Institute of Development Management
Evaluative Study on the Status of Instructional
Supervision at Tswelelopele and Tlokweng Brigades
Centre
Baemedi Monthusi Kaisara
Bachelor of Educational Management and Administration
2017
i
Evaluative Study on the State of Instructional
Supervision at Tswelelopele and Tlokweng Brigades
Centre
Baemedi Monthusi Kaisara
Project submitted in partial fulfillment
of the requirements for the Bachelor of Educational Management and Administration
Supervisor: Edith Chimsoro
2017
ii
Dedication
This project is dedicated to my family and instructional supervisors in Technical Vocational
Education and Training (TVET)
Declaration
iii
I, Baemedi Monthusi Kaisara¸ of student’ number: IDM16005746 do hereby declare that
this project is the result of my own investigation and research, except to the extent indicated
in the acknowledgements and references and by comments included in the body of the report,
and that it has not been submitted in part or full for any other qualification to any other
institution.
____________________
___________
Student Signature
Date
iv
Abstract
v
Acknowledgements
“Individually, we are one drop. Together, we are an ocean”. Ryumosuke Satoro
This research work would not have been successfully completed without the contribution of
different people to whom my sincere appreciation and thanks are due.
First and foremost I would like to thank my Research Proposal’s lecturers, Ms C. M Mhozya
affording me the opportunity to refine my educational research skills and ethics. I would like
to acknowledge the guidance I received from Ms E Chimsoro, my research supervisor in
helping me to put this project in shape. Equally important is the support that I got from
family and colleague in the brigades institutions. I cannot forget to thank the Ministry of
Employment, Labour Productivity and Skills Development for giving a permission to
undertake a private study on part time basis to acquire Bachelor of Educational Management
and Administration. Above all the ministry is thanked for giving a research permit to conduct
this study at Tswelelopele and Tlokweng Brigades Centre. There is Setswana saying that
“mojamorago ke kgosi” literally meaning a leader’s word is final or the leader eats last.
Therefore I want to give thanks to all the school principals, deputy principals, heads of
department and lecturers who providing data that shaped this study.
vi
TABLE OF CONTENTS
CONTENTS
PAGE
Dedication
iii
Declaration
iv
Executive Summary
v
Acknowledgements
vi
Table of Contents
vii
List of Tables
List of Figures
List of Abbreviations
Definition of Terms
CHAPTER 1
INTRODUCTION
1-6
1.0 Introduction
1
1.1 Background of the Study
1-3
1.2 Statement of the Problem
3-4
1.3 Purpose of the Study
4
1.4 Objectives of the Study
4
1.5 Research Questions
5
1.6 Significant of the Study
5
1.7 Delimitation of the Study
5
1.8 Format of the Study
6
1.9 Chapter Summary
vii
CHAPTER 2 LITERATURE REVIEW
7-16
2.0 Introduction
7
2.1 The Concept of Instructional Supervision
7-8
2.2 The Competence required in an Instructional Supervisor
8-10
2.3 The Roles and Responsibilities of an Instructional Supervisor
10-13
2.4 The Challenges faced in Instructional Supervision
13-14
2.5 Strategies of Improving Instructional Supervision
14-16
2.6 Chapter Summary
16
CHAPTER 3 RESEARCH METHODOLOGY
3.0 Introduction
17
3.1 Research Design
17
3.2 Target Population
17
3.3 Research Sample
17
3.4 Research Instrument
18-19
3.5 Pilot Study
19-20
3.6 Data Collection
20
3.7 Data Analysis
21
3.8 Limitation of the Study
21
3.9 Ethical Consideration
21
3.10
22
Chapter Summary
CHAPTER 4 PRESENTATION, INTERPRETATION AND DISCUSSION OF
FINDINGS
23-35
4.0 Introduction
23
4.1 Response Rate
23-24
4.2 Demographic Characteristics of Respondents
24-30
4.3 Competencies required in Instructional Supervision
30-31
4.4 Roles and Responsibilities of an Instructional Supervisor
31-32
4.5 Challenges faced in Instructional Supervision
32-34
viii
4.6 Strategies for improving Instructional Supervision
34-35
4.7 Chapter Summary
35
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS
36-38
5.0 Introduction
36
5.1 Summary of Findings of the Study
36
5.2 Conclusion from the findings
37
5.3 Recommendation
37-38
5.4Chapter Summary
38
5.5 Conclusion of the Study
38
REFERENCES
39-40
APPENDICES
40-45
ix
List of Tables
TABLES
PAGES
Table 1: Three Years Trade C & B Results Analysis (2013-2015)
3
Table 2: Sample Selection Schedule
8
Table 3: Management’s views on their instructional competencies
30
Table 4: Lecturers’ views on their supervisor’s competencies
31
Table 5: Management’s views on how they perform their roles
31
Table 6: Lecturers’ views on how their supervisors perform their roles
32
Table 7: Management’s views on challenges of instructional supervision
33
Table 8: Lecturers’ views on challenges of instructional supervision
33
Table 9: Management’s views on strategy to improve supervision
34
Table 10: Lecturers’ views on strategies to improve supervision
35
x
List of Figures
FIGURES
PAGES
Figure 1: Response rate
23
Figure 2: Gender of respondents
24
Figure 3: Management position
25
Figure 4: Lecturers’ position
26
Figure 5: Teaching experience of management
26
Figure 6: Teaching experience of lecturers
27
Figure 7: Instructional supervisory experience of management
28
Figure 8: Management Qualification
29
Figure 9: Lecturers’ Qualification
29
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Abstract
The purpose of this study was to evaluate the status of instructional supervision at
Tswelelopele and Tlokweng Brigades Centres. Instructional supervision in the context of
brigades can be viewed as is the deliberate and systematic process involving all stakeholders
to improve the quality of instruction to the satisfaction of the customers. The study sought to
answer the questions relating to instructional competencies, roles & responsibilities,
perceived challenges, and strategies geared towards improving the process. The study
reviewed relevant literature which was linked to the research questions. The study employed
descriptive survey research design whose purpose was to describe the current status of affairs
and involved data collection method by administering the questionnaires to sample of 6 and
11 instructional supervisors and supervisees respectively. The response rate from the sampled
target population was satisfactory (83% for supervisors and 73% for supervisees). The
findings demonstrated that instructional supervision in the brigades is saddled by staff
antagonism, shortage of instructional materials, and lack of supervisory training among
others. The study concluded that instructional supervision in the brigades, especially in the
area of clinical supervision is not given the attention it deserved. Consequently the study
recommended, among others, training and retraining of brigades’ instructional supervisors.
Further studies were recommended in the areas of staff perception towards instructional
supervision, roles of Department of Skills Development on instructional supervision, among
others.
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Definition of Terms
Status: refers to the condition at which the practice of school based supervision exists
Instruction: consists of interactions among teachers and students around content
environments
Supervision: It is the process of bringing about improvement in instruction by stimulating
teacher’s professional growth and helping teachers and students to achieve the organisational
objectives.
Instructional Supervision: According to National Open University of Nigeria (2008: 11)
instructional supervision is “a professional, continuous and cooperative exercise that covers
all aspects of the life of a school”
Brigade Centre: Brigades are vocational institutions which were initially established by
communities in Botswana. The Brigades were legally autonomous; each brigade had its own
specific objectives which were embodied in the Deed of Trust (Rationalisation Report 2011)
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents the background of the study, statement of the problem, purpose of the
study, objectives of the study, research questions, significance of the study, format of the
study, and definition of terms.
1.1 Background to the Study
The birth of Vocational Education and Training (VET) in Botswana is traced back to the
founding of brigade’s movement in the mid 1960s. According Government Printer (1976)
“brigades’ movement was founded in Serowe by Patrick Van Rensburg, the then Principal of
Swaneng Hill Secondary School in 1965. Mr Van Rensburg and his staff members were
beginning to think that the kind of academic school they were creating would not touch many
of new country’s problems. Botswana lacked her own bricklayers, carpenters and
tradesmen”. Therefore it is a foregone conclusion that brigade institutions were founded with
the intent to close this gap by offering vocational education and training to school leavers.
These then semi- autonomous community based institutions were set up under the Notarial
Deed of Trust and governed by Board of Trustees on behalf of their respective communities.
Addai, G.K (1983:12) states that the daily management of these institutions was initially
under the headship of the Coordinator, assisted by the Training Coordinator, who in turn
supervised the Unit Managers depending on the size of the institution. The Unit Managers
were responsible for both curriculum related matters and income generating activities of his
or her unit. The Training Coordinator was mainly responsible for the management of
curriculum related activities. This therefore suggests that the Training Coordinator was a
chief instructional supervisor responsible for ensuring effective instructional delivery and
supervision.
Bopang (2000:18) indicates that “Tswelelopele Brigades which was established in 1972 in
Ramotswa offers vocational education and training in Bricklaying and Plastering, Carpentry
and Joinery, Architectural Draughting and Certificate in Accounting and Business Studies
(CABS).” Bopang (2000:19) further points out that “Tlokweng Brigades was founded in
1
1988 and provides vocational education and training programmes in Secretarial Studies,
Computer Studies, and Carpentry and Joinery. In addition to the vocational programmes
offered in these institutions students are also offered instruction in key skill subjects such as
Technical English and Communication, Bookkeeping and Accounts, Management and
Business Law, and Business Enterprise (Entrepreneurial Skills).”
Like any other training providers, Brigade institutions were not immune to challenges such as
poor management and inadequate funding to an extent that the core business of providing
quality vocational education and training was compromised. Kaisara B.M (2002:35) found
that “some of the appointments to supervisory positions at Shoshong Brigades Centre run
counter to the Brigades Scheme of Service that provides that such appointments should be
based on certain qualifications and length of service. However, it was not surprising given
that Shoshong Brigades Centre doesn’t have the financial powers to attract people who
posses qualifications and experiences that match the requirements of the scheme of service.”
It can be concluded from the foregoing that in that kind of a situation instructional delivery
and supervision in the brigade institutions was somewhat compromised such that one would
doubt the caliber of the brigades’ graduates.
In its endeavour to commit itself to ensuring the provision of quality and relevant vocational
education and training Botswana government engaged a consultant to comprehensively
evaluate the operation of the brigades and make recommendation to the government.
Botswana National Development Plan 9 (Chapter 15: page 275) reports that “the brigades’
movement underwent a comprehensive evaluation. The evaluation was intended to find a
solution to the problem of poor management and mismanagement of funds in the brigades.
The report recommends that Government take over the operation of the training units in the
brigades”. The Daily News of 19 May 2009 quoted the then Minister of Education Hon Jacob
Nkate during takeover Marobela Brigades, that the findings of the consultancy resulted “in
the issuance of Presidential Directive No.36/2006, in which some of the directives spelt out
that Government will take over Brigades and convert them into Technical Colleges or
satellite campus of technical Colleges”.
2
According Brigades Takeover Evaluation Report, Tswelelopele and Tlokweng Brigades were
taken over by government on the 25 September 2009 and 28 September 2009 respectively.
The transition from community based to public (government) institutions gave hopes that the
quality of instructional delivery and supervision will be improved given that the government
has the capacity to provide the necessary and relevant resources, be it finances, personnel or
physical. Furthermore, the Ministry of Education in its Education and Training Sector
Strategic Plan (ETSSP 2015-2020), has underscored the need to improve instructional
supervisory competencies of school management as a strategy to ensure the provision of
quality teaching and learning in public institutions.
Successive to the transformation from community based to public (government) institutions,
brigades are run in the same way with Technical Colleges. The recruitment and promotion of
staff especially lecturing cadres is done in conformity with 1993 Scheme of Service for
Second and Third Level Education (Public Service Management Directive No .12 of
1993).Therefore the instructional supervisory cohort in the brigades ideally comprises
principals, deputy principals, heads of department and senior lecturer 1. Nonetheless, Daily
News (11 November 2015) quoted the then Assistant Minister of Education and Skills
Development, Mr Fidellis Molao as saying, responding to a parliamentary question that, “My
ministry was able to fill the following management position to date, principals, deputy
principals, and head of departments. We are still to fill the remaining level, which is that of
senior lecturer 1 at D4 scale to complete brigades’ management teams.” Similarly the
brigades continue to record a decline in pass rate/graduation as reported in the Minutes of
Principal Forum Meeting held in Palapye on the 15 August 2015.Subsequently this study
intended to evaluate the status of instructional supervision in the brigades.
1.2 Statement of the Problem
Table 1:Three Year Trade C & B Results (Graduation rate) Analysis (2013 to 2015)
Year
2013
2014
2015
Cert Level
Trade C
Trade B
Trade C
Trade B
Trade C
Trade B
Tlokweng
55 %
100%
45%
47%
44%
52%
Tswelelopele
26%
55%
48%
45%
55%
42%
Average (%)
40.5%
77.5%
46.5%
46%
49.5%
42%
3
Analyzed from Madirelo Training & Testing Centre Result Booklets
The takeover over of brigades by government was welcomed by many as a step in the right
direction since there was an expectation that the pass or graduation rate would improve given
the financial power of the government in providing relevant resources and coordination. On
the contrary, as shown in the table above there is continual decline in academic
result/graduation level (rate) at Tlokweng and Tswelelopele Brigade Centres. ETSSP (20152020: 97) equally observed that “low performance is a challenge across the TVET and skills
development sub sector. Average pass rates are below 50%, so graduation and completion
rates need to be improved”. Given this kind of a situation, Moswela B (2014:46) has rightly
observed that “In Botswana when students’ performance falls asunder, as it often does, it
triggers a naming and blaming game between those who have a stake in education. Foremost,
the blame is directed at the school and at the external national educational leadership, herein
referred to as the internal and external leadership respectively”. This has since demoralized
the public somewhat that they have developed doubts on the quality of instructional
supervision in the Brigade institutions. The situation is further exacerbated by the stigma that
the public attach to the brigades and vocational education as a whole. It is for this reason that
the researcher found it vital to evaluate the status of instructional supervision at Tswelelopele
and Tlokweng Brigades Centres.
1.3 Purpose of the Study
The purpose of this study was to evaluate the status of instructional supervision at
Tswelelopele and Tlokweng Brigades Centres.
1.4 Objectives of the Study
❖ To establish if staff involved in Instructional supervision has the required
competencies
❖ To examine the roles and responsibilities of staff involved in instructional supervision
❖ identify challenges facing Brigades’ management in discharging their instructional
supervisory roles
❖ To suggest strategies for improving instructional supervision in the brigades
4
1.5 Research Questions
❖ Does the staff that is involved in instructional supervision have the required
competencies?
❖ What are the roles and responsibility of the brigades’ staff that is involved in
instructional supervision?
❖ What are the challenges confronting instructional supervision at Tlokweng and
Tswelelopele Brigades?
❖ What strategies can be recommended for improving instructional supervision at
Tlokweng and Tswelelopele Brigades?
1.6 Significance of the Study
It is the researchers hope that the findings of this study will make a considerable contribution
to the knowledge base that exists in the instructional supervision in Botswana Brigades
institutions. Specifically the study of this nature will have the potential to:
❖ reveal the state of instructional supervision in Brigades institutions.
❖ suggest effective strategies for implementing instructional supervision in the brigades
in order to promote quality vocational education and training.
❖ identify future competencies and training needed for brigades’ instructional
supervisors.
❖ add to the literature already existing on supervision of teaching and learning in
Brigades institutions and serve as a basis for further research/study.
1.7 Delimitation of the Study
Wanjohi A.M (2014:24) views delimitation as “any factor within the researcher’ control that
may affect external validity”. Modesto T.S (2013:165) cautioned the researchers to “narrow
down the study by limiting it to a particular group of people or to a particular time or
particular region”. Amongst the numerous functions which are expected to be performed by
the brigades’ management, this study will be delimited to evaluating the status of
instructional supervision at Tswelelopele and Tlokweng Brigades Centres.
5
1.9 Format of the Study
This study is structured into five (5) chapters. The Introduction is the first chapter that
comprises the background to the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, delimitation or scope of
the study, format of the study and chapter summary. The Literature Review is the second
chapter that entails the following; concept of instructional supervision, competencies
required in an instructional supervisor, roles and responsibilities of instructional supervisors,
challenges faced in instructional supervision, strategies of improving instructional
supervision and summary of literature review. The third chapter, Research Methodology is
made up of the introduction, research design, target population, research sample, research
instrument, pilot study, data collection, data analysis, limitation of the study, ethical
consideration, and chapter summary. The forth chapter comprises presentation, discussion
interpretation of findings and their summary. Finally chapter five (5) presents summary,
conclusion, recommendation and suggestions for further studies. The references and
appendices form the structure of this study.
1.10 Summary
This chapter has presented the foundation of this study with respect to background of the
study, statement of the problem, purpose of the study, objectives of the study, research
questions, significance of the study, format of the study, and definition of terms. The next
chapter reviews both research and non-research literatures related to this study.
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CHAPTER II
LITERATURE REVIEW
2.0 Introduction
No study has been conducted on the evaluation of the status of Instructional Supervision at
Tswelelopele and Tlokweng Brigades Centres. However to demonstrate that this study is
built on what others have done, a review of literature was done on both related research and
non-research literatures from various sources. The review of literature was structured under
the following themes:
2.1 The Concept of Instructional Supervision
2.2 The Competencies required in an Instructional Supervisor
2.3 The Roles and Responsibilities of Instructional Supervisors
2.4 The Challenges faced in Instructional Supervision
2.5 The Strategies of improving Instructional Supervision
2.6 Summary of Literature Review
2.1 The Concept of Instructional Supervision
In view of the fact that the term “supervision” does not stand for the same things to all who
use it, for the purpose of this study it is zeroed in on a school context. Equally, the review of
literature is narrowed to a school based supervision which is considered as supervision that is
performed within the school by the principal, deputy principal, head of department and senior
lecturers. Consequently literature on external instruction through school inspection is
somewhat sparingly used save where there is commonality with school based supervision.
According to National Open University of Nigeria (2008: 11) instructional supervision is “a
professional, continuous and cooperative exercise that covers all aspects of the life of a
school”. Secondly Beare, Caldwell and Millikan (1989:157) perceive instructional
supervision to be the “process of working with and through others to achieve to the greatest
extent possible a quality education for all students.” Furthermore Burton W.H & Brueckner
(1955:85) view instructional supervision as “those activities which are designed to improve
instruction at all levels of the school enterprise”. Olivia and Pawlas (1999:11) opined that
instructional supervion (IS) as “a means of offering specialized help in improving
7
instruction”. Finally Glickman (1990) summarized by comparing instruction supervision to
“the glue that holds a successful school together, a process by which some person or group of
people is responsible for providing a link between individual teachers needs and
organisational goals that individuals within the school can work in harmony towards their
vision of what the school should be.”
From the five (5) reviewed definitions of Instructional Supervision it can be concluded that
effective supervision of instruction can improve the quality of teaching and learning. The
definitions demonstrate that instructional supervision process comprises the following
elements; supervisors, teachers/supervisees, teaching &learning process, students and quality
assurance. Therefore the researcher tailor made definition of instructional supervision is the
deliberate and systematic process involving all stakeholders to improve the quality of
instruction to the satisfaction of the customers.
2.2 The Competencies required in an Instructional Supervisor
A job competency is viewed by as Mansfield (1999) as cited by Armstrong M (2006:158) as
“an underlying characteristics of a person that results in effective or superior performance”.
Armstrong M (2006:164) further typified job competencies into behavioural and technical.
He opines that behavioural competencies are “type of behaviour required to deliver results
under such headings as team working, communication, leadership and decision making. They
are sometimes known as soft skills” (pg 164). Relating to technical competencies Armstrong
M (2006:164) consider them as “what people have to know and be able to do (knowledge and
skills) to carry out their roles effectively. They are related to either generic roles, or
individual roles”.
It goes without saying that the responsibility of instructional supervisor requires a high level
of position or job competencies or skills for its successful implementation. The instructional
supervisor must be personally and professional equipped to handle the position of
responsibility to which he or she is called.
Neagley and Evans (1970:10) outlined the following competencies required in an
instructional supervisor:
8
•
personal attributes that make a good teacher
•
high native intelligence
•
gasp of educational process in society
•
likable personality
•
great skills in human relations
•
love for children and abiding interest in them
•
team concepts and democratic supervision
Similarly Tompkins and Beckley (1955: 2) identified the followings to be competencies of an
instructional supervisor:
•
his or her intuitions
•
humility
•
friendliness
•
thoughtfulness
•
sense of humor
•
patience
In applying the Armstrong taxonomies of competencies it is clear that the foregoing literature
by Neagley & Evans and Tompkins & Beckley concentrated only on the behavioural aspect.
In addition to the above National Open University of Nigeria (2008:42-43) advised that for
an instructional supervisor to be successful in discharge of his or her role he/she needs to
possess the following competencies which will put him or her over those under his
supervision:
•
he/she must be true to his own ideas
•
he/she must be flexible
•
he/she must be loyal
•
he/she must command respect
•
he/she must be strong willed
•
he/she must be consistent
•
he/she must be fair in dealings with other people
•
he/she must respect other opinions
9
•
he/she must be teachable
•
he/she must be sincere, firm, and approachable
•
he/she must be ready to help people solve their problem
To recapitulate the competencies of instructional supervisor, Sergiovanni and Starrat
(1979:25) borrowed the following qualities of a manager and applied into instructional
supervision with a view to close the gap that might have been left by the preceding literature:
•
Technical Skillls: assume ability to use knowledge, methods, and techniques to
perform specific tasks. The mechanics associated with writing lesson plan,
developing study unit, equipping a learner resource centre, purchasing laboratory
equipment, preparing meeting agenda, scheduling a cycle of clinical supervision and
filling out of annual report might be examples of technical skills
•
Human Skills refer to one‘s ability and judgment in working with and through
people. This skill requires self understanding and acceptance as well as consideration
for others. Its knowledge base includes an understanding of and facility for,
leadership effectiveness, adult motivation, attitudinal development, group dynamic
and development of human resource.
•
Conceptual Skills: refer to the supervisor’s ability to view the school, the district,
and educational programme as a whole. This skill includes the effective mapping of
the interdependence between the components of the school as an organisational
system, the educational program as an instructional system, and the human
organisation as a functioning human system. Understanding the interdependencies
which exists between establishing a humane organisation, articulating a humane
administrative supervisory system, and developing a humane educational programme
is an example of conceptual skills.
2.3 Roles and Responsibilities of Instructional Supervisors
To form a base for a review related to the roles and responsibilities of an instructional
supervisor the researcher borrowed the work of Neagley and Evans (1970:9-10) who has
developed a classification of the following ten distinct major task of an instructional
supervisor:
•
development of curriculum
10
•
organising for instruction
•
staffing
•
providing facilities
•
providing instructional materials
•
arranging for in-service education
•
orientating new staff (teaching staff)
•
relating special services
•
developing public relations
•
evaluating
2.3.1 Development of Curriculum
According to Neagley and Evans (1970:9) in this role category an instructional supervisor
will be “designing or redesigning that which is to be taught, by whom, when, where, and in
what pattern. Developing a curriculum guides, establishing standards and developing
instructional units or course are examples of programmes relates to this task”
2.3.2 Organising For Instruction
In this role category Neagley and Evans (1970:9) viewed it as “making organisational
arrangements to implement the curriculum design. Grouping students and planning class
schedules are examples of programmes related to this task”
2.3.3 Staffing
This means “selecting and assigning the appropriate activities in the organisation.
Programmes related to this task include recruitment, screening, testing and maintaining
personnel records”. (Neagley and Evans (1970:9)
2.3.4 Providing Facilities
Neagley and Evans (1970:9) refer this role category as “designing and equipping appropriate
facilities for effective use by instructional staff members. This includes programmes for
school building planning and developing educational specification for equipment”
2.3.5 Providing Instructional Materials
According to Neagley and Evans (1970:9) it in this category that an instructional supervisor
is expected to “identify, evaluate, select and secure utilisation of materials for instruction that
11
make for efficient and effective instruction”. Equally Dull (2003:14) emphasized that is the
role of an instructional supervisor to “ensure that instructional materials are available”.
2.3.6 Arranging for In-service Education
This is viewed by Neagley and Evans (1970:10) as “arranging for activities which will
promote the growth of instructional staff members to make them more efficient and more
effective”. This was echoed by Oyerinde D O and Kalawole A O (2013:168) advised that
“instructional leaders improve the quality of instruction by furthering professional growth for
all teachers”. Correspondingly Dull (2003:14) stated that an instructional supervisor should
“organise conference with teachers collectively and individually to discuss ways of
improving instruction for effective learning”
2.3.7 Orientating New Staff
“Providing new staff members with necessary information and understandings to maximize
their chances of initial success with minimum difficulties. This is closely related to in-service
education” Neagley and Evans (1970:10). This has also been confirmed by Dull (2003:14)
that it is the role of an instructional supervisor to “organise induction courses for newly
posted and recruited teachers”.
2.3.8 Relating Special Services
According to Neagley and Evans (1970:10) this role category entails “relating the special
service programmes to major instructional goals of the school. This involves identifying
those services which have the greatest contribution to make instructional programme,
developing policies and working relationship which facilitate and do not impede instruction,
and organising for the maximum utilisation of special service staff competencies to facilitate
instruction”.
2.3.9 Developing Public Relations
Neagley and Evans (1970:10) related this task to “developing relationship with the public in
relation to instructional matters. This task is concerned with informing, securing assistance,
and avoiding undesirable influences from the public in relation to the instructional
programme.
12
2.3.10 Evaluating
Finally Neagley and Evans (1970:10) believe evaluating entails “planning, organising, and
implementing activities for the evaluation of all facets of the educational process directly
related to instruction”.
2.4 Challenges faced in Instructional Supervision
Instructional supervision is intended to improve the teaching and learning process for the
satisfaction of all those who have stake in education and training. However, like any other
activity in a school set up it is faced with challenges that preclude its effective
implementation. The common challenges in instructional supervision activity are, among
others; lack of instructional supervisory training, shortage of staff, inadequate instructional
materials, low staff morale, deplorable working conditions, antagonism to supervision by
staff and vague supervisory roles.
2.4.1 Lack of Instructional supervisor Training
For effective implementation of instructional supervision those involved in this executing
this role need to be adequately trained. Ekundayo H T etal (2013:188) in his study observed
that “one of the major challenges facing instructional supervision in Nigerian schools is the
issue of competence and technical knowledge of the instructional supervisors. Most often
than not, in Nigeria, political affiliation at times dictate who get a particular assignment
without recourse to the technical competence of the person. Equally Matenje (2000:345)
unearthed that in Botswana “teachers are promoted to the position of supervisors without
having received any basic training for the supervisory role they have been given.” In his
study, Hussen M (2015:66) share the same advice that “appropriate and continuous training
programmes need to be organised and given for instructional supervisors and teachers on the
significance of supervision and how it can be designed and implemented at school level”.
2.4.2 Inadequate instructional materials
For an activity to be successful it needs to be resourced and therefore instructional
supervision is not an exception. According to Ekundayo H T etal (2013:188) “…instructional
supervisors would require certain resources to put things in order before supervision; nonavailability of such resources would affect the supervision exercise.” Similarly Nkechi O etal
(2013:591) found out that “there can be no effective supervision of instruction without
instructional material. Experience has shown that most schools lack even the basic materials
13
and equipment for teaching such as textbooks, chalkboard, and decent classroom for
students…”
2.4.3 Low Staff Morale
It goes without saying that if the morale of staff is low supervion of the teaching and learning
process will be compromised. Beare, Caldwell and Millikan (1989:15) observed that “low
staff morale has been proven to play a big challenge to instructional supervision”. Olawole
O.O (2009:44) in his study unearthed that “poor or lack of motivation has been responsible
for the skeletal or poor supervisory services available in Nigerian schools”.
2.4.4 Antagonisms to supervision by staff
Supervision of instruction becomes ineffective if the supervisor does not get the support of
the supervisee (staff).
The way and manner that teachers react to supervision of instruction is another
concern to supervisor practices. If teachers, who are the direct beneficiaries of
instructional supervision, have a negative attitude towards the practice, the whole
process will not yield the desired results. This is because supervision which aims at
providing assistance, guidance and support for teachers to effectively provide
instruction thrives on cooperation, respect and mutual trust. (Peter B A 2011:63)
2.4.5 Vague supervisory roles
Instructional supervisors often have a number of responsibilities including those which are
not clearly defined. According to Peter B A (2011:62) “another challenge to supervision is a
situation where headteachers, by virtue of their position, are administrators, financial
managers and instructional supervisors”. Likewise Clark A O and Olumese H A (2012:9)
found out in their study that “the supervisors also have dual responsibilities of being teachers
and supervisors. Their workload, therefore, will not permit them to have adequate time for
supervision”.
2.5 The Strategies of improving Instructional Supervision
The foregoing literature reviews have shown challenges often faced in instructional
supervision. Some authors that have since been reviewed have offered strategies of
improving instructional supervision by responding to the challenges raised above.
14
2.5.1 Continuous training of instructional supervisors
Bowe M L (2013:75) in her study titled Challenges faced by Senior Management Team in
supervision of instruction in Kanye Central Inspectoral Schools in Botswana recommended
that “teachers should be trained on the area of instructional supervision once they assume
supervisory roles so that they can apply the standard practices of supervision”. Comparably
Yelkpieri D and Namale M K (2016:228) advised that “since supervision is a process but not
a product, some aspects of modern day instructional supervision could be incorporated into
the teacher training programmes at diploma, degree and master levels to sensitize teachers
about modern day instructional supervision practices”.
2.5.2 Provision of adequate instructional materials and equipment
In their study on Effective supervision of Instruction in Nigerian Secondary Schools: Issues,
Challenges and Way Forward, Ekundayo H T etal (2013:188) recommended that “necessary
facilities and instructional materials should be supplied to all secondary schools in order to
generate effective functional school system that would facilitate effective supervision
exercise”.
2.5.3 Motivation to boost staff morale
It is truism that staff that has high morale perform their instructional duties willingly and
ready to support the supervisor in execution of instructional supervision. According to Miller
W C (1981) an instructional supervisor can boost morale of teachers by :
•
praising and giving credit when it is warranted
•
supporting the teacher in conflict with students and parents
•
encouraging the teachers’ professional growth
•
demonstrating that they are knowledgeable about current school methods, materials,
strategies and practices (pg 483)
Yelkpieri D and Namale M K (2016:228) in his study recommended that “supervisors should
share findings of their supervision with supervisees and also take steps to know what
motivates them as individual teachers and at the same time creating opportunities for staff to
share personal accomplishments”. Similarly Apoline A T (2015:61) in a study on
“Motivation Strategies used by Principals in the Schools”, opined that “the teaching and
learning process is being comprised of many stakeholders like teachers, students… who can
also motivate one another so that there will be a greater output from this process.
15
2.5.4 Involvement of subordinates in instructional supervision
Antagonism to instructional supervision could be due to supervisors’ attitude towards the
supervisees and therefore involvement of them in the supervisory process can help earn their
support. In his study titled “The Practices of Instructional Supervision in Government
Preparatory Schools…” Hussen M (2015:65) advised that “for instructional supervisors to
create an opportunity for teachers in implementing various supervisory options in relation to
the individual teachers needs”. Similarly, Bowe M L (2013:75) gave an advice to the effect
that “supervisors should regularly review the effectiveness of their supervisory approaches”.
In his study Abreha B H (2014:165) recommended that “a democratic leadership style
enhances teacher empowerment and allows collaborative and participatory decision making
whereby teachers are voluntarily invited to participate in school matters and policy
making…”
2.5.5 Role Clarity
It has been indicated above that role ambiguity and workload is one of the challenges in
instructional supervision. In his recommendation Samuel M A and Ogheneovo P (2013:66)
submitted that “school heads due to their administrative task should delegate some
supervisory function/tasks to other teachers who are educationally qualified and experienced
with sound classroom pedagogy to ensure effective teaching and learning”.
2.5 Summary of the literature reviewed
This chapter reviewed literature related to the concept of instructional supervision,
competencies of instructional supervisors, roles &responsibilities of instructional supervisors,
challenges face in instructional supervision, and strategies for improving instructional
supervision. The findings from the review relate to what is actually happening in the schools.
The next chapter deals with Methodology of the study.
16
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter describes the methodologies that were employed in this study. The followings
are covered in this chapter; research design, target population, research sample, research
instrument, pilot study, data collection, data analysis, limitation of the study, ethical
consideration, and chapter summary.
3.1 Research Design
The study used a descriptive survey design. The design was chosen for this study because
according to Modesto T.S (2013:116) it is “ideal for gathering original data for purpose of
describing perceptions, opinions, attitudes, relationships and orientation that are held by
population too large to observe directly”.
A mixed method which integrates both the
quantitative and qualitative strategies was used in this study to close the gap that may arise in
the event one method was used.
3.2 Target Population
According to Best and Khan (1995) (as cited by National Open University of Nigeria
2011:137) population refers to “any group of individuals that have one or more
characteristics in common that are of interest to the researcher. The population may be all the
individuals of a particular type or more restricted part of that group. Therefore the target
population of this study comprised principals, deputy principals and lecturers at Tswelelopele
and Tlokweng Brigade Centres. The two brigade institutions make a cumulative population
of 2 principals, 2 deputy principals, 2 heads of department and 32 lecturers.
3.2.1 Research Sample
National Open University of Nigeria (2011:137) defined a sample as “a small proportion of a
population selected for observation and analysis. By the characteristics of the sample, one
can make certain inferences about the entire population from which it is drawn”. The
researcher applied purposive sampling to select the management team. According to Cohen
L, Manion L and Morrison K (2007:114-15) in purposive sampling “researchers handpick the
cases to be included in the sample on the basis of their judgment of their typicality or
possession of the particular characteristics being sought. In this way they build up a sample
17
that is satisfactory to their specific needs”. Therefore in this study the principals, deputy
principals and heads of department Tswelelopele and Tlokweng Brigades Centre were
purposively selected. In a case of selecting lecturers the researcher used a stratified sample
was used. Cohen L, Manion L and Morrison K (2007:111) submitted that stratified sampling
“involves dividing the population into homogenous group, each group containing subjects
with similar characteristics”. In each brigade centre the researcher divided lectures according
to the programmes or courses they teach for example, Tswelepele Brigades (Accounting,
Bricklaying, Carpentry, Auto Mechanics, Draughting and key Skills), and Tlokweng
Brigades (Secretarial, computers, carpentry, dressmaking and key skills). Thereafter the
researcher used a convenience sampling to select one lecturer per programme/course in each
brigade’s centre being studied. Convenience sampling is viewed by Cohen L, Manion L and
Morrison K (2007:113-114) as sampling method that “involves choosing the nearest
individuals to serve as respondents and continuing that process until the required sample size
has been obtained or those who happen to be available and accessible at the time.
Consequently the researcher selected a total 11 of lecturers being 6 lecturers at Tswelelopele
Brigades Centre and 5 lecturers at Tlokweng Brigades Centre out of a target population of 20
lecturers. The table below summarizes the how the research sample was structured in this
study.
Table 2: Sample Selection
No Category of Respondents
Population
Sample
Percentage
1
Brigades Management (supervisors)
6
6
100
2
Lecturers
22
11
50
(Supervisee)
3.3 Research Instruments
The researcher used a self administered questionnaire to collect data from both the
instructional supervisors (brigades’ management) and supervisee (brigades lecturers).
According Modesto T.S (2013:126) a questionnaire is “a document containing questions
designed to obtain information from the sampled respondents and used a great deal in survey
research”. The researcher opted for the use of the questionnaire because as rightly submitted
by Nachimias & Nachimias (1989) and Payne & Payne (2004) as cited by (Modesto T.S
2013:126) they “have little personal involvement during the data collection process and less
18
danger of researcher influence and provide greater anonymity”. This is so given that the
researcher is a former instructional supervisor at one of the brigade centre being studied.
3.3.1: Questionnaire for Management (Principal, Deputy Principals & Heads of
Department
The questionnaires for the brigades management (instructional supervisors) was structured
into two parts. Part A sought their demographic data, which included their age, sex, academic
qualification, experiences in their positions how long they have been Principals, Deputy
Principals and Heads of Department in their present institutions. The second part (Part B)
unearthed their views and experiences on executing their instructional supervisory roles. The
questionnaire composed of both open ended and closed ended questions.
3.3.2: Questionnaire for lecturers
The questionnaire for lecturers (supervisees) equally was made up two parts. Part A collected
their personal data which comprised their age, sex, academic qualification, how long they
have taught in their present institutions and the entire teaching career. Part B ascertained their
views on the status of instructional supervision in their institutions and strategies they
recommended towards enhancing the quality of the teaching and learning process. Similarly,
the questionnaire composed of both open ended and closed ended questions.
3.4 Pilot Study
According to Wanjohi A.M (2014:82) pilot study is done with a view to establish “if the data
collection instruments will work in the real world by trying to them first with few selected
people.” Similarly, Modesto T.S (2013:133) observed that pilot study “provides researcher
with a final opportunity to improve the research instrument before finally releasing them to
the target population”. Wanjohi A.M (2014:82) further advised that “piloting testing is done
through addressing validity and reliability of data collection instruments”.
3.4.1 Validity of the Instrument
Weiss (1998) as cited by Kaisara B.M (2012:15) is “the extent to which the instrument
measures what is supposed to measure or describe”. To measure the validity of the
instruments the researcher availed the two questionnaires to the research supervisor to probe
whether the questions made sense and could be answered. The questions were further
checked if they had been formulated in accordance with the objectives of the study. The
feedback from the supervisor was used to refine the instrument before it could be used.
19
3.4.2 Reliability of the Instrument
Reliability of the instrument is viewed by Bell (1999:20) as “the degree to which a tool
produces comparable results under constant conditions in all occasions”. The reliability of
the questionnaire was estimated through multiple-administration methods which according to
Wanjohi A.M (2014:85) includes a test-retest method which involves “administration of the
instrument twice within a given interval”. The researcher administered the questionnaires at
Tshwaragano Brigades Centre in Gabane on sample of 3 supervisors (management) and 4
supervisees (lecturers). After two weeks the same questionnaires were used to collect data
from the same previous respondents. The researcher opted for two weeks interval so that the
respondents could not remember their previous responses. Their responses were correlated to
check the coefficient of stability. It emerged from this correlation that there was insignificant
difference in their responses and therefore the questionnaires were declared reliable and was
then used.
3.5 Data Collection Procedures
The researcher, through the research supervisor’s introductory letter, sought permission to
conduct this study from the Ministry of Employment, Labour Productivity and Skills
Development. The permit was scheduled to run from the 25 April 2017 to 25 October 2017.
Subsequent to obtaining the research permit the researcher visited Tswelelopele and
Tlokweng Brigades Centre principals to make them appreciate the purpose of the study and
data collection schedule. The research equally requested vital information that can be used to
improve the shape of this research from the principals. According to the schedule the
researcher distributed the questionnaires to Tlokweng and Tswelelopele Brigades Centres on
the 12 September 2017. The collections of the questionnaires were done on the 14 September
2017 and 15 September 2017 at Tlokweng and Tswelelopele Brigades Centres respectively.
The difference in the dates was deliberately to afford the researcher to assist respondents who
had difficulties in completing the questionnaires. During data collection process the
researcher sought the respondent permission to partake in this study and those who decline to
participate had their choice respected. At the end the researcher expressed gratitude to those
who participated in the study.
20
3.6 Data analysis
Following data collection the researcher checked the questionnaires for completeness and
any possible errors. The researcher used descriptive statistics to analyze quantitative data as
presented by questionnaires using simple excel (spread sheet). The researcher considered
each one question on the questionnaire as distinct from the others and analyzed separately.
The qualitative data gathered from in the open ended questions was analyzed by
classification of data according to categories, identification of concepts and connecting the
concepts in order to attach meaning to the data.
3.7 Limitation of the Study
It goes without saying that a research work of this nature cannot be exempted from
associated limitations. Limitation of the study is viewed by Wanjohi A.M (2014:26) as
“anything beyond the ability of the researcher to control that may affect the internal validity
of the study”. Since this was a self funded academic study the researcher experienced
financial limitation especially on traveling and printing related expenses. Some of the
respondents who knew the researcher as colleague and supervisor in the brigades’ institutions
were reluctant to participate because they claimed the research knew the answer to the
research questions. Time has equally has proven to be not enough given the belatedly change
in research supervisors.
3.8 Ethical Consideration
According to Wanjohi A.M (2014:91) ethical research “is considered as one that does not
harm and which gives informed consent and respects the rights of individuals being studied”.
In observing the research ethics, the researcher explained the purpose of the study to the
respondents and requested their permission to partake in the study. The respondents were
informed that the purpose of the study was purely academic. Those respondents who decline
to participate had their choice respected. The researcher assured the respondents of
anonymity and confidentiality of their responses.
3.9 Summary
This chapter has described the methodology of this study with respect to the following eight
(8) main themes; research design, target population, research instrument, pilot study, data
collection, data analysis, limitation of the study and ethical consideration. The study which
adopted descriptive survey designed used a questionnaire to elicit data from a sample 15
21
respondents (6 supervisors and 9 supervisees) at Tswelelopele and Tlokweng Brigades. The
data collected from this study under strict observation of research ethics were analyzed using
simple descriptive statistics and code for quantitative and qualitative data respectively. The
next chapter therefore will present and discuss the findings of this study.
22
CHAPTER FOUR
PRESENTATION, INTERPRETATION AND DISCUSION OF FINDINGS
4.0 Introduction
This chapter is intended to present, interpret and discuss the findings of this study subsequent
to data that was analyzed in the previous. The study was intended to evaluate the status of
instructional supervision at Tswelelopele and Tlokweng Brigades Centres. The presentation,
interpretation and discussion of the findings sought to answers following research questions,
in addition to the usual components of this chapter;
❖ Does the staff that is involved in instructional supervision have the required
competencies?
❖ What are the roles and responsibility of the brigades’ staff that is involved in
instructional supervision?
❖ What are the challenges confronting instructional supervision at Tlokweng and
Tswelelopele Brigades?
❖ What strategies can be recommended for improving instructional supervision at
Tlokweng and Tswelelopele Brigades?
4.1Response Rate
The researcher dispatched 6 questionnaires to the brigades’ management and 11 to lecturers.
The chart below shows the response rate.
Figure 1.Response rate
Management
72%
83%
Lecturers
23
The findings showed that from a cumulative of 6 purposively sampled brigades’
management, 5 questionnaires were completed and returned. This is comparable to 83%
response rate which researcher considered to be satisfactory. In relation to responses on the
lecturers’ (supervisees) side, the findings demonstrated that 8 out of 11 sampled respondents
(72%) completed and returned the questionnaire which is equally satisfying to make a
conclusion for this study.
4.2 Demographic Characteristics of Respondents
The study sought to establish the demographic characteristics of respondents with respect to
their gender, age, position, level of education, teaching and administrative experience. The
rationale behind this was to ascertain the common characteristics of respondents in relation to
their understanding of instructional supervision. The findings of the demographic
characteristics of respondents are presented below.
4.2.1 Gender of Respondents (both management and lecturers)
The respondents were asked to indicate their age brackets. This was necessary given that
offlate gender imbalance still remains a worrying issue in technical and vocational education.
The table below shows the findings.
Figure 2: Gender of Respondents
60%
50%
40%
Male
30%
Female
20%
10%
0%
Management
Lecturers
The findings demonstrated that from a total of 5 respondents from brigades’ management
category, 3 (60%) were female while 2 (40%) were male. Pertaining to the lecturer category
4 out 8 of respondents were males (50% male and 50% female). This is equivalent to 83%
24
response rate which researcher considered to be satisfactory. This is satisfying given that
technical and vocational education has for many times been associated with male than
female.
4.2.2 Position of Respondents
The respondents were asked to indicate their position in the organisational structure of the
brigades that were studied. I was important to establish the position so that the research could
relate it with the views held on instructional supervision. The charts below present the
findings
Figure3: Management Positions
Management Positions
20%
Principal
40%
Deputy Principal
40%
Head of
Department
The findings showed that out of 5 respondents 1 (20%) was a Principal, 2 (40%) were
Deputy Principals and ultimately 2 (40%) Heads of Department. This run parallel to what
the researcher observed because in one the institution the principal was on an annual leave.
25
Figure 4: Lecturers Position
Lecturers Positions
25%
Senior Lecturer II
Lecturer I
62.50%
Lecturer II
12.50%
The findings as per above figure 4 showed that from 8 respondents majority (62.5%) or (5
out of 8) were senior lecturer II, followed by lecturer I with 25% (2 out of 8) and finally one
lecturer II (12.5) partook in this study. This is not surprising given that majority had more
than five (5) years as employees of the brigades.
4.2.3 Teaching experience of Respondent
The study sought to establish the teaching experience of respondents the extent to which the
respondents were exposed to instructional delivery (teaching and learning process). The
findings are presented in figure 5 below.
Figure 5: Teaching experience of management
Management Teaching Experience
20%
40%
1-5 years
6-10 years
20%
11-15 years
16-20 years
20%
Over 20 years
0
It can be seen from fiqure5 that that majority of respondents 40% (2 out 5) fell into the age
26
bracket 1-5 years, whilst all the remaining age brackets each scored 20% (I respondent per
age brackets). This runs counter to what should actually obtain in an ideal situation. It is the
researcher conclusion that 5 years teaching experience is not enough for one to have assumed
the role of a principal, deputy principal or head of department.
Figure 6: Teaching experience of lecturers
Lecturers Teaching Experience
12.50%
25%
1-5 years
12.50%
6-10 years
11-15 years
25%
25%
16-20 years
Over 20 years
The study showed that out of the 8 respondents the majority were recorded in age brackets 15years, 6-10years, and 11-15 years with each scoring 25 % (2 out of 8). The remaining age
brackets of 16-19 years and over 20 years recorded 12.5% (1 out of 8) each. This is not
surprising given that majority of the lecturers have been in the employment of the brigades
institution long before they were taken over by government to become public servants.
4.2.4 Instructional Supervisory experience of Respondents
Respondents were asked to indicate their instructional supervisory experience with the view
to establish the extent to which they were exposed to instructional supervision. The table
below presents the findings
27
Figure 7: Instructional Supervisory experience of the management
Management Supervisory Experience
45
40
35
30
25
20
Management
15
10
5
0
1-5 years
6-10 years 11-15 years 16-20 years
Over 20
years
The study showed that majority (40%) of respondents had 1 to 5 years instructional
supervisory experience. Few respondents were recorded in the age brackets of over 20 years,
16-20 years and 6-10 years. The implication that could be derived from these findings is
instructional supervisors in the brigades that were studied was low and one might have not
gained enough experience on instructional supervision practices.
4.2.5 Qualification of Respondents
The study sought to ascertain the qualification of respondents. This was necessary given that
academic qualifications equip both the instructional supervisors and supervisees with
adequate knowledge to perform their roles and have a contribution in instructional
supervision respectively. Babayemi (2006) as cited by Makhokha N V (2015:36) submitted
that in “order to carry out instructional supervision practices effectively, the school principal
and those charged with the responsibility of instructional supervision practices must be
trained to improve their supervisory practices ”.
28
Figure 8: Qualification of Brigades Management (instructional Supervisors)
Management Qualifications
80
70
60
50
40
Management
30
20
10
0
Masters 1st Degree
HnD
Diploma Certificate
The findings demonstrated that in the management category 4 out 5 respondents (80%) had
1st degree, while only 1 (20%) had diploma qualification. This is not surprising given that the
requirement for one to be in the management of the brigade institution is a degree
qualification. The researcher therefore concluded that the qualification of the instructional
supervisors in the brigades studied was satisfactory.
Figure 9: Qualification of Lecturers (instructional Supervisors)
Lecturers Qualifications
80
70
60
50
40
Lecturers
30
20
10
0
Masters
1st Degree
HnD
Diploma
29
Certificate
The lecturers ‘category showed that 6 out 8 (75%) had degree and 2 (25%) of respondents
had diploma qualifications. The two brigade’s institutions being studied are certificate
offering and therefore the findings are startling.
4.3 Competencies of instructional supervisors
The research question sought to establish if the staff that was involved in instructional
supervision had the required competencies.
Table 3: Management views on their competencies in instructional supervision
Supervisory Competencies
F
5
1
0
2
SA
%
100
20
0
40
A
%
0
80
100
60
F
0
4
5
3
F
0
0
0
0
N
%
0
0
0
0
D
F
0
0
0
0
%
0
0
0
0
F
0
0
0
0
Instructional Skills
Clinical Supervision
Good Communication Skills
Self Confidence
Ability to get along with other
people
1
20
4
80
0
0
0
0
0
Coaching
1
20
4
80
0
0
0
0
0
Instructional Planning Skills
1
20
4
80
0
20
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SD
%
0
0
0
0
0
0
0
The majority of respondents according to the findings show agreed that they had the
competencies required in instructional supervision. All the respondents (100%) strongly
agreed that they have the instructional skills. This runs parallel to what actual obtains
because instructional skill is a requirement for one to be considered for a promotion to an
instructional supervisory position. However it is surprising that only 20% (1 out of 5
respondents) strongly agreed that clinical supervision was one of the competencies he had to
demonstrate. This is one of the prime competencies that an instructional supervisor has to
perform. This was one of the reasons that promoted the researcher to conduct this study
because in TVET there is a misconception that clinical supervision is reserved only for basic
education (primary and secondary schools). Equally shocking from the findings was that
none of respondents strongly agreed that good communication skills in instructional
supervision.
30
Table 4: lecturers’ views on their competencies in instructional supervision
Supervisory Competencies
F
5
4
4
5
SA
%
62.5
50
50
62.5
A
%
12.5
12.5
25
37.5
F
1
1
2
3
F
1
0
1
0
N
%
12.5
0
12.5
0
D
F
1
1
0
0
%
12.5
12.5
0
0
F
0
0
0
0
Instructional Skills
Clinical Supervision
Good Communication Skills
Self Confidence
Ability to get along with other
people
3
37.5
5
62.5
0
0
0
0
0
Coaching
2
25
4
50
2
25
0
0
0
Instructional Planning Skills
2
37.5
1
12.5
3
37.5
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SD
%
0
12.5
0
0
0
0
0
The views of the lecturer are discussed in relations to those of the supervisors pertaining to
this area. It pleasing from the findings that majority of respondents (lecturers) believed that
their supervisors have instructional, clinical supervision, good communication skills, and all
other competencies of an instructional supervisor.
4.3 Roles and Responsibilities of Instructional Supervisors
The study sought to establish the views of respondents on roles and responsibility of the
brigades’ staff that is involved in instructional supervision. The respondents were asked to
rate the extent to which they agree or disagree with a pool of responsibilities given.
Table 5: Management views on how they perform their supervisory roles
Roles & Responsibilities
SA
A
N
D
SD
F
%
F
%
F
%
F
%
F
%
Good Standard of Work
1
20
3
60
0
20
0
0
0
0
Relevant Instructional Resources
1
20
4
80
0
0
0
0
0
0
Harmonious working relationship
2
40
3
60
0
0
0
0
0
0
In-service training & motivation
0
0
3
60
0
40
0
0
0
0
Class visit & lesson observation
0
0
3
60
0
40
0
0
0
0
Effective Communication
1
20
4
80
0
0
0
0
0
0
Improve Staff & Students Morale
0
0
5
100
0
0
0
0
0
0
Involve staff in decision making
1
20
3
60
0
20
0
0
0
0
Help staff with job related stress
1
20
1
20
0
60
0
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
31
The study showed that majority of respondents (between 60% and 100%) agreed that they
have competently performed their instructional roles. Only few (20% and 40%) strongly
agreed that they competently discharged theses roles. That alone signified that instructional
supervision is taken lightly at these two brigades centres.
Table 6: lecturers’ views on how their supervisors perform their supervisory roles
Roles & Responsibilities
SA
A
N
D
F
%
F
%
F
%
F
%
F
Good Standard of Work
2
25%
3
37,5
2
25%
0
0%
1
Relevant Instructional Resources
2
25%
3
37,5
1
12,5
0
0%
1
Harmonious working relationship
2
25%
3
37,5
2
25%
1
12,5
0
In-service training & motivation
0
0%
3
37,5
2
25%
2
25%
1
Class visit & lesson observation
1
12,5
3
37,5
3
37,5
1
12,5
0
Effective Communication
5
62,5
2
25%
0
0%
0
0%
1
Improve Staff & Students Morale
2
25%
2
25%
2
25%
2
25%
0
Involve staff in decision making
1
12,5
3
37,5
2
25
0
0
2
Help staff with job related stress
2
25
1
12,5
1
12,5
1
12,5
3
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SD
%
12,5
12,5
0%
12,5
0%
12,5
0%
25
37,5
The findings demonstrated that only few (between 12.5% and 25%) strongly agreed that the
instructional supervisors competently performed their roles. This was not surprising given
that even the supervisor as per the previous discussion share the same sentiments.
4.3 Challenges of Instructional Supervision
The study sought to establish the views of respondents relating to the challenges confronting
instructional supervision at Tlokweng and Tswelelopele Brigades. Respondents were asked
to rate the extent to which they agree or disagree with a pool of possible challenges given.
32
Table 7: Management’ view on challenges faced in instructional supervision
Challenges in Supervision
SA
A
N
D
F
%
F
%
F
%
F
%
F
Staff antagonism
2
40
1
20
1
20
1
20
0
Shortage of qualified staff
1
20
2
40
1
20
1
20
0
Deplorable working condition
2
40
1
20
1
20
0
0
1
Low staff morale
3
60
0
0
1
20
1
20
0
Vague supervisory roles
3
60
0
0
2
40
0
0
0
Lack of planning
0
0
4
80
0
0
0
0
1
Inadequate instructional materials
2
40
3
60
0
0
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SD
%
0
0
20
0
0
20
0
The findings demonstrated that majority of the respondents strongly agreed that their
instructional supervision function is militated by the challenges stated above. The
researcher’s attention had been drawn to area of “lack of planning”. The fact that majority
(80%) agreed that they are confronted by a challenge of lack of planning leaves much to be
desired. Equally of note was pertaining to staff antagonism where majority of respondents
(40%) strongly agreed to have experienced this challenge. This according to Peter B A
(2011:63) is caused by a supervisor’s failure in “providing assistance, guidance and support
for teachers to effectively provide instruction thrives on cooperation, respect and mutual
trust”.
Table 8: lecturers’ view on challenges faced in instructional supervision
Challenges in Supervision
SA
A
N
D
F
%
F
%
F
%
F
%
F
Staff antagonism
0
0
5
62.5
2
25
1
12.5
0
Shortage of qualified staff
2
25
3
37.5
2
25
1
12.5
1
Deplorable working condition
3
37.5
3
37.5
0
0
0
0
0
Low staff morale
5
62.5
3
37.5
0
0
0
0
0
Vague supervisory roles
4
50
3
37.5
0
0
0
0
0
Lack of planning
2
25
3
37.5
1
12.5
1
12.5
0
Inadequate instructional materials
3
37.5
4
50
0
0
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SD
%
0
12.5
0
0
0
0
0
The findings somewhat correspond to what had been discussed above. However it disturbing
when equally majority of lecturers (supervisees) complained about vague supervisory roles
33
which implied that there is confusion in the brigade’s instructional supervision. However this
had proven to be not peculiar to the brigades because even in the literature review the same
had been captured. Clark A O and Olumese H A (2012:9) found out in their study that “the
supervisors also have dual responsibilities of being teachers and supervisors. Their workload,
therefore, will not permit them to have adequate time for supervision”. The findings of the
study relating to low staff morale is consistent with the literature review on the findings of
Beare, Caldwell and Millikan (1989:15) who observed that “low staff morale has been
proven to play a big challenge to instructional supervision”
4.4 Strategies for improving instructional supervision process
The study sought to establish the views of respondents pertaining to strategies can be
recommended for improving instructional supervision at Tlokweng and Tswelelopele
Brigades Respondents were asked to rate the extent to which they agree or disagree with a
pool of possible challenges given.
Table 9: Management’s views on strategies that can enhance instructional supervision
Strategies for improving
instructional Supervision
SA
%
A
%
N
%
D
SD
F
%
F
F
F
F
%
Training in Instructional
Supervision
4
80%
1
20%
0
0%
0
0%
0
Provision of enough qualified staff
4
80%
0
0%
1
20%
0
0%
0
Improve Staff working condition
4
80%
1
20%
0
0%
0
0%
0
Create conducive environment
4
80%
1
20%
0
0%
0
0%
0
Request for adequate funding
3
60%
1
20%
1
20%
0
0%
0
Schedule academic activity
2
40%
2
40%
1
20%
0
0%
0
Motivation of staff
4
80%
1
20%
0
0%
0
0%
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
0%
0%
0%
0%
0%
0%
0%
The findings demonstrated that majority (at 80%) strongly agreed with the above mentioned
strategies for improving instructional supervision. However the fact that 80 % of respondents
strongly agreed that training of instructional supervision should be conducted suggested that
most of the supervisors did not receive this training. This runs parallel to the literature
review that quoted that Matenje (2000:345) unearthed that in Botswana “teachers are
promoted to the position of supervisors without having received any basic training for the
supervisory role they have been given.” The area on motivation of staff equally correspond
34
with the literature review when quoting Yelkpieri D and Namale M K (2016:228) when they
recommended that “supervisors should share findings of their supervision with supervisees
and also take steps to know what motivates them as individual teachers and at the same time
creating opportunities for staff to share personal accomplishments”.
Table 10: Lecturer’s views on strategies that can enhance instructional supervision
Strategies for improving
instructional Supervision
F
SA
%
A
%
F
F
N
%
D
F
%
SD
F
%
Training in Instructional
5
62.5
3
37.5
0
0
0
0
0
Supervision
Provision of enough qualified staff
5
62.5
3
37.5
0
0
0
0
0
Improve Staff working condition
7
87.5
1
12.5
0
0
0
0
0
Create conducive environment
7
87.5
1
12.5
0
0
0
0
0
Request for adequate funding
3
37.5
2
50
1
12.5
0
0
0
Schedule academic activity
6
75
1
12.5
0
0
1
12.5
0
Motivation of staff
7
87.5
1
12.5
0
0
0
0
0
Key: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
0
0
0
0
0
0
0
The findings somewhat demonstrated that the lecturers shared the views of the instructional
supervisors. The fact majority (75%) recommended that the instructional supervisor should
prepare schedule of activity implied that instructional supervision in the two brigades studied
is not planned.
4.5 Summary
This chapter focused on the presentation, interpretation and discussion of findings on
instructional supervision relating to competencies, roles & responsibility, challenges and
suggested strategic improvement. The findings on democratic characteristics of respondents
were also discussed and their influences on instructional supervision were shown. The
literature reviews discussed at chapter II were also tied to the findings.
The next chapter focuses on the conclusion and recommendation of this study.
35
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.0 Introduction
This chapter intends to provide a summary of the findings from chapter four, study
conclusion and recommendation in accordance with the objectives of the study or research
questions. The purpose of this study was to evaluate the status of instructional supervision at
Tswelelopele and Tlokweng Brigades Centres.
5.1 Summary of findings from the study
The findings revealed that instructional supervision at Tswelelopele and Tlokweng Brigades
Centres while satisfactorily practised needs some improvement. Though the instructional
supervisors had good academic qualifications, but emerged that they didn’t receive training
in instructional supervision. The two set of respondents showed that they shared the same
views on the roles and responsibilities of instructional supervision. However it appeared that
the brigade’s institutions clinical supervision is not regarded as key in instructional
supervision. The study further revealed that instructional supervision at these institutions is
saddled by antagonism from staff, low staff morale, ambiguous supervisory inter alia. The
findings of the study demonstrated that both the supervisors and supervisees shared the views
that instructional supervision can be improved by training of instructional supervisors,
improvement on staff working condition and planning of instructional activities, among
others.
5.2 Summary of findings from the literature review
The findings of literature review presented in chapter II related well to the findings of this
study. The reviewed literature demonstrated that instructional supervision is militated by lack
of training of supervisors, poor supervisor-supervisees relationship, and inadequate materials,
among others. The literature review findings showed that there is still confusion between
being a good teacher and being a good instructional supervisor because most supervisors
were appointed due to the fact that they were good classroom teacher.
36
5.3 Conclusion
From the preceding findings the researched has drawn the following conclusions about
instructional supervision at Tswelelopele and Tlokweng Brigades Centre;
1. That instructional supervision in the brigades’ institution is not given the attention it
deserves. There is a common fallacy that clinical supervision is reserved for primary
and secondary schools. This has been proved by the advertisement for recruitment of
brigades’ management which requires a “Degree in any vocation and a teaching
certificate”. There is never mention of Educational Management and Administration.
2. For all the respondents from the supervisory category no one has been trained in
instructional supervision. Staff get elevated based on vocational qualification and
experience as a lecturer.
3. Staff morale is very low. Majority (62.5%) of both the management and lecturer
respondents strongly agreed that staff morale is very low. However it has not been
evident that the low staff morale was caused by institutional management or the
employer (Government of Botswana).
5.4 Recommendation
The research wishes to make the following recommendation to improve the status of
instructional supervision in the brigades.
1. The Ministry of Employment, Labour Productivity and Skills Development to review
job requirement in terms of qualification of brigades’ management (from senior
lecturer I to Principal). A minimum of a Bachelor Degree in Educational
Management and Administration will be ideal than the current requirement of a
Degree in Strategic Management or any Vocation.
2. The Ministry of Employment, Labour Productivity and Skills Development through
the Department of Skills Development (under which brigades fall) establish an
inspectoral section which will be responsible for overseeing the implementation of
instructional supervision at the brigades.
3. The Department of Skills Development to conduct an in-house training on Basic
Instructional Supervision and Leadership for brigades’ management. The department
can equal encourage individual brigade institution to organise a tailor made training
for its management team.
37
4. The Department of Skills Development (DSD) to disburse funds to the brigades based
on the needs of respective institution. There is an outcry of shortage of instructional
resources owing to the fact that DSD disburse equal amount of finds to the brigades
without establish the cost and demand of the programmes being offered.
5.
Instructional supervisors should frequently the effectiveness of their supervisory
approaches as a way of getting feedback from their supervisees and students.
5.5 Conclusion
This study was aimed intended to evaluate the status of instructional supervision at
Tswelelopele and Tlokweng Brigades Centre. The following were the objectives of this
study:
❖ To establish if staff involved in Instructional supervision has the required
competencies
❖ To examine the roles and responsibilities of staff involved in instructional supervision
❖ identify challenges facing Brigades’ management in discharging their instructional
supervisory roles
❖ To suggest strategies for improving instructional supervision in the brigades
The competencies, roles, challenges and recommendations the respondents’ outlines are not
unique to the brigades or Botswana but are universal. However measures should be put in
place by those who have stake in education to improve instructional supervision not only to
the brigades but to all TVET institutions. Therefore the researcher recommends further
research to be conducted in the following areas:
1. The role of Department of Skills Development on the instructional supervision of the
brigades institutions
2. Perceptions of lecturers towards instructional supervision in the brigades institutions
3. Influence of Principal’s instructional supervision practices on graduation rate of
brigades institutions
38
REFERENCES
1. Addai, G.K etal (1983), Managing the Botswana Brigades; An experience in training
development of staff based on training programme designed and implemented by
PAID-ES. ,Pan African Institute for Development Publication, San Francisco, A,
USA
2. Armstrong M (2006), A Handbook of Human Resource Management Practice. Kogan
Page Limited. United Kingdom
3. Botswana Government: Cabinet Memorandum 166 (2006). Gaborone. Government
Printers
4. Botswana Government: Department of Technical Vocational Education and Training
(2010). Task Team Report on Rationalisation of Brigades Programmes: Unpublished
report.
5. Botswana Government: Botswana Education & Training Sector Strategic Plan
(ETSSP 2015-2020). Gaborone. Government Printers
6. Botswana Government: Bopang Publications-History of Brigades Centre. Gaborone.
Government Printers
7. Botswana Government: National Development Plan 10. Gaborone. Government
Printers
8. Bowe M.L (2013), Challenges by Senior Management Team in Supervision of
Instruction in Kanye Central Inspectoral Schools in Botswana. Unpublished Master of
Educational Management Dissertation. North West University, Mafikeng Campus,
9. Burton W H & Brueckner L.J (1955), Supervision: A Social process, 3rd ed. Appleton
Century, New York;
10. Ekundayo H.T, Oyerinde D.O & Kolawole A.O (2013), Effective Supervision of
Instruction in Nigerian Secondary Schools: Issues, Challenges and the way forward.
Journal of Education and Practice, 4(8), 212-220
11. Glickman C.D, Gordon S.P & Ross-Gordon J.M (1990), Supervision of Instruction
(3rd ed). Needham Heights, MA: Simon & Schuster
12. Kaisara B.M (2002), The Benefits of Shoshong Brigades to Shoshong Community.
Unpublished Dip in Adult Education Research Project, University of Botswana
13. Kaisara B.M (2013), Evaluative Study on the Mainstreaming of HIV/AIDS into TVET
Curriculum. A case of public TVET institutions in South East District. Unpublished
39
Dip in HIV/AIDS and Family Education Research Report, Indira Gandhi Open
University, India
14. Mansfield, B (1999), What is ‘competence’ all about? Competency, 6(3), pp 24-28
15. Matenje, U (2000). The role of School Heads in the improvement of teaching and
learning. (Paper presented at the 41h Biennial Conference on Teacher Education at
Gaborone on 8-'1 0 February.) 2000.345p. Gaborone Printer.
16. Modesto, T.S. (2013), Preparing your Dissertation at a Distance: A Research Guide.
Virtual University for Small States of Collonwealth. Vancouver
17. Neagley R.L & Evans N.D (1980), Handbook for Effective Supervision of Instruction
(3rd ed). Englewood Cliffs, New Jersey: Prentice-Hall Inc
18. National Open University of Nigeria (2006), Basic Research in Education (Module
EDU 623), Ahmadu Bello Way Victoria Island, Lagos, Nigeria
19. National Open University of Nigeria (2006), Supervision of Instruction in Education
(Module EDU 710), Ahmadu Bello Way Victoria Island, Lagos, Nigeria
20. Olawole O.O (2009), Perceived Influence of Supervision of Instruction on Teachers’
Classroom Performance in Ijebu-North Education Zone of Ogun State. Unpublished
Masters in Educational Administration and Planning Research Project. University of
Nigeria
21. Olivia P .F & Pawlas, G. E (1999), Supervision for today’s’ schools. New York:
Wiley
22. Sergiovanni T J and Starrat R.J (1979), Supervision Human Perspectives, McGrawHill, Inc, United States of America
23. Wanjohi A.M. (2014), Social Research Method Series: Proposal Writing Guide.
Kenpro Publication, Nairobi, Kenya
24. Yelkpieri D & Mathew K (2016), Challenges of Instructional Supervision of Senior
High Schools in Techiman Municipality in the Brong Ahafo Region of Ghana, Asian
Journal of Social Sciences and Management Studies 3(3), 222-228
40
Appendix A
Questionnaire for Lecturers.
This questionnaire has been designed with purpose of collecting data for the study
entitled “An Investigation into the State of Instructional Supervision at Tswelelopele
and Tlokweng Brigade Centres”. Your responses will be utilized to suggest possible
ways of improving instructional supervision in the brigades’ institutions. So, you are
kindly requested to read all questions and fill the questionnaire with genuine responses.
Rest assured that the information you provide will be kept confidential and be used
only for the purpose of the study.
Instructions
1. Do not write your names on the questionnaire
2. Please indicate by means of an [X] or [√] in the space provided, your level of
agreement with statements given. Write the answers to the open ended questions in the
spaces provided.
Scale: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SECTION A: Demographic Characteristic
1. Indicate your gender Male [ ] Female [
]
2. Identify your lectureship position:
Lecturer II [
]
Lecturer I [
]
Senior Lecturer II [
]
3. For how long have you served as a lecturer?
1- 5 years [ ] 6- 10 years [ ] 10 - 15 years [ ] 15- 20 years [ ] Over 20 years [
]
4. What is your highest academic qualification?
Masters [ ] 1st Degree [ ] HND [ ] Diploma [ ] Certificate [ ]
5. Do you have a teaching qualification?
Yes [ ]
No [ ]
6. What is your trainer/assessment accreditation status with Botswana Qualification
Authority?
Valid [ ]
Expired [ ] waiting renewal [
] Never applied [ ]
SECTION B:
1. The competencies or skills that supervisors should possess to be able conduct
instructional supervision well.
I believe my instructional supervisors possess the following
41
SA
A
N
D
SD
competencies/skills
1.1
Instructional (teaching) skills
1.2
Clinical Supervision (Class Visits and Lesson Observation)
1.3
Good Communication Skills
1.4
Self confidence
1.5
Ability to get along with other people
1.6
Coaching Skills
1.7
Instructional Planning Skills
Others (please specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
2. The roles and responsibilities of brigades’ instructional supervisors
My instructional supervisors have proved to competently discharge the
following roles and responsibilities
2.1
Maintenance of a good standard of work
2.2
Provision of relevant instructional resources
2.3
Maintenance of harmonious working relationship between staff & Students
2.4
Provision of in-service training and mentoring for staff (lecturing cadres)
2.5
Conducting Class visits and lesson observation (Clinical Supervision)
2.6
Communicating effectively and confidently
2.7
Motivating staff and Students/ Improve their morale
2.8
Involving Staff in Decision Making
2.9
Helping staff with job related stress
Others (please specify)
42
SA
A
N
D
SD
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. Possible challenges in the instructional supervision process.
I have observed that in our institution the following are the
SA
A
N
D
SD
challenges of instructional supervision
3.1
Antagonisms to supervision by staff
3.2
Shortage of qualified staff (trainers/lecturers)
3.3
Deplorable working condition
3.4
Low Staff Morale
3.5
Vague supervisory roles
3.6
Lack of Planning
3.7
Inadequate instructional materials and equipment
Others (please specify)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. Strategies for improving instructional supervision in the brigades
I suggest the following can resolve the challenges of instructional
supervision
4.1
Supervisors to acquire instructional supervision skills
4.2
Provision of enough qualified Staff (trainers)
4.3
Improve Staff working condition
4.4
Create conducive environment for the supervisory process
4.5
Request for adequate funding
4.6
Supervisor to draw a schedule of activity each semester
4.7
Motivation of staff to develop a positive attitude towards work
43
SA
A
N
D
SD
Others (please specify)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Thank you for your cooperation
44
Appendix B
Questionnaire for College (Brigades) Management.
This questionnaire has been designed with purpose of collecting data for the study
entitled “An Investigation into the State of Instructional Supervision at Tswelelopele
and Tlokweng Brigade Centres”. Your responses will be utilized to suggest possible
ways of improving instructional supervision in the brigades’ institutions. So, you are
kindly requested to read all questions and fill the questionnaire with genuine responses.
Rest assured that the information you provide will be kept confidential and be used
only for the purpose of the study.
Instructions
1. Do not write your names on the questionnaire
2. Please indicate by means of an [X] or [√] in the space provided, your level of
agreement with statements given. Write the answers to the open ended questions in the
spaces provided.
Scale: SA-Strongly Agree, A-Agree, N-Neutral, D- Disagree, SD-Strongly Disagree
SECTION A: Demographic Characteristic
1. Indicate your gender Male [ ] Female [
]
2. Identify your supervisory position:
Principal [ ]
Deputy Principal [ ] Head of Department [
]
3. For how long have you served in this supervisory position?
1- 5 years [ ] 6- 10 years [ ] 10 - 15 years [ ] 15- 20 years [ ] Over 20 years [
]
4. How long have you served as a lecturer/teacher before you become a supervisor?
1- 5 years [ ] 6- 10 years [ ] 10 - 15 years [ ] 15- 20 years [ ] Over 20 years [
5. What is your highest qualification?
Masters [ ] 1st Degree [ ] HND [ ] Diploma [ ] Certificate [ ]
45
]
SECTION B:
1. The competencies or skills that supervisors should possess to be able conduct
instructional supervision well.
I have the following competencies/skills required for instructional
SA
A
N
D
SD
D
SD
supervision
1.1
Instructional (teaching) skills
1.2
Clinical Supervision (Class Visits and Lesson Observation)
1.3
Good Communication Skills
1.4
Self confidence
1.5
Ability to get along with other people
1.6
Coaching Skills
1.7
Instructional Planning Skills
1.8
Build confidence and Trust in the staff and students
Others (please specify)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
2. The roles and responsibilities of an instructional supervisor
I have been competently discharging the following roles and
responsibilities of an instructional supervisor:
2.1
Maintenance of a good standard of work
2.2
Provision of relevant instructional resources
2.3
Maintenance of harmonious working relationship between staff & Students
2.4
Provision of in-service training and mentoring for staff (lecturing cadres)
2.5
Conducting Class visits and lesson observation (Clinical Supervision)
2.6
Communicating effectively and confidently
46
SA
A
N
2.7
Motivating staff and Students/ Improve their morale
2.8
Involving Staff in Decision Making
2.9
Helping staff with job related stress
Others (please specify)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. Challenges affecting effective instructional supervision process.
During discharge of my roles and responsibilities as an Instructional
SA
A
N
D
SD
supervisor I am confronted by the following challenges:
3.1
Antagonisms to supervision by staff
3.2
Shortage of qualified staff (trainers/lecturers)
3.3
Deplorable working condition
3.4
Low Staff Morale
3.5
Vague supervisory roles
3.6
Lack of Planning
3.7
Inadequate instructional materials and equipment
Others (please specify)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. Strategies for improving instructional supervision in the brigades
I believe instructional supervision challenges can be solved by:
4.1
Supervisors to acquire instructional supervision skills
4.2
Provision of enough qualified Staff (trainers)
4.3
Improve Staff working condition
4.4
Create conducive environment for the supervisory process
4.5
Request for adequate funding
47
SA
A
N
D
SD
4.6
Supervisor to draw a schedule of activity each semester
4.7
Motivation of staff to develop a positive attitude towards work
Others (please specify)
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Thank you for your cooperation
48
Appendix C
49
Baemedi Monthusi Kaisara