ASSESSING THE IMPACT OF CLINICAL INSTRUCTIONAL SUPERVISION ON TEACHERS’ JOB COMMITMENT AND GOALS ATTAINMENT IN PUBLIC SECONDARY SCHOOLS: IMPLICATION FOR SUSTAINABLE NATIONAL DEVELOPMENT

Abstract

Schools, like all organizations, are established to achieve specific objectives. Effective supervision remains a crucial mechanism for realizing these goals within the educational system. This study assessed the impact of clinical instructional supervision on teachers’ job commitment and goals attainment in public secondary schools, with implications for sustainable national development. Two research questions and two corresponding hypotheses guided the study. A correlational research design was adopted. The study was carried out in Biase Local Government Area of Cross River State. The population comprised 172 teachers across 18 public secondary schools in the area. A census approach was employed, involving all teachers from the selected schools. Data were collected using a researcherdesigned 24-item questionnaire titled “Clinical Instructional Supervision, Teachers’ Job Commitment, and Secondary Education Goals Attainment Questionnaire” (CISTJCSEGAQ). The instrument was divided into two sections: Section A captured demographic information, while Section B focused on clinical instructional supervision and its influence on teachers’ commitment and goal attainment. The questionnaire was based on a four-point Likert scale. Its content validity was reviewed and approved by experts in Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was ensured through a pilot test involving 40 teachers outside the study area, using the Cronbach Alpha method, which produced reliability indices ranging from 0.89 to 0.92. Descriptive statistics and Simple Linear Regression Analysis were employed to answer the research questions, while the hypotheses were tested using ANOVA and the regression coefficients at a 0.05 level of significance. The findings revealed that clinical instructional supervision has a statistically significant impact on teachers’ job commitment and goal attainment in public secondary schools in Biase Local Government Area. The study concluded that clinical supervision is a vital tool for enhancing educational effectiveness. The findings emphasize the importance of structured, supportive, and reflective supervisory practices in promoting teacher commitment and facilitating the achievement of institutional goals. Schools that prioritize effective clinical supervision are more likely to attain their educational objectives. Based on these findings, it was recommended that the Ministry of Education should encourage secondary school authorities to organize regular training programs and workshops for school administrators and instructional supervisors. These initiatives should focus on effective clinical supervision techniques to equip stakeholders with the skills needed to offer constructive feedback, foster reflective teaching practices, and improve teacher commitment and performance.