PRINCIPALS’ SCHOOL-BASED SUPERVISION STRATEGY AND MANAGEMENT EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS.IN CROSS RIVER STATE, NIGERIA

Abstract

The study investigated principals’ school-based supervision strategy and management effectiveness in public secondary schools in Cross River State, Nigeria. The research design adopted for the study was correlational survey research design. The area of the study was Cross River State, Nigeria. The population of the study was 281 public secondary school principals in Cross River State within the 2019/2020 academic session. The census approach was adopted for the study thus, all the 281 principals participated in the study. The instrument used for data collection was Principals’ School-based Supervision Strategy and Effective Management of Secondary School Questionnaire” (PSSSEMSSQ). Data collected was analyzed through SPSS version 23, using Mean, Standard deviation and Pearson’s product moment correlation analysis. The results of the analysis revealed that, there is a significant relationship between principals’ school-based supervision strategy and management effectiveness of secondary schools in Cross River State. The findings revealed that supervisory practices such as monitoring of lesson notes, instructional observation, teachers’ evaluation, staff meetings, mentoring and professional development programmes play vital roles in enhancing administrative efficiency and improving the quality of teaching and learning in secondary schools. It was therefore concluded that, principals’ school-based supervision strategy significantly contributes to the management effectiveness of public secondary schools in Cross River State. It was recommended that, principals of public secondary schools in Cross River State should intensify the use of effective school-based supervision strategies such as regular classroom visitation, monitoring of lesson plans and lesson notes, instructional observation and teachers’ evaluation to ensure quality teaching and learning. Principals should provide constructive feedback and professional support to teachers after supervision exercises in order to improve instructional delivery, enhance teachers’ effectiveness and strengthen the overall management of secondary schools.