PERCEIVED INFLUENCE OF SUPERVISION ON PRIMARY SCHOOL TEACHERS’ PRODUCTIVITY IN IFELODUN LOCAL GOVERNMENT AREA OF KWARA, NIGERIA

Abstract

This study examined the perceived influence of supervision on primary school teacher productivity in Ifelodun Local Government Area of Ilorin, Kwara State, Nigeria. Two research questions and two hypotheses were formulated to guide the study. The research questions focused on the perceived influence of both internal and external supervision on teacher productivity. The hypotheses tested the significance of the perceived influence of internal and external supervision on teacher productivity. The study employed a descriptive survey design and collected data from 200 teachers using a structured questionnaire. The data collected were analyzed using descriptive statistics such as mean, standard deviation, and percentages. Inferential statistics, including Linear Regression, were utilized to test the hypotheses at a significance level of 0.05. Results showed that internal supervision significantly influenced teacher productivity, with items related to school principal's classroom visits, scheme of work achievement, and professional development receiving positive responses. External supervision also had a significant influence on teacher productivity, as indicated by responses related to routine inspections by education authorities and its motivational impact on teachers. The findings suggest that both internal and external supervision play crucial roles in enhancing teacher productivity in primary schools. The study emphasizes the importance of effective supervision in improving teaching practices, instructional materials, and overall teacher performance. This research contributes to understanding the dynamics of supervision's impact on teacher productivity and highlights the need for continuous monitoring and support mechanisms within the education system. The study concludes that supervision, both internal and external, positively affects primary school teacher productivity, with implications for policy and practice in the education sector.