Supervisors’ Challenges to Effective Supervision of Teaching and Learning at Junior High Schools in the Krachi Nchumuru
The study was set up to investigate supervisors’ challenges to effective supervision of teaching and learning at Junior High Schools in the Krachi Nchumuru. The qualitative research approach was employed alongside the case study as the design to conduct this study. A convenient sampling technique was used to select seven (7) head teachers and fourteen (14) teachers making a sample size of twenty-one (21) participants. Data were collected through face-to-face in-depth individual interviews using tape recording. The thematic analytical method was used to analyze the collected data. The findings on the supervisors’ challenges to effective supervision of teaching and learning include are inadequate professional qualifications in supervision, inadequate continuing training in supervisory skills, school heads’ heavy workloads, routine administrative roles of school heads as supervisors and lessons assigned to school heads to teach and their effects on quality supervision. Recommendations made were that the Ghana Education Service should establish Continuous Professional Development (CPD) programs tailored specifically for school heads’ supervisory skills acquisition. The Ghana Education Service should contract experts in supervision to develop a comprehensive curriculum that covers the core competencies required for effective supervision in schools. This curriculum should be designed in collaboration with education experts and should align with the specific needs and challenges faced by school heads as supervisor.
Keywords: Supervision, Inadequate, Supervisory Skills, Professional Training, Challenges.
