School Inspectors’ Supervisory Behaviour and Teachers’ Instructional Practices in Public Primary Schools in Osogbo Local Government Area, Osun State, Nigeria

Abstract

This study examined primary school teachers’ perceptions of school inspectors’ supervisory behaviour and the perceived effects of such behaviour on teachers’ instructional practices and pupils’ learning outcomes in Osogbo Local Government Area, Osun State, Nigeria. The study adopted a descriptive survey research design. A sample of 200 teachers was selected from 20 public primary schools in the study area, with 10 teachers selected from each sampled school. Data were collected using a structured questionnaire titled School Inspectors’ Supervisory Behaviour and Teachers’ Instructional Practices Questionnaire (SISBTIPQ). The instrument was subjected to face and content validation by two experts, while its internal consistency was established using Cronbach’s alpha, which yielded a coefficient of 0.78. Data were analysed using frequency counts, percentages, mean and standard deviation, with a criterion mean of 2.50. The findings revealed that teachers had an unfavourable perception of school inspectors’ supervisory behaviour, as indicated by a grand mean of 1.87. Similarly, teachers did not perceive inspectors’ supervisory behaviour as making a substantial positive contribution to their instructional practices and pupils’ learning outcomes, with a grand mean of 1.86. The factors examined in relation to teachers’ perceptions also recorded a grand mean of 1.99, indicating that none was strongly endorsed based on the criterion mean. The study concludes that school inspection in the study area needs to place greater emphasis on constructive feedback, professional communication, collaboration, teacher development and follow-up support. It is recommended that school inspectors adopt more supportive and developmental approaches to supervision to enhance teachers’ instructional practices and the quality of primary education.