TABLE OF CONTENTS
TITLE PAGE
TABLE OF CONTENTS
LIST OF TABLES
LIST OF APPENDICES
ABSTRACT
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Concept of Programme Evaluation
Concept of Supervision
Theoretical Framework
Classical Organizational Theory
Social Learning Theory
Theoretical Studies
Evaluation Models
Types of Evaluation
Historical Development of Supervision in Nigeria
Who is an Instructional Supervisor?
The Classroom Teacher as an Instructional Leader and Supervisor
Qualities of a Supervisor
Purpose of Supervision
Supervisory Practices in Schools
Review of Empirical Studies
Summary of Related Literature
CHAPTER THREE: RESEARCH METHOD
Research Design
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Hypothesis 1
Hypothesis 2
Summary of Findings
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Discussion of Findings
Conclusions
Implications of the Findings
Recommendations
Limitations of the Study
Suggestions for Further Studies
Summary of the Study
REFERENCES
APPENDICES
ABSTRACT
The main thrust of this study is to evaluate the supervisory practices in public primary schools in Anambra State. The study was guided by four research questions and two null hypotheses tested at 0.05 level of significance. As a descriptive survey, a sample of 400 respondents were used for data collection. The data collected was statistically analyzed using mean and standard deviation for the research questions and t-test statistics for testing the null hypotheses. The findings of the analysis showed among other things that the supervisors in public primary schools use different supervisory practices, the supervisory practices of supervisors in public primary schools are very effective, the supervisory practices of external supervisors are more felt in public primary schools than those of internal supervisors. Gender is not a significant factor in determining the supervisory practices of school supervisors in public primary schools. Based on these findings, it was among others recommended that supervision should endeavour to perform their roles according to the specified guidelines on supervision of schools by the Anambra State Universal Basic Education Board.
CHAPTER ONE
INTRODUCTION
Background to the Study
Educating the individual for self-reliance and productive citizenship is a major concern of the Nigeria educational system. At every level of the nations education strata, the quest for productive citizenship has become a critical factor such that without it, the nation’s developmental objectives would seem to be ineffective. The National Policy on Education 4th edition (F.R.N 2004) see a situation where every citizen of the nation is offered life-long education; education that will be centered on the learner for maximum self-development and fulfillment; education that will be related to the community's needs amongst others. It also referred to primary education as the education given to institutions for children aged 6 - 11 years plus and that the rest of the education system is built upon it. Therefore the primary level is the key to successes or failure of the whole system. The goal of the primary education as stated in the National Policy on Education (F.R.N. 2004) is as follows:
a. permanent literacy and numeracy, and ability to communicate effectively;
b. lay a sound basis for scientific and reflective thinking;
c. give citizenship education as a basis for effective participation and contribution to the life of the society;
d. mould the character and develop sound attitude and morals in the child,
e. develop in the child the ability to adapt to the child's changing environment,
f. give the child opportunities for developing manipulative skills that will enable the child function effectively in the society within the limits of the child's capacity; and
g. provide the child with basic tools for further educational advancement, including preparation for trades and crafts of the locality.
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