School Supervision and Teachers' Job Performance in Public Senior Secondary Schools in Mubi Education Zone, Adamawa State, Nigeria

Abstract

This study assessed how school supervision has a significant influence on teachers' job performance in public senior secondary schools in the Mubi education zone, Adamawa state, Nigeria. The study was guided by two research questions and two research hypotheses, using descriptive survey research design. The population for this study was 1,110 respondents from 99 public senior secondary schools, comprising 99 principals and 1,011 teachers. A sample of 358 was determined using Krejcie and Morgan. The sample was drawn from 80 schools in the five local government areas of the Mubi education zone using proportional stratified sampling technique, while respondents from each of the schools were selected using simple random sampling without replacement. Data were collected using a researcher developed questionnaire titled "School Supervision and Teachers' Job Performance Questionnaire (SSTJPQ)." Data were collected and analysed using descriptive statistics including the mean and standard deviation, where values > 2.50 indicate agreement and values < 2.50 indicate disagreement. Hypotheses were tested using independent sample t-test at the 0.05 level of significance. Findings revealed that principals play active supervisory roles in public senior secondary schools; supervision influences teaching and learning outcomes and improve job performance. The study concluded that supervision has a significant influence on teachers' job performance. It was therefore recommended that principals be adequately trained with the right skills in order to achieve the desired goals of education at the post-Basic Education and Career Development.