Instructional Supervision as a Correlate of Teachers’ Job Effectiveness and Goal Attainment in Secondary Schools in Cross River State.
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Abstract
Effective instructional supervision serves as a critical catalyst in enhancing teacher performance and achieving educational goals in secondary schools, fostering an environment where both educators and students thrive. The purpose of this research was to investigate instructional supervision as a correlate of teachers’ job effectiveness and goal attainment in secondary schools in Cross River State. Two research questions and hypotheses guided the study. The correlation research design was adopted for the study. The study population comprised all 4,195 teachers from 297 public secondary schools in Cross River State. Stratified and purposive sampling was adopted in selecting a sample of 210 (5%) of teachers as sample for the study. Three structured instruments titled “Instructional Supervision (IS), Teachers’ Job Effectiveness (TJE), and Goal Attainment Scale (GAS) was used for data collection. The questionnaire was face validated by experts in Educational Management and from Measurement and Evaluation department, University of Calabar, Cross River State. The instrument’s reliability was determined using Cronbach Alpha statistics with the average index of .82 for (IS), .85 for (TJE) and .87 for (GA) respectively. Research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance with Simple Linear Regression respectively. The findings of the study revealed instructional supervision has a statistically significant positive relationship with both teachers’ job effectiveness and goals attainment. The study concluded that instructional supervision significantly improves teachers' job effectiveness and the attainment of secondary school goals in Cross River State, Nigeria. It recommends that school administrators implement structured, regular supervision frameworks to consistently monitor and support teachers in improving their practices. The study contributes to knowledge by providing empirical evidence on how instructional supervision enhances educational outcomes, even in challenging economic conditions. While focused on public secondary schools, the findings may be relevant to other educational systems as well.
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