LACK OF EFFECTIVE SUPERVISION OF INSTRUCTION IN PUBLIC EDUCATION

  In the view of Okoh (1985:47), supervision of instruction is a positive democratic process which is aimed at improving the teaching and learning process through the continual growth of all concerned. Namely the teachers, the supervisors, the administrator’s representative from central office and other interested persons. In addition, the strength and to correct the weakness of an individual, group or programme.

  Hagman (1951:167) also pointed out that the operation of the school system depends upon the organization which the administrator developed to discharge. He further disclosed that the

effective school supervision depends on the inter-relationship of the supervisor. As Gagunwa (1974-127) examined the role of the headmasters in the school. He noted the inability of headmasters to fully apprise each staff of his responsibilities hinders the school effective learning.

  Although, Ozigi and Canham (1979:19), indicated that the ministry of Education provides advisory and consultation services to schools. The researcher is not contended with their services in the field of providing adequate information to help school supervisors. It contributes to poor school supervision. The investigator observed that lack of effective school supervision may lead to the neglect of some very important programmes in the school.  

  From the view so far completed, the researcher has observed that lack of effective supervision of the handling of school costly and needed that school supervision should be splited into three phases to make it more meaningful and effective. The phases are full, inspection, routine check and casual or visitations check up.