Impact of Instructional Role of Supervisors on Students’ Academic Performance in Selected Senior High Schools
DOI:
https://doi.org/10.47941/jodl.3132Keywords:
Supervision, Instruction, Academic, Performance, Senior High School, InfluenceAbstract
Purpose: Research has shown that instructional supervision is a significant predictor of students’ academic achievement and success in first and tertiary educational systems. One wonders whether this variable will predict the academic performance of senior high schools in developing economies. This study, therefore, aimed at investigating the impact of instructional supervision on students' academic performance in selected Senior High Schools in a developing economy in Sub-Saharan Africa.
Methodology: Utilizing a descriptive survey research design, 603 respondents, including staff and students, were surveyed using Instructional Supervision Standards, Procedures, and Tools (ISSPAT) and tests as data collection instruments. Various sampling methods were employed to select participants, including proportionate stratified, purposive, and systematic sampling. Data analysis included techniques such as multiple linear regression, mean, and standard deviation.
Findings: The findings indicated that the developmental instructional supervision style emerged as the most significant predictor of students' academic performance in examinations. However, this supervision style was found to be the least utilized by teachers.
Unique Contribution to Theory, Policy, and Practice: This study contributes to theory by synthesizing clinical, developmental, and collegial instructional supervision models to create a framework that aligns educational practices with supportive teacher development while improving student outcomes. In terms of policy and practice, the findings underscore the need for educational authorities, particularly the Ghana Education Service, to prioritize and implement a developmental supervision style, which has been identified as the most effective predictor of students' academic performance, thus guiding future instructional supervision strategies and professional development programs for teachers.
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Copyright (c) 2025 Angela Wireko Acheampong, Felix Senyametor, Regina Mawusi Nugba, Emmanuel Dorsah, Kwame Nkrumah, Seth Gideon Aryee
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