Perception of Curriculum Leaders and Teachers on Feedback and Conditions Essential for Effective Supervision in Senior High Schools
[1]
Cosmas Cobbold, Department of Arts and Social Sciences Education (DASSE), University of Cape Coast, Cape Coast, Ghana.
[2]
Sylvanus Kofie, Department of Arts and Social Sciences, Fosu College of Education, Assin Fosu, Ghana.
[3]
Anthony Bordoh, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana.
[4]
Isaac Eshun, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana.
This study was designed to examine the perception of curriculum leaders and teachers on feedback and conditions essential for effective supervision in Senior High Schools in the Assin North Municipality of Ghana. Descriptive survey was adopted for the study. Purposive sampling procedure was employed to select 44 curriculum leaders and convenient sampling procedure was employed to select 120 teachers for the study. Questionnaire was used to elicit responses from both curriculum leaders and teachers. Mainly, descriptive statistics were used to analyze the data collected. Frequency and percentages in tables were adopted to present various perceptions held by curriculum leaders and teachers on curriculum supervision. The research revealed that effective curriculum supervision thrives on both supervisors and supervisees keeping records of all formal, as well as informal supervision sessions and providing immediate feedback. It was recommended that since feedback is necessary in curriculum supervision it should always be at the personal level so that individual teachers can attach maximum attention to them.
Perception, Curriculum, Supervision, Curriculum Leaders, Teachers, Feedback, Effective Supervision
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