Principals’ Competence in Supervision of Lesson Plans and Instructional Delivery and Secondary School Goals Attainment in Jalingo Education Zone, Taraba State, Nigeria
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The study examined principals’ competence in supervision of lesson plans and instructional delivery and secondary school goals attainment in Jalingo Education Zone, Taraba State, Nigeria. Two research purposes and corresponding research questions and null hypotheses guided the study. The study adopted correlational research design. The population of the study consisted of all the one thousand, two hundred and fifty-two (1252) teachers, in all the 47 public secondary schools in Jalingo Education Zone, Taraba State. Six hundred and thirty-two teachers from 28 secondary schools selected through purposive and simple random sampling techniques served as sample for the study. The instrument for data collection was two researcher-designed questionnaires titled ‘Supervision of Lesson Plans and Instructional Delivery Questionnaire (SLPIDQ) and Secondary School Goals Attainment Questionnaire (SSGAQ), which were validated by three experts from the Department of Educational Foundations, Faculty of Education, Taraba State University, Jalingo. The reliability of the instrument was ascertained using Cronbach Alpha, which yielded reliability coefficients of 0.820 for SLPIDQ and 0.859 for SSGAQ which were esteemed to be reliable. Data generated from the study was analyzed using mean and standard deviation to answer the research questions, while Pearson Product Moment Correlation Coefficient (PPMC) was used to test all the null hypotheses at 0.05 level of significance. The results of the study revealed that principals’ competence in supervision of teachers’ lesson plans and supervision of teachers’ instructional delivery, have significant relationship with school goals attainment. The study concluded that principals’ supervision of teachers’ lesson plans and instructional delivery, significantly relate to school goals attainment in Jalingo Education, Taraba State, Nigeria. It was recommended among others that appointment school principals should be based on display of competence in the ability to supervise lesson plans, and other instructional practices, which will go a long way to ensuring the efficacy of instructional delivery in classrooms.
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