The relationship between teachers Instructional supervision by subject Inspector,Headteachers,Heads of Departments and grade nine pupils' history achievement in Lusaka Province
| dc.contributor.author | Musaba, Mary Chilufya | |
| dc.date.accessioned | 2011-06-03T14:50:03Z | |
| dc.date.available | 2011-06-03T14:50:03Z | |
| dc.date.issued | 2011-06-03 | |
| dc.description.abstract | The study advanced the thesis that effects of teacher instructional supervision include the improvement of teaching, learning and achievement. The purpose of the study was to find out (1) the relationship between teacher instructional supervision by subject inspector, headteachers and heads of departments and grade nine student achievement in history, (2)the degree of agreement between supervision of instruction by subject inspector, headteachers and heads of departments as rated by the teachers in Lusaka Province.The study tested two null hypotheses. Null hypothesis one(Ho, One) was that there is no significant correlation between teacher instructional supervision by subject inspector, headteachers, heads of departments and pupil academic achievement at grade nine level in history in Lusaka Province. Null hypothesis two (Ho, Two) was that, there is no significant agreement between teacher instructional supervision by subject inspector, headteachers and heads of departments as rated by teachers in history at the grade nine level in Lusaka Province. The level of significance was 0.05.Two statistical tests were used to test the two null hypotheses of the study. Pearson Product Moment Correlation Coefficient (r) was used to measure the relationship between teacher instructional supervision and pupil academic achievement.Kendall Coefficient of Concordance (W) was used to measure the degree of agreement between teacher ratings on the three aspects of supervision. The sample consisted of 30 teachers who fulfilled research inclusion criteria, 10 history heads of departments, and 2,064 out of 3,674 pupils enrolled in grade nine in 1986. Stratified random sampling was used to select the needed number of schools. The data collected for both grade nine history achievement and teacher instructional supervision were interval. The data collected on history achievement were derived from the final examination mark sheets. On teacher instructional supervision, the data were derived from a questionnaire consisting of Parts I, II, III and IV. The alpha reliability of the questionnaire was 71.The results of the study on hypothesis one showed a significant negative correlation between teacher instructional supervision and pupil academic achievement. Results on null hypothesis two indicated lack of agreement on teacher ratings between supervision provided by the subject inspector, headteachers and heads of departments. The study concluded that the extent and quality of instructional supervision provided to teachers was unsatisfactory. Lack of agreement on teacher ratings among the three aspects of supervision was probably due to lack of coordination and efficiency among supervisors.On the basis of the findings of this study, it is recommended that further research should be conducted to find out whether the results of a negative significant correlation would be supported. Clearer role definition of headteachers and heads of departments, fixing working loads of heads of departments, increasing frequency of visitations by subject inspector and encouraging in-service training of supervisors were also recommended. | en_US |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/463 | |
| dc.language.iso | en | en_US |
| dc.subject | Instructional Supervision | en_US |
| dc.subject | Supervision of School. | en_US |
| dc.title | The relationship between teachers Instructional supervision by subject Inspector,Headteachers,Heads of Departments and grade nine pupils' history achievement in Lusaka Province | en_US |
| dc.type | Thesis | en_US |