EFFECTS OF PRINCIPALS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ECONOMICS IN SECONDARY SCHOOLS
1.1 Background to the Study
The importance of principals‘ supervisory role performance of secondary school in
today‘s educational system cannot be overemphasized. There has been a consensus view that a lot of differences exist between the schools of the past and those of the present. This has been attributed to the explosion of students‘ population in schools and the level of commitment by the teachers. In the very past, instructional supervisory role performance of principals was little because schools were small in size (Ezedi, 1995, Shantz& Ward, 2000). With increased demand for education and consequent large enrolment of students particularly in the urban areas, secondary schools grew to have many teachers and many classrooms. The need then arose for someone to coordinate the activities of the schools by supervising the other teachers in an effort to improve teaching and learning in secondary schools.
The supervisory role performance of principals especially in secondary schools in
involves the application of management principles in designing, developing and effecting
resources towards achievement of educational goals. These principles include: planning, budgeting, organizing, directing, supervising and controlling (Rosemary, 2004). Today, the demand for effective management of schools is rapidly taking centre stage more than ever the world over (Okumber, 1999). This effectiveness is judged by the extent to which schools acquire the necessary instructional materials including teachers and how they provide a congenial organizational climate and generallymeet the expectations of the society within which they are established for the purpose of achieving educational objectives (Orora, 2001)
Statement of the Problem
It has been observed that the principals‘ supervisory role performance has lots of
general benefits that guide a general impact in teaching and learning in secondary schools.
The ultimate goal of secondary education in Nigeria is to develop the individual‘s mental
capacity and character for higher education and useful living within the society. (NPE,
2004). The teachers‘ level of resourcefulness, creativity, and imagination is credited to the principals‘ effective supervisory role performance (Udeozor, 2004).
Similarly, in Gombe state, the current state of teaching and learning of economics in
both public and private secondary schools is considered to be fairly effective (Inspection
Report, 2014). A number of factors have been identified to explain differential achievements and causes of poor teaching and learning of economics in the public secondary schools, but one factor which needs further investigation is the style of principal‘s supervisory roles performance especially in the supervision of lesson plan, scheme of work, instructional materials, classroom visitation and attitude of teachers towards attendance to their lessons which form the core of schools teaching and learning activities.
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