SUPERVISION OF TEACHERS, INCLUSIVE EDUCATION, AND SECONDARY SCHOOL SYSTEM EFFECTIVENESS IN CROSS RIVER STATE, NIGERIA

Abstract

This paper examined the supervision of teachers, inclusive education, and secondary school system effectiveness in Cross River State, Nigeria. Two research questions and hypotheses guided the study. The study adopted a descriptive survey research design. Census technique was adopted in selecting the entire population of 271 principals in the area of study. Two instruments were used for data collection tagged: “Supervision of Teachers, and Inclusive Education Questionnaire (STIEQ)” designed by the - researcher with a Cronbach reliability of .795, and “School System Effectiveness Scale developed by Bassey, Owan, and Eze (2019) with a Cronbach reliability of .930 (Bassey, et al, 2019). Data collected were analysed using path analysis and the results showed among others that that supervision of teachers has a significant effect on school system effectiveness with ‘teachers and students’ effectiveness as moderating variables; inclusive education has a significant effect on school system effectiveness with teachers and students’ effectiveness as moderating variables. Based on these findings, it was recommended, amongst others that students with different learning needs should be adequately catered for through proper inclusion following Individualized Educational Programmes (IEPs) paradigm for effective service delivery of teachers, and improved students’ academic performance.