10th U6+ Consortium of African Universities International Conference

Teacher’s productivity is the cornerstone of any educational system that aspires to produce citizens who are knowledgeable, skilled and globally competitive. Serious decline in teacher’s productivity in public schools has been reported by previous scholars which is attributed to lack coordinated school supervision. Therefore, this study examines the effect of supervision practices on teacher’s productivity in public secondary schools with a few to recommend how school supervision practices can be improved to achieve better teacher’s productivity. Three research questions with two hypotheses were formulated in the study. Descriptive research design was adopted with 100 selected secondary school teachers across Ilorin South Local Government of Kwara State Nigeria using a multi-sage sampling approach. Researcher’s designed questionnaire tagged “Supervision practices and Teacher’s productivity” was used to gather responses from selected teachers. Frequency distribution and percentage mean was used to measure the demographic variables. Multiple regression analysis was used at 0.5 significance level was used to test the hypotheses. Findings showed that supervision practices were implemented at high level with weighted mean of 3.17 with administrative oversight and provision of instructional materials as the most consistently practiced dimension. Teacher’s productivity was perceived high with weighted mean of 3.57 and teacher’s perceived supervision was perceived to have a high positive effect on their productivity with weighted mean of 3.47 while multiple regression analysis revealed that supervision practices jointly has statistically significant effect on teacher’s productivity with F (8, 91) = 5.693, p-value < 0.001, R2 = 0.334, explaining approximately 33.4% of the variance; among all individual supervision dimensions, only administrative oversight (= 0.259, p = 0.032) reflected a statistically significant contribution. The study therefore concluded that an integrated supervisory approach anchored by administrative oversight and complimented by classroom visitation, feedback, mentoring and professional development is the most effective measure to enhance teacher’s productivity. It was recommended that Principals institutionalize regular classroom visitation, formalize mentoring for early career teachers and enforce administrative oversight consistently.