Creating Positive Teacher Attitude to Instructional Supervision in Nigerian Secondary Schools: The Role of Counselling Supervisory Model in Translating Policy to Practice
Michael Okpara University of Agriculture, Nigeria
ABSTRACT
This study investigated the use of counselling model of supervision in creating teacher positive attitude to classroom instructional effectiveness. Data were collected from 127 teachers from two schools after simple random sampling and which formed intact classes; 64 teachers served as treatment while 63 teachers served as control groups. The instrument used was a questionnaire – Attitude to Instructional Supervision Inventory (AISI) developed by the researcher that consisted of 17 items. The validity and reliability of the instrument were established using face and construct validation. Internal consistency and stability were also established using Cronbach Alpha and Test Retest Procedure respectively. The Pearson’s Product Moment Correlation procedure tested the reliability of the AISI. Two research questions were asked and two null hypotheses were formulated for the study. Using mean and standard deviation the research questions were analyzed while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results indicated that: (i) counselling supervisory model positively impacted on teacher attitude to instructional supervision than traditional model of supervision. (ii) Both male and female teachers exposed to counselling supervision model showed no much difference in their attitude to instructional supervision. (iii) There is no significant interaction between gender and model of supervision on teachers' attitude to instructional supervision. It was recommended that counselling supervision model be used to build positive teacher attitude to instructional supervision.
KEYWORDS
Teacher Attitude to Instruction, Traditional method of supervision, Counselling supervisory model, AISI, Instructional supervision, Secondary Schools