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THE ROLE OF
SUPERVISION IN THE DEVELOPMENT OF ENGLISH LANGUAGE IN PRIMARY SCHOOL SETTING
CHAPTER ONE
1.0
INTRODUCTION
1.1 BACKGROUND
OF STUDY
Supervision
is one of the administrative tools which individuals as well as groups of
people employ in the day-to-day administration of their work or organisations
(Nyarko, 2009) and for Segun (2004) the importance attached to school supervision
in modern educational systems requires a lot of attention because many people
are currently more conscious than in the past about the essence of education.
As a result, there is a great interest in the day-to-day operations of the
school system (Bessong and Ojong, 2009).
Hismanoglu
and Hismanoglu (2010) assert that there is a difficulty in the agreement of a
specific definition of the term “educational supervision” since there are some
differences in orientations, perceptions, comprehension and familiarity with
aspects of the framework and also analysis of its content. This is
substantiated with the description of educational supervision by Daresh (2001)
as a dynamic process leading to studying and improving all factors that affect
the education situation, while Kilminster, Jolly & Van der Vleuten (2007)
explain educational supervisionas the provision of guidance and feedback on
matters of personal, professional and educational development in the context of
trainee’s experience.
Segun (2004)
contends that supervision is seen as the stimulation of professional growth and
development of teachers, a selection and revision of educational objectives,
materials of instruction, methods of teaching, and the evaluation of
instruction (Bessong and Ojong, 2009). Dodd (2008) also explains supervision as
a way of advising, guiding, refreshing, encouraging, stimulating, improving,
and over-seeing certain groups with the hope of seeking their co-operation to
enable supervisors become successful in their supervision tasks (Bessong and
Ojong, 2009).
Modern
educational supervision, as expressed by Bailey (2006) is characterized among
others as a technical process which seeks at improving teaching and learning
through the care, guidance and simulation of continued development for not only
teachers but also any other person having an impact on the educational context.
Bailey (2006) also sees educational supervision as a collaborative process in
different stages because it welcomes various views that represent the proper
relationship between the supervisor and the teacher so as to address the
educational problems and find appropriate solutions to them.
From the
definitions of educational supervision, various functions could be outlined
(Smith, 2005), and according to Hismanoglu and Hismanoglu (2010) these
functions are grouped under six main categories namely, development of
curricula, supervision and organisation of the educational setting, supervision
of the teachers’ professional development, supervision of the teaching methods
and techniques, supervision of the novice teacher, and evaluation of the
educational process.
Other
reasons for educational supervision outlined by Nwaogu (2006) include improving
incompetent teachers, providing guides for staff development, helping teachers
to see the problems and needs of pupils and help them solve these problems and
provide as far as possible for most of their needs, enlisting the co-operation
of all staff members in serving their own needs and those of others to prevent
teaching difficulties, and knowing the effectiveness of classroom management by
teachers and improving methods of teaching and learning (Bessong and Ojong,
2009). Alemayehu (2008) asserts that supervision in most schools in the world,
from the era of neo scientific management, have focused on inspection and
control of teachers.
Supervision,
when carried out in a manner which shows direction and development rather than
judgment and criticism will go a long way to improve performance (Wilkinson,
2010). This shows that the improvement of the teaching learning process is
dependent upon teacher attitudes toward supervision, and noted that unless
teachers view supervision as a process of promoting professional growth and
student learning, the supervisory practice will not bring the desired effect.
1.2
STATEMENT OF THE PROBLEM
Supervision
could be seen as an interaction involving some kind of established relationship
between and among people, such that people influence other people. The process
of relenting effort in the teaching of English language in Primary schools
could be seen as one of the problems; this is a situation whereby primary
school teachers show less concern about teaching English language. Inability to
coordinate teachers’ effort by supervisors could also be seen as another
problem. Difficulty in recognizing the value of individuals as human beings
which may lead to inability to build a mutual trust between themselves and the
teachers may also be another problem. Finally, several researches have been
carried out instructional supervision but not even a single research has been
carried out on the role of supervision in the development of English language
in primary school setting.
1.3 AIMS AND
OBJECTIVES OF STUDY
The main aim
of the study is to examine the role of supervision in the development of
English language. Other objectives of the study include;
1. to
determine the effect of supervision on English language teachers in primary
school setting.
2. to
determine the factors affecting the supervision of English language teachers in
primary schools.
3. to
determine the extent to which supervision affect the teaching of English
language in primary school.
4. to
proffer possible solution to the problems.
1.4 RESEARCH
QUESTIONS
1 What is
the effect of supervision on English language teachers in primary school?
2 What are
the factors affecting the supervision of English language teachers in primary
school?
3 What is
the extent to which supervision affect the teaching of English language in
primary school?
4 What is
the possible solution to the problems?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
H0:
Supervision has no significant effect on the development of English language.
H1:
Supervision has a significant effect on the development of English language.
1.6
SIGNIFICANCE OF STUDY
The study on
the role of supervision in the development of English language will be of
immense benefit to the entire primary school and also the government in the
sense that the government will see the need of regular supervision of teachers
in primary schools. The study will also enable the teachers to be more
dedicated to their job knowing full well that at any time they can be
supervised or checked at their activities and more also anyone that is found
wanting could be dealt with severely. Finally, the study will contribute to the
body of existing literature and knowledge to this field of study and basis for
further research.
1.7 SCOPE OF
STUDY
The study on
the role of supervision in the development of English language is limited to
Primary setting.
1.8
LIMITATION OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.9
DEFINITION OF TERMS
Supervision
Is the act or function of overseeing something or somebody
Development
The process of developing or being developed.
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