CAPACITY BUILDING AND PROFESSIONAL ETHICS IN STRENGTHENING EDUCATIONAL SUPERVISION PRACTICES

Abstract

This study investigates the role of capacity building and professional ethics in strengthening educational supervision practices in Nigerian public secondary schools. The study adopts a descriptive survey design involving 190 respondents selected through a multistage sampling technique across Lagos State’s education districts. Data were collected using a validated questionnaire titled Capacity Building, Professional Ethics, and Educational Supervision Practices Questionnaire (CBPESPQ) and analyzed with SPSS version 23.0 using Pearson correlation and multiple regression. Findings revealed a strong positive relationship between capacity building and supervision practices (r = 0.682, p < 0.05), as well as between professional ethics and supervision practices (r = 0.713, p < 0.05). Jointly, both variables accounted for 63% of the variance in supervision effectiveness (R² = 0.63, p < 0.05). The results align with Human Capital Theory (Becker, 1964), which emphasizes investment in human development, and Transformational Leadership Theory (Bass, 1985), which highlights the role of ethical and visionary leadership in organizational growth. The study concludes that integrating capacity building and professional ethics enhances supervisory competence, teacher performance, and institutional accountability. It recommends systematic training and ethical reinforcement to sustain high-quality supervision in Nigeria's educational sector.