Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/369
Title: INFLUENCE OF INTERNAL SUPERVISION OF INSTRUCTION IN DEVELOPING TEACHER EFFECTIVENESS IN CLASSROOM MANAGEMENT IN ABAKALIKI EDUCATION EDUCATION ZONE OF EBONYI STATE
Authors: ODO MICHAEL EZE
Issue Date: 3-May-2012
Series/Report no.: EBSU/PG/M.Ed/2007/02150;
Abstract: This study investigated influence of internal supervision of instruction in developing teacher effectiveness in classroom management in Abakaliki education zone of Ebonyi State. Four research questions were asked to guide the study. Descriptive survey design was used. From the population of 1110 teachers of Abakaliki education zone, 444 teachers were sampled using proportionate stratified random sampling technique. The sampled teachers represent 40% of the entire population. Out of 444 questiorinaire items administered, 354 representing above 79% return rate were found usable for data analysis. Data were analyzed using mean scores, standard deviation, t-test and analysis of variance (ANOV A). Mean was used to answer all the research questions posed in the study while standard deviation was used to determine the variation of the responses. Four null hypotheses formulated were tested using t test and ANOVA at 0.05 level of significance. The study• found that internal supervision has a positive and a profound influence on teacher effectiveness in classroom management in Abakaliki education zone of Ebonyi State. It was also discovered that location and years of teaching experience are not significant factors on the influence of internal supervision of instructions on teacher effectiveness, while qualification and gender are found to be significant factors in the teacher effectiveness. Based on the findings, it is recommended that instructional supervision should - be strengthened in secondary schools by payment of special allowances to principals. This could be a catalyst that would spur them to always supervise instructions regularly and as at when due. It is equally recommended that training and re-training of both principals and teachers should be a regular event in the system. Further research work in this topic is also required because of some aspects of these study limitations.
Description: a Dissertation submitted to the department of educational foundations in partial fulfillment of the award of masters degree (M.Ed) in education and planning.
URI: http://hdl.handle.net/123456789/369
Appears in Collections:Theses & Dissertations

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