PRINCIPALS’ INSTRUCTIONAL SUPERVISION STRATEGIES IN REPOSITIONING CLASSROOM MANAGEMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA.

Abstract

This paper investigated principals’ instructional supervision strategies in repositioning classroom management in secondary schools in Anambra State, Nigeria.  The study adopted descriptive survey design. Two research questions and one null hypothesis were formulated and guided the study. The population of the study was 260 principals and 5,826 teachers in Anambra State. Simple random sampling technique was used to select 90 principals and 690 teachers from six education zones in Anambra State, totaling 780 respondents. The instrument for data collection was 20-item questionnaire. The instrument was validated by three experts, two experts from educational management and one expert from Measurement and Evaluation, all from Faculty of Education in Nnamdi Azikiwe University, Awka. The validated instrument was trial tested to evaluate the grand reliability with the internal coefficient of 0.84. Mean and standard deviation was used to answer the research questions while t-test was used to test the null hypothesis at 0.05 level of significance. The major findings revealed that instructional supervision strategies are panacea in repositioning classroom management in secondary schools. More so, those mentioned strategies must be effectively implemented in order to curb the challenges militating against the advancement of instructional supervision. Based on the findings of the study, it was recommended among others that the school administrators should from time to time organize seminars, symposium and orientation in order to enhance the efficacy of instructional supervision among teachers and non academic staff.