Instructional Supervision as a Predictor of Teachers’ Job Performance in Public Primary Schools in Sokoto Central Senatorial Zone, Sokoto State, Nigeria

Abstract

This study examined instructional supervision as a predictor of 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 public primary school teachers and supervisors within the zone, from which a sample of 429 teachers and 23 supervisors was drawn using. Data were collected using a structured questionnaire titled Instructional Supervisory Questionnaire for Teachers (ISQT) and an adopted supervisors’ observation checklist. The instruments utilized a four-point Likert scale, and the data collected were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics with the aid of SPSS version 20.0. The findings revealed that there is a significant relationship between instructional supervision and teachers’ job performance, particularly in the areas of use of instructional materials, lesson planning, evaluation of pupils’ work, and teachers’ motivation. However, the study found that instructional supervision does not significantly influence the maintenance of pupils’ discipline. Based on the findings, the study concluded that effective instructional supervision enhances teachers’ job performance in public primary schools. It was therefore recommended that supervisory bodies such as the State Universal Basic Education Board (SUBEB) and Local Government Education Authorities (LGEA) should intensify regular and effective supervision through classroom visitation, monitoring of lesson plans, and provision of constructive feedback to improve teaching quality.