CLINICAL SUPERVISORY SKILLS AND TEACHERS’ INSTRUCTIONAL EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA

Abstract

The study investigated the relationship between clinical supervisory skills and teachers’ instructional effectiveness in secondary schools in Calabar education zone, Nigeria. The survey research design was adopted for the study. Four null hypotheses were formulated to guide the study. The target participants were all 1,259 teachers in Calabar Education zone. A sample of 200 teachers selected through stratified and simple random sampling techniques was used for the study. The instrument for data collection was a questionnaire validated by five academic staff in educational management and measurement and evaluation disciplines. The internal consistency of the instrument was established using Cronbach alpha and 30 respondents that were not part of the study sample. This yielded a co-efficient of 0.71 for the entire instrument. The collected data were analyzed using mean scores and standard deviation, with the criterion mean benchmark set at 2.50 and Pearson Product Moment Correlation analysis. The result revealed that pre-observation conference skills, observation skills, post-observation conference skills and analysis and strategy skills significantly relate to teachers’ instructional effectiveness in secondary schools. It was recommended among others that the government should ensure pre-professional or pre-practice training for principals through workshops and seminars on clinical instructional supervision aimed at acquisition of relevant skills for performing their supervisory functions to enhance quality instruction.