INFLUENCE OF SUPERVISION ON TEACHERS ATTITUDE TOWARDS TEACHING IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
Background of the study
Instructional supervision is a constant process that aims at improving teaching by providing needed services to teachers. Improving teaching is a complex process in which many elements should interact. Teachers are at the center of this improvement process. Their acceptance of instructional supervision and interaction with instructional supervisors provide the catalyst for any supervisory success. The way teachers view the supervision that they are undergoing and think about it is very important in the outcomes of the supervision process.
Supervision has its origin from the Latin word “Super video” meaning “to oversee” (Adenaike and Adebanjo, 2000:151). Therefore, “Supervision can be seen as a way of advising, guiding, refreshing, encouraging, stimulating, improving and overseeing certain groups with the hope of persuading people to desist from applying wrong procedures in carrying out certain functions on their jobs and at the same time try to emphasize the importance of good human relations in an organization” (Akilaiya, 2001:251). Supervision as a concept has diverse meanings and definitions on the individual’s needs, purposes and experience. Whereas the school supervisor would perceive it as an indispensable force for improved productivity, the teacher and or the taught being supervised might view same as an attempt to harass, threaten and curse because of the use of traditional approach of supervision by supervisors, or as a source of assistance and support needed in realizing the educational goals and objectives. The traditional approach of supervision is a fault-finding approach, the supervisor goes to school to criticize and condemn teachers, not seeing anything good in them (Adenokun, 2000). Educational supervision is the process or act of seeing to it that the policies, principles and methods established for achieving the objectives of education are properly and successfully carried out (Akilaiya, 2001). This process involves using expert knowledge and experience to oversee, evaluate and cooperatively improve the conditions and methods of doing things connected with the teaching-learning problems in schools.
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