Supervising the Teacher in Ghana: Implications for Pupils’ Academic Performance in the Sissala East District

Abstract

The purpose of the study, which employed qualitative and quantitative design, was to assess the core roles of supervisors in the Ghana Education Service (GES) and how effective these roles are discharged as well as the effects of the core roles of teachers on pupils’ academic performance. The data was gathered and analysed using one hundred and fifty (150) respondents. This included twenty (20) GES officials, forty (40) teachers, forty (40) parents and fifty (50) pupils in the Sissala East District. Random and stratified sampling techniques were used in the selection of respondents. A semi-structured questionnaire and an interview guide were used in collecting data for the study. The data were analysed using the Statistical Product and Service Solutions (SPSS) based on which frequency tables were generated. It emerged from the study that bodies such as the National Inspectorate Board, the Regional Monitoring Team, the District Education Oversight Committee, School Management Committees and Parent-Teacher Associations have not been effective in discharging their supervisory roles and responsibilities. The study further revealed that the core roles of teachers impact greatly on pupils’ academic performance. It is recommended that bodies responsible for supervising teachers are given the need logistics, education and training on their roles to ensure that teachers discharge their core roles and responsibilities. There is the need to institute stiffer sanctions such as placing embargo on teachers’ salary who fail to carry out their roles and responsibilities.

Keywords: roles, data, effective, education and GES