Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
There is strong evidence that poor performance of students in Senior Secondary School Examination in Ebonyi State of Nigeria is closely linked to poor instructional competence of teachers in schools. The purpose of this study is to investigate the effect of modified Cogan supervision on Teachers instructional Performance. Three research questions guided the study. The design adopted for the research was quasi experimental involving a pretest and post test. The population comprised all teachers, 820 in number in the three education zone in Ebonyi State of Nigeria. A simple random technique involving balloting with replacement was used to select 40 teachers for both the experimental and the control group. A five point Likert scale called Teacher Instructional Effectiveness Assessment Scale adapted from the instrument developed by Alphonso. Teacher Instructional Performance inventory was used to collect data for the research work. Mean and Standard deviation was used to analyze the data. The study among others, found that clinical supervision approach proved to be more effective on female teachers than their male counterparts. Based on the findings, it was recommended among others that management should encourage school executives to organize regular conferences for teachers on clinical supervision process.

Keywords: modified clinical, supervision, teachers, instructional performance

Download full paper