INVOLVEMENT IN DECISION MAKING AND INSTRUCTIONAL SUPERVISION AS CORRELATES OF TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA.

Abstract

The study examined the relationship between involvement in decision making and instructional supervision as correlates of teacher effectiveness in public secondary schools in Ekiti State, Nigeria. The descriptive survey research design was adopted in the study. The population of the study consisted of all   public secondary school principals and teachers in Ekiti State. The sample for the study consisted of 540 teachers and 27 principals selected from 27 public secondary schools in Ekiti State. The sample was selected using multistage sampling procedure. Data for the study were collected using two self-designed instruments tagged “Involvement in Decision Making and Instructional Supervision Questionnaire” (IDMISQ) and “Teacher Effectiveness Questionnaire” (TEQ). The instruments were validated by experts in Educational Management and in Tests and Measurement. The reliability of the instruments was done using test re-test method. The scores from both administration were analysed using Pearson’s Product Moment Correlation statistics which yielded reliability coefficient value of 0.87 for IDMISQ and 0.79 for TEQ. The data collected through the instruments were analysed using descriptive and inferential statistics. The hypotheses were tested at 0.05 level of significance. The finding of the study revealed that there was significant relationship between involvement in decision making and teacher effectiveness. The finding of the study also revealed that there was significant relationship between instructional supervision and teacher effectiveness. Based on the findings of the study, it was concluded that involvement in decision making and instructional supervision influence teacher effectiveness in public secondary schools in Ekiti State, Nigeria. Based on the findings of the study, it was recommended that Principals should prioritize instructional supervision as a key component of their leadership practices. This can include conducting regular classroom observations, providing constructive feedback, and offering targeted support and professional development opportunities for teachers. Principals should articulate a clear vision for the school and involve teachers in goal-setting processes.