Abstract:
The study investigated the supervisory roles of principals for quality education. The main purpose of the study was to find out supervisory roles of principals for quality assurance in secondary schools in the Federal Capital Territory, Abuja. The study adopted five research questions and four null hypotheses. A descriptive survey research design was adopted; the population of the study was 7,602 principals and teachers of public secondary schools in the capital territory. Multi stage sampling procedure was adopted to select 40% of public secondary schools using the simple random sampling technique by balloting without replacement. The sample for the study was 10% of the total population for responses to the questionnaire. The selection of eight teachers for the focus group discussion was purposively carried out via non-probability technique by panel sampling from the senior secondary schools in a zone. Questionnaire and a focus group discussion guide were instruments for data collection which were validated by experts and went through reliability test to come out with high results of .93, .88, .87, .82, .74, and overall of .93. Mean and Standard Deviation were used to answer the research questions while the null hypotheses were tested using t-test. The t-test revealed on three out of the four hypotheses, no significant differences between the opinions of senior secondary school supervisory team and junior secondary school supervisory team. The study revealed that principals to great extent accorded desired attention to monitoring of teachers attendance, preparation of lesson note and adequacy of scheme of work while tasks such as provision of instructional materials, check of teachers’ lesson notes, feedback to teachers/learners and review of activities with stakeholders were always performed by the principals; teachers were seldom made to serve on committees and the junior team to a little extent use the ICT. The study concluded that principals should eliminate challenges faced in the tasks of institutional governance, resource input, curriculum delivery and student learning effective via collaboration and goal oriented synergetic interrelationship between the school and the relevant stakeholders; and strengthen its ability in personnel management, supervisory quality indicators, management of learning environment, impact of teaching-learning effectiveness and strategies to attainment of quality assurance. On the basis of the findings summary was drawn and recommendations were made that teachers should be made to serve on committees, always motivated, lives of personnel not endangered and they should be encouraged to use the ICT.
