Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit


Kweku Esia-Donkoh, Stella Baffoe

Abstract


The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers’ supervisory practices and teacher motivation. The study concluded that pupils’ performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation.

Keywords


Instructional supervision, Practices, Headteachers, Teachers, Motivation.

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About this article

Title

Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit

Keywords

Instructional supervision, Practices, Headteachers, Teachers, Motivation.

DOI

10.20448/journal.509.2018.51.43.50

Date

2018-01-09

Additional Links

Manuscript Submission

Journal

Journal of Education and e-Learning Research
Vol 5, No 1 (2018) Page: 43-50

Print ISSN

2518-0169

Online ISSN

2410-9991

Statistics

46 Views | 17 Downloads

Citations

0

Authors & Affiliations

Kweku Esia-Donkoh
University of Education, Winneba
Ghana

Stella Baffoe
University of Education, Winneba, Ghana
Ghana


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Journal of Education and e-Learning Research

Online ISSN: 2410-9991  |  Print ISSN: 2518-0169

 

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