Clinical Supervisory Strategies and Teachers’ Classroom Performance in Secondary Schools in Bayelsa State

Abstract

This study investigated the relationship between clinical supervisory strategies and teachers’ classroom performance in Secondary Schools in Bayelsa State. It was observed that there was so much laxity among teachers towards their classroom functions and the traditional supervisory techniques was not yielding the required result of achieving educational goals and objectives. A correlation research design was adopted for the study. A sample size of 1184 representing 30% of teachers drawn from a population of 3946 teachers in Bayelsa Stale was used for the study. The stratified random technique was adopted to draw out the sample of the study. A self-structured 4 rating scale questionnaire was designed as instrument for the study tilled: Clinical Supervisory Strategies and Teachers’ Classroom Performance Questionnaire. (CSSATCPQ). The reliability of the instrument was determined by using the split half method and results correlated using Cronbach alpha correlation statistics analysis to ascertain the reliability. The instrument had a reliability co-efficient index of 0.82. Simple and multiple regressions statistical analyses were used to answer research questions and the null hypotheses were tested with the F-test statistical analyses for simple and multiple regression at 0.05 alpha level of significance. Findings showed that there was a significant relationship between the variables of clinical supervision strategies and teachers’ classroom performance. It was concluded that principals’ clinical supervisory strategies significantly relates with teachers classroom performance in Bayelsa State. Based on the findings and conclusion it was recommended among others that secondary school principals, vice principals employ the clinical supervisory strategies in ensuring enhanced quality productivity of our teachers.