School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Usen F. Mbon, Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara and Emanghe E. Emanghe
Additional contact information
Usen F. Mbon: Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Festus O. Arop: Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Ekpenyong E. Ekanem: Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Victor O. Ebuara: Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria
Emanghe E. Emanghe: Department of Educational Management, Faculty of Education, University of Calabar, Calabar, Nigeria

The Journal of Social Sciences Research, 2021, vol. 7, issue 3, 116-125

Abstract: Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)†and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

Keywords: Instruction; Supervision; Support; Psycho-social; Professional; Teachers; Primary. (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.arpgweb.com/pdf-files/jssr7(3)116-125.pdf (application/pdf)
https://www.arpgweb.com/journal/7/archive/09-2021/3/7 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:arp:tjssrr:2021:p:116-125

Access Statistics for this article

The Journal of Social Sciences Research is currently edited by Dr. Paola Magnano

More articles in The Journal of Social Sciences Research from Academic Research Publishing Group Rahim Yar Khan 64200, Punjab, Pakistan.
Bibliographic data for series maintained by Managing Editor ().