Influence of Heads of Schools' Instructional Supervision on Senior High School Students' Performance in the North East Region of Ghana: Implications for Orientation

Abstract

The study investigated the influence of instructional supervision of Heads of Senior High School (SHS) on students' academic performance in the North East Region, Ghana and its consequences for their orientation. The study utilized a cross-sectional survey design guided by two research questions and a null hypothesis. Using simple random sampling, 5 SHSs accounting for 35% of 14 schools were selected for the research. Self-developed questionnaires served as the primary tool for data collection. The internal consistencies of the items in the surveys were verified by the Cronbach alpha calculation which yielded r = 0.80. The data was analyzed using mean, standard deviation and multiple regression. The study revealed that the level of instructional supervision of heads of schools was generally moderate. It was further discovered that the oversight provided by heads of schools did not significantly affect students' academic performance. Lack of time, overload of tasks, and lack of means of transport were the challenges highlighted. The study concluded that it would take more than moderate instructional supervision to influence students' academic performance and recommends that the Ghana Education Service and the National Schools Inspectorate Authority (NASIA) strengthen their monitoring of school administrators and regional education directorate. It has also been recommended that the same organizations provide clear instructional supervision targets for SHS heads along with appropriate motivation rewards to enhance regular and effective instructional supervision by the heads to improve the overall quality of teaching and learning. The SHS heads should also be given budgetary support, vehicles, and further training on effective instructional supervision by the Ministry of Education and its agencies.