knowledge of the tools of teaching. They are also of the view that supervision is
effective in the promotion of educational aims because while it helps teachers to
understand theory, supervision again helps them to practice it. Supervision constantly
seeks to refine methods and procedures for making theory effective.

Unruh (1973) writing on effectiveness of supervision and how it enhances the

ability of teachers to perform better and achieve targets says that, “effective supervision
encourages teachers to demonstrate the ability to exercise sound and mature judgment in
the performance of their duties resulting in the achievement of school objectives” (p.563).
Eye and Netzer (1972) contend that for supervision to achieve its goals it must “institute
an evaluation programme that is comprehensive enough to include the participation of
pupils, teachers and administrators and also examine the effectiveness of learning in the
light of instructional supervisory and other administrative procedures” (p.80).

Musaazi (2002) is of the view that in order for supervision to achieve its goals, “the
supervisor must provide accurate, honest and positive reports on the schools he
supervises, on the teachers he observes and on the educational value obtained from the
expenditure of public money”. These reports according to Musaazi will be useful to
people such as:
 Heads of schools and their staff who refer to such reports for guidance of their
work.
 Managers of schools who would like to know how their schools compare with
others and what improvements are necessary.
 Those responsible for equipping the schools that is providing schools with
textbooks, exercise books, equipment and tools.
 To the inspector/supervisor as a record of what was seen to be lacking and what
was recommended.

15
Kinhart (2000) cited a study to show the positive effects of supervision on English
achievement for High school students. He grouped the pupils in twelve sections of
English on the basis of mental age, chronological age and achievement in English as
determined by standardized test. Two sections were assigned to each of six teachers who
were judged to be equal in ability. Supervision was applied to three teachers for
approximately one semester but not to the other three. At the end of the period,
achievement tests were given. After the administration of the tests, gains were noted.

2.4 The Role of the School Head in Supervision

One of the school head’s primary tasks is the improvement of the school curriculum
(Pritenard, 1975). Related to this task is the need to improve and make more effective the
instruction within the school. The school head must establish areas where improvement is
needed in the curriculum or in instructional techniques.

Brickell (2000) holds the view that, there are many means by which the school
head might identify these needs. For example, through checking weekly or monthly the
teachers’ schemes of work or lesson plans, he can easily find out if improvement is
needed in teachers’ work preparations. He can listen to teachers’ discussions of the
school curriculum and other matters related to the school. He can also ask teachers
directly about certain school matters that need improvement.

2.5 Qualifications and Duties of a Supervisor

2.5.1 Qualifications
Burton and Bruckner (1995) have stated that the basic qualifications of a supervisor must
be that he possesses:
 A recognized teaching qualification. This qualification simply means that the
supervisor must have been a teacher himself, and this means that the supervisor
must have gone through a course of studies in a recognized teacher training
institution, at the end of which he has obtained a certificate, diploma or degree
authorizing him to teach.

16
  Outstanding skills as a teacher. This is because it is such skills that he has to pass
over to other teachers during the course of his work. In the same way, it is such
skills that give him confidence when advising teachers in the field.
 Experience in the teaching profession. The amount of teaching experience
considered necessary for the post of a supervisor varies but a principal
superintendent should be regarded as a minimum. A qualified teacher of principal
superintendent and above with some years of teaching experience has sufficient
knowledge of the day-to-day application of the skills to enable him to be of help
to others.

2.5.2 Duties of a Supervisor

The supervisor is an adviser and a guide to teachers. He provides possible means
concrete and constructive advice to teachers so that the quality of education in the schools
can be improved (Burton and Bruckner, 1995). According to Bolam (1982) the supervisor
can arrange courses or workshops for teachers and head teachers. These courses or
workshops should relate specifically to those areas in which teachers and head teachers
have been found weak by the supervisor of education. The aim of the workshops or
courses should be the improvement of quality education in schools. As an agent of
improvement and catalyst for innovation and curricular development, the supervisor of
schools must critically evaluate and review new publications and textbooks sent to
schools. He must also run induction courses for newly recruited teachers and school
heads.

The supervisor also provides honest, accurate and positive reports on the schools he
inspects, on the teachers he observes and on the educational value obtained from the
expenditure of public funds. According to Kimbel (1965) these reports are of use to many
people namely:
 The heads of schools and their staff who refer to such reports for guidance in their
work.
 Managers of schools who would like to know how their schools compare with
others and what improvement are necessary.

17
  Those who are responsible for equipping the schools, that is providing schools
with textbooks, chalk, exercise books, etc.
 The supervisor himself as a record of what was seen to be lacking and what was
recommended.

2.5.3 Personal Qualities of a Good Supervisor

According to Musaazi (1982), there are certain personal qualities which are
essential for anybody preparing himself to succeed as a supervisor of schools.
Some of these qualities are presented in the following sections.

2.5.4 Willingness and Eagerness to go on Learning

This quality is usually reflected in attendance at courses and perhaps in the
acquisition of additional qualifications following the completion of the initial teachers
training. As a teacher of teachers, he should have additional knowledge upon which he
can draw and he should keep up-to-date. A successful supervisor must allow himself to
read and study and this learning process has to be carried out constantly. Conducting
courses and writing articles are in themselves methods of acquiring new knowledge,
because the very act of preparing materials for the consumption of others not only
demands the organization of knowledge already possessed by the inspector, but also as
rule, the discovery of additional information.
Merton (1968) is of the view that the supervisor learns a lot from the reactions and
questions of those who attend the courses and also from the course teachers. Teachers
themselves can also be a source of new knowledge to the supervisor. As the supervisor
moves from school, he acquires many new ideas and techniques from observing excellent
teachers at work. These ideas and techniques will definitely enrich the supervisor’s store
of knowledge and will eventually be passed on to others.

2.5.5 Good Relationship with other People

According to Pritenard (1975) the supervisor works closely with, and through
people, so if he is to succeed in his work, he must have the cooperation of others. To gain
this cooperation requires the nurturing of good relationships with teachers, school heads

18
and students. The supervisor must appreciate the fact that although he may advise, guide
and recommend most of the time it is the teachers, school administrators and those
closely concerned with pupil’s education that will take action. He must therefore learn to
work with them and to seek their help.

2.5.6 Sincerity, Tactfulness and a Positive approach to Criticism

A good supervisor does not simply praise everything he sees in the school
because he desperately wants to gain popularity. If he does this, he will in the long run
lose the respect of the teachers and may in fact; harm the education of the pupils
(Brickell, 2000).

Becker (1999) has emphasized that important criticism must never be glossed over in an
attempt to be friendly. Very often teachers appreciate an honest and frank evaluation of
their work, provided that the frankness is seen to stem from knowledge and a desire to
help. Negative criticism, however well meaningful, does nothing but harm. To tell a
teacher simply that his social studies lesson was very poor because it was based on the
dictation of notes and wrong facts may be both honest and constructive.

According to Bolam (1982) a supervisor who is frank and honest is likely to be

reliable. If the supervisor is reliable the teachers will put their confidence in him and his
words. The reliable and experienced supervisor therefore only makes promises he can
fulfill. For example, if he promises to send science equipment to the school, he must
make sure that such equipment is sent.

2.6 Practical Issues in School Supervision

2.6.1 Transport
Burton and Bruckner (1995) contend that the supervisor should be provided with
official transport to be able to carry out his work. If no official transport is provided then
he should purchase a car. We are all aware that a large number of schools are found in
remote areas of the country. In the rainy season some roads are almost impassable.
Therefore, in choosing to buy a car, the supervisor must make sure that it is a type which

19
is suitable for his job. Perhaps a supervisor should use a Land Rover which is capable of
negotiating very difficult road conditions. But Land Rovers are expensive cars for
inspectors to buy, however, small easily maintained cars can also be made available for
inspectors to buy, however, small easily maintained cars can also be used for supervision
purposes. It is suggested that the Ministry of Education and the Ghana Education Service
should help in the transport of its supervisors while on duty.

2.6.2 Accommodation Facilities during Inspection/Supervision

Wiles (2000) is of the view that, the supervisor has to decide where to spend the
night or a series of nights in the places where he has to carry out his supervision,
especially in rural areas far away from the supervisor’s station. Before the supervisor
starts his tour, the supervisor should find out about suitable hotels or guest houses in the
areas where he will be working. Of course, he has to find out the charges so that they do
not exceed his night allowance. According to Musaazi (1982) it is usually not advisable
for the supervisor to stay at a teacher’s house because the supervisor feels obligated to his
host. It is advisable for the inspector to use cheap accommodation where he is under no
obligation to anyone and where he can sit down and work undisturbed.

2.6.3 Selection of Priorities

The supervisor is always faced with three limitations, namely time, the possibility
of change and money. Whatever he does and whatever he suggest or recommends must
be within the financial resources available. We also know that he cannot introduce all
desirable changes at once (Campbell, et al. 1977). Therefore, his proposals or schemes
must be arranged in order of priority and of course, he should be aware that supervisor
should set himself no more than three major aims for each year and subordinate
everything else to the achievement of these aims. For example, one of his aims might be
that he wants to ensure that teachers within his supervisory area prepare their lessons
before going to teach.

20
2.6.4 Report Writing
Farrant (1986) argues that, it is advisable for the supervisor to complete the
writing of reports in the course of his visits, so that when he returns to his station, the
reports only need typing and then sending out to the appropriate authorities. This practice
is important because it reduces the inevitable time-lag between the inspection and the
receipt by the school. Such a practice also enables the supervisor to attend to the mail that
has arrived in his absence without having to think about writing inspection reports.
Inspection reports should be clear, concise and to the point (Printenard, 1975).

According to Neagley and Evans (2001), reports on the teachers are of the
greatest importance to the employers. They are also of the greatest importance to the
teachers themselves, although the teachers do not see them. Such reports measure the
career of the individual teacher. If constructively, objectively and impartially written,
these reports help a great deal in evaluating the performance of teachers. Reports on
teachers should assess their ability in terms of the preparation of lessons, class
management, the use of teaching/learning materials, the marking of pupils work, and
records of marks and pupils progress (Eye and Netzer, 1972). There are many other
factors that might be considered in the assessment of a teacher’s ability. For instance, his
voice and manner of conduct in the classroom, how he asks questions in class, and his
depth of knowledge in the subject he is teaching.

2.6.5 Follow-up Action

Enus (2000) is of the view that inspection reports and the whole exercise of
inspection are meaningless unless they are followed by action. It is, therefore, the duty of
the supervisor to make sure that action has been taken following his report. The
supervisor should return to the school after an appropriate time lapse to see whether his
recommendations and suggestions have been followed.

The return visit to the school should result in a follow-up report on the extent to which
previous recommendations and suggestions have been implemented. Such a report is
specifically to assess whether the actions taken to implement the supervisor’s

21
recommendations are achieving the desired results (Elsbree, and Harold, 1967).
Sometimes however, the supervisor finds himself in a dilemma when other
division/sections of the Ghana Education Service are supposed to have provided the
schools with certain items recommended by him and they have not done so.

The inspection of schools is only one of the several methods of improving the
quality of education. Supervisors of education are charged with the responsibility of
helping teachers in schools achieve the educational objectives. Doll (1983) has stated that
the supervisor’s relationship with teachers, school administrators and all those concerned
directly with children’s education in school must be very good. School supervisors must
be sources of information for teachers. In other words, they must be men and women who
are knowledgeable about current educational developments in the country and in the
world in general.

2.7 The Role of Motivation in Supervision

Motivation is a general term used to describe the conditions or factors which
activate and direct behaviours towards particular goals (Annoh, 1977). Motivation is
concerned with the cause of behaviours, why people act, speak or think in a particular
way (Kelvin, 1991). School heads need to know how to motivate. They need to get
results through people or get the best out of people.
.
2.8 Principles of Motivation
2.8.1 Participation
The staff should be involved in decision making and in matters which affect them
directly. The more the staffs become involved, the more they will have sense of
ownership in decisions and be prompted to help in achieving the objectives (Appleby,
1994). Involving the staff in decision making does not alter that the school head remains
accountable for taking the final decisions and for their result.

2.8.2 Communication

22
 According to Ozigi (1981), if the staff is informed about the objectives and the
results achieved, they are inclined to cooperate more and feel that they are part
(members) of the group. The opposite is also true, if staff do not know what they are
supposed to be achieving, they will show little interest and have little motivation. Staff
should not only be informed about results, but also about changes and progress.

2.8.3 Recognition
If staff members receive the necessary recognition for work done, they will be
inclined to work harder. Recognition should be given to the staff member as a person and
not just as a human resource (Fielder, 1967).

2.8.4 Delegated Authority

Kelvin (1991) is of the view that, a school head should be prepared to delegate authority
to capable people. In this way a person’s post is enhanced, and this serves as a means of
personnel development. Delegated authority also means that more people will be allowed
to make decisions themselves in connection with their work within set guidelines.

2.9 Motivating Staff

The principles of motivation outlined above indicate that there are a variety of factors
which influences an individual’s level of motivation at work. The school head therefore
should not only have some knowledge of the staff but should bear in mind that all the
different factors can be divided into four groups. The personal needs of all human beings,
factors inherent in the work situation, management methods and the social system as
reflected in the community.

2.9.1 Personal Needs

Kelvin (1991) again agrees that the needs of every person should be taken into
account, such as the need for recognition, the need to achieve, the need to be a valued
person in the community, the need for self-respect and for friendship. If a teacher
occupies a temporary post, there is the need for work security. Merit, awards and
promotion can give the necessary recognition of teachers’ achievements. Non-recognition

23
of achievements has a demotivating effect on teachers and can lead to high staff turnover.
A sense of responsibility should be cultivated as well as pride in the quality of work
done.

2.9.2 Work Situation

Factors related to the work itself may also affect levels of motivation, for instance, the
nature and type of work, the opportunities for group identity, the chance of promotion,
the work environment, the opportunities and challenges of the work that is, the
opportunities for creativity and renewal (Nwagwu, 1984).
Monotony and routine can be demotivating. Routine work leads to frustrations and
boredom and to lack of motivation. One solution can be to rotate some routine activities
so that boring chores do not have to be done by the same person.

2.9.3 Management Factors

Chung (1988) is of the view that, the quality of management affects behaviour,
attitudes and effort. Positive interpersonal relationships are regarded as strengthening
motivation. In this respect, communication is of great importance. Teachers like to know
and should be coupled with competent and just leadership which sets out acceptable tasks
together with clear guidelines.

2.9.4 Community Factors

Rukare (1974) has stated that if the community’s values whether religious, moral,
economic, cultural, political or social differ from those of the teachers, these community
factors will have demotivating effect on the teacher. The personal life of teachers, such as
their relationships with their families, will also influence behaviour. The head has little
control over such motivating factors, but he or she has to deal with the situation should it
have a negative effect on a teacher’s work. According to Fagbulu (1972), to motivate
staff effectively, a school head should have knowledge of their personal needs, their work
circumstances, and the requirements of the community and have an effective
management style.

24
2.10 Motivation and the School Head
We should remember to use the ‘motivators’, that is people’s need for achievement,
recognition, responsibility, job interest, personal growth and advancement potential
(Steers, 1977). We tend to understand the needs of other people in these areas. Involving
others in decisions, which affect them, is one way of meeting all or most of these needs.
School heads should avoid window dressing.

According to Kelvin (1991) the relative intensity of psychological needs will very
much differ from person to person and from time to time. There are people whose
motivation is not work related. If a teacher’s spouse loses his or her job, security needs
may well be the most important. If there is a marriage break-up, both security and social
needs may surface, though these may be followed later by a need find renewal interest
and achievement in the job.

Doll (1983) is of the view that, there are predictable and often recognizable behavioural
phenomena. However, when symptoms and causes are less obvious, the risk is that we
misjudge the needs of colleagues or friends. Some of us have a tendency to assume that
the needs of others are the same as our own; others tend to assume the opposite.

We should try to suit our management behaviour to both the personalities and the needs
of the situation. Our automatic reaction may not be the right one, think about the
alternatives. Despite every effort there will remain individuals who have no wish to be
‘motivated’ and who view with suspicion any attempts to increase their responsibilities,
job interest or involvement (Becker, 1999). Such attitude may typically be found in
teachers who are frustrated. However, the danger is always that we give up too easily.
The right approach may prompt a surprising warm response.

2.10.1 Monitoring and Evaluation

Monitoring simply implies putting a system in place to keep watch over school facilities,
teaching and learning, school governance and school finance. Hornby, Gutenby and
Wakefield (1967) define monitoring as to “watch something carefully for a period of time

25
in order to discover something about it”. (pp.632). Monitoring ensures that teachers
attend classes regularly, prepare lesson notes and teach the lessons as expected. It also
ensures that materials supplied to the schools are properly used and that the school is
effectively governed by the head teacher.

2.10.2 Evaluation
Evaluation is the systematic assessment of the operation and/or the outcomes of a
programme or policy, compared to a set of explicit or implicit standards, as a means of
contributing to the improvement of the programme or policy (Weiss, 1998).

According to Giandomenico (1988) results of evaluation should help answer

questions about where to go next to how to improve the current programme or policy,
such as: Is the programme worth the money it costs? Should it be continued, expanded,
cut back, changed, or abandoned? Does it work for everybody or only some kinds of
people? The real challenge for evaluation research and policy analysis is to develop
methods of assessment that emphasize learning and adaptation rather than expressing
summary judgement of pass or fail (Weiss, 1998).

Characteristics of an Evaluation
Diagnostic Purpose
According to Tyler (1992) an evaluation has a stated purpose which is written in
behavioural terms. When done effectively, the results of the evaluation will guide
subsequent action. In effect, the results tell manager, “do more of that”, “don’t do this
anymore” or “this part was effective, that part was not”.

Organized Procedure
An evaluation has a specific procedure that it follows and that procedure should be
written out in enough detail so that the same procedure could be followed again at a
different point on time or by someone else in a similar setting (Robinson, 1981).

26
Information Needed
An evaluation specifies what information it will use to determine if its purpose
has been met. Michael (1991) is of the view that the information may be from
observation, from interviews, from existing records, or from specially constructed data-
gathering tools such as classroom quizzes or teacher questionnaires. Often we are
interested in comparing what is happening at two different points in time; if so, the
frequency of data collection should be specified.

Information Sources
An evaluation is specified about who to go to in order to get the necessary data. If
for example, we are concerned about teacher’s use of textbooks in the classroom, we
would probably get information from the teachers, either by observing them or by asking
them. In addition, we might want to get information from the teachers, either by
observing them or by asking them. In addition, we might want to get information from
head teachers or even from the children (Giandomenico, 1988).

Analysis
An evaluation summarizes and displays information in a form that is understandable to
interested outsiders (Weiss, 1998). If for example, the evaluation has to do with trends in
school attendance for lower and upper primary schools, decisions need to be made about
that information, its importance and how it should be displayed. Is it of current or future
interest to collect and display information for boys and girls separately, class by class,
term by term, circuit by circuit or district by district? Will attendance be compared with
enrolment?

Record-keeping
Evaluation implies comparison therefore, it is important to keep clear, accessible records.
Evaluation comparisons are often made over a period of time. This year’s results with
similar results will be compared two years from now (Gaindomenico, 1988). With this in
mind, the record-keeping format needs to be thought carefully and labeled clearly.
Generally, it is best to save all basic information, that will allow you to go back to the

27
data two years from now and perform additional analysis, such as looking at boys data
and girls data separately, even though that may not have been an issue at the time of the
original evaluation effort. Both Annoh (1997) and Manu (1983) recommended the
following as the most important records that need to be kept in every basic school in
Ghana. They are class attendance register, the log book, inventory book and the cash
book.

Information Needed for Basic District Monitoring and Evaluation System

According to Elizabeth (1998) there is the need for information to identify trends in
access, equity, efficiency and effectiveness in schools. Information gathered from schools
is aggregated by circuit; the circuit information is then aggregated by district, while that
of the district is aggregated by region. There are a number of issues on which information
is gathered in the schools

Information on School Operations

Manu (1983) has identified the following as key elements of information on school
operations.
 Enrolment by gender, by class.
 Number of streams per school.
 School completion rates by gender.
 Class repetition rates by gender.
 Percent of pupils’ cohort, P1 finishing P6, six years later.
 Dropout by gender and by class.
 Number of teachers by class.
 Average pupil/teacher ratio.
 Ratio of number of trained and untrained teachers.
 Number of unfilled teaching posts.
 Academic achievement in Mathematics, English by class and by gender.
 Textbook possession by class and by subject.
 Teacher/pupil attendance ratio trends by term.

28
  Information on School Governance

Weiss (1998) also identified the following as key elements of information on school
governance:
 School staff summary management, teachers, clerical, cleaning/gardening.
 Staff and whether each post is filled.
 Frequency of staff meetings.
 Frequency of instructional supervision by school head, by class and by
term.
 Frequency and number of SMC and PTA meetings per term.
 Progress on implementation of community school improvement plan
(CSIP) quarterly.

Information on Facilities
1. School toilets, potable water and electricity.
2. Annual state of facilities, (repairs needed, new facilities, rehabilitation needs)
(Giandomenico, 1988).

Information on Finances
According to Manu (1983) the following can be considered as information on
finance.
1. Allocation and use of common funds and by purpose.
2. Local community financial support (in kind, i.e., labour, materials, time,
donations as well as direct monetary support).
3. Sports and culture fees retained in the school.
4. Impress given to the schools by the district directorate.

Improving Monitoring and Evaluation in Liberia’s Basic Schools

From 1988 to 1990 USAID/Liberia worked with Liberia’s Ministry of Education
(MOE) through it’s Primary Education Programme (PEP) to support the nation in its
efforts to correct an educational system which experienced substantial deterioration in the

29
1990s. The PEP programme was essentially a programme of improving the supply and
quality of education inputs to the primary education sub-sector (USAID, 1990). Liberia
has been engaged in a prolonged civil war crisis that has brutally killed thousands of
resourceful people and made almost all of its economic and development sectors
vulnerable to under-productivity, particularly in the education sector. In order to have a
vibrant education system in the country, strategies have been developed by the
Government of Liberia through the Ministry of Education (MOE) to improve secondary
education through the national education plan; and to make the curriculum more relevant
to the country's socio-economic conditions; to provide greater possibilities and exposure
to the world of work for students and to increase the number of facilities (Ministry of
Education of Liberia, 2019). The above objectives are the result of a thorough evaluation
of the country's secondary schools as a sign that the government is committed to
secondary education.

A school tour and classroom assessments are being carried out by District
Education Officers (DEO) and principals. The MOE has established a three-year
organizational plan (2014–2016) as a way of redirecting Liberia's vulnerable education
sector. Liberia's Primary Education Recovery Program (2007–2009) and the
Liberia Poverty Reduction Strategy (2008), which also has education as one of its top
goals, are other policy documents geared to improving education in Liberia. The MOE
has established a plan to create active school management committees at each school to
encourage quality education and a credential program to help improve the skills of
principals in schools. In order to restore rural teacher training institutes worldwide, the
Ministry of Education has also strengthened its cooperation with renowned organisations,
institutions and other educational stakeholders, such as UNESCO and USAID.

Process Involved in Supervision

Many educational writers and researchers hold the view that supervision could be carried
out in various ways to achieve educational goals and objectives. Neagley and Evans
(1970) are of the view that “the primary aim of every supervisor is to lead his school,

30
zone or district in the improvement of instruction”. The following supervisory activities
are noted.
 Individual teacher conferences mostly informal
 Regular class visitation
 Action research in the classroom
 Coordination of special subjects like art, music, physical education with the
academic curriculum
 Demonstration and substitution in teaching on occasions
 An active work in district-wide curriculum improvement
 Planning and presentation of in-service training programmes.

Harris (1963) is of the view that instructional supervision is carried out mainly under
six major tasks, these include the following.
 Organizing for instruction. This involves making organizational
arrangements to implement the curriculum.
 Selecting and assigning the appropriate instructional staff member to
appropriate activities in the organizer. Programmes related to this task
include recruiting, screening testing and maintaining personnel records.
 Providing facilities and materials and securing their utilization in order to
make for efficient and effective provision of instruction
 Arranging for in-service training in order to orientate staff members. This
provides staff members with the necessary information and understanding
which go a long way to maximize their chances of success, with a
minimum of difficulties in the performance of their duties.
 Identify those services which have the greatest contribution to make to the
instructional programmes and which facilitates it to achieve maximum
 Planning organizing and implementing activities for the evaluation of all
facets of the educational process directly related to provision of
instructions.

31
Musaazi (2002 is of the view that supervision is carried out consistently and continuously
as in process of guidance, based on frequent visits which focuses attention on one or
more aspects of the schools work and its organization. This he concludes should guide
every supervisor in the performance of his duties.

Local Work on Supervision

The bulk of the literature received in connection with the various areas of interest
to the present work has been the works of researchers and writers outside of the African
environment. This is clear evidence that not much work has been done locally in this
field. So far the researcher has been able to encounter three main works locally (Asiedu,
1997; Arhin, 2001 and Annan, 2001).
Asiedu (1997) did work on supervision of JSS schools in New Juaben district. His
work actually dealt with the nature of supervision being undertaken. His findings showed
that Internal Supervision was more common and respondents preferred it to External
Supervision.

32
 CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design

A Research design is the glue that holds the research project together (Feholt,

2009). It was used to structure the research, to show how all of the major parts of the

research study work together to try to address the central research questions. For the

purpose of this study, the researcher will used the Descriptive Survey Design. In a

Descriptive Survey Design, the participants will answer questions administered through

the use of interview guide or questionnaires.

3.2 Population

Research population is a complete set of individuals, cases or objects with

some common observable characteristics such as age or sex (Mugend and Mugenda,

2003).The target population of this study will be hundred (100) respondents what

includes both teachers and students at of the Keneja Public School, Montserrado County,

Liberia (September 2023 – February 2024).

3.3 Sample Size and Sampling Techniques

Sample size determination is the act of choosing the number of observations or

replicates to include in a statistical sample. The sample size is an integral feature of any

study in which the goal is to make influences about a population from a sample. The

researcher will use Simple Random Sampling for the study. A simple random sampling is

a subset of a statistical population in which each member of the subset has equal

33
probability of being chosen. The researcher will use the entire population of 100 as the

sample size in keeping with Curry (1984) postulation.

3.4 Data Collection Instrument

A research instrument is what researchers use to collect the information in a

qualitative field study or observation. It helps researchers to keep track of what they

observe and how to report. A research instrument may be a survey, questionnaire, test,

scale, rating, or tool designed to measure the variable(s), characteristic (s), or information

of interest. The data collection instrument that will be employed in this study is well-

structured questionnaires with close ended questions.

3.5 Data Collection Procedures

Data collection procedures are those procedures use by the researcher to collect

data on the topic to be investigated. In this study, the researcher will obtain a formal letter

of introduction from the Dean of the College of Education. The researcher write

respondents to participate in the study and upon their agreement distribute questionnaire

and informed them of the purpose of the study. The researcher assure the respondents that

the study would purely be for research purposes and the responses was kept confidential.

The researcher will collected the answered questionnaires on the same day to avoid

losses.

3.6 Data Analysis Procedures

Data analysis procedures are those procedures that involve the gathering of data,

organizing and analyzing of data to determine patterns that would provide the basis of

making an informed conclusion (Silverman, 2010). The researcher will use charts, tables

34
and graphs to analyze data that will be collected for easy interpretation and

understanding.

35