Impact of Instructional Supervision on Teachers’ Job Performance in Public Primary Schools in Sokoto Central Senatorial Zone, Sokoto State, Nigeria

Abstract

This study investigated the impact of instructional supervision on teachers’ job performance in public primary schools in Sokoto Central Senatorial Zone, Sokoto State, Nigeria. The study adopted a descriptive survey research design. The population comprised all teachers and supervisors in public primary schools within the zone, from which a sample of 429 teachers and 23 supervisors was selected using multi-stage sampling techniques. Data were collected using a structured questionnaire titled Instructional Supervisory Questionnaire for Teachers (ISQT) and an observation checklist for supervisors. The instruments were based on a four-point Likert scale. The data collected were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Chi-square analysis) with the aid of SPSS version 20.0. The findings revealed that instructional supervision has a significant impact on teachers’ job performance, particularly in the areas of development of lesson plans and evaluation of pupils’ work. The study further showed that effective supervision enhances teachers’ preparedness, improves instructional delivery, and promotes better assessment practices among teachers. Based on the findings, the study concluded that instructional supervision is a critical factor in improving teachers’ effectiveness and overall job performance in public primary schools. It was therefore recommended that supervisory agencies such as the State Universal Basic Education Board (SUBEB) and Local Government Education Authorities (LGEA) should strengthen regular and effective supervision through classroom visitation, monitoring of lesson plans, and provision of constructive feedback to enhance teaching quality and learning outcomes.