Journal of Education & Social Policy

Instructional Supervision and Its Benefits: A Study of Junior High Schools Social Studies Teachers in the Aowin Municipality
Emmanuel Adom Ashun, Andrews Acquah

Abstract
The study was conducted to examine the state of instructional supervision of social studies teachers in the Aowin Municipality in the Western North Region of Ghana. Two research questions were formulated in this study using descriptive survey research design methods. The study employed the multi-stage sampling strategy using stratified, simple random and quota sampling techniques to sample 120 respondents. A questionnaire was the main instrument used for data collection. The data were analysed using descriptive statistics (mean and standard deviation). The study revealed that instructional supervision assists in broadening the knowledge and experience of supervisees. It also provides teachers with the required professional support for teaching social studies. The study concluded that there was some level of insufficiency on the part of some headteachers and circuit supervisors and inadequate resources for supervision leading to poor supervision. The study further revealed that the municipal directorate does not provide adequate support on instructional supervision activities in the Municipality. In instructional supervision, supervisors fail to employ relevant knowledge and skills in their instructional supervision at all times. The study, therefore, recommended that the Municipal Education Directorate should try as much as possible to appoint competent and experienced teachers as circuit supervisors. Also, intensive training and workshops should be organized to supervisors to build their competencies in the supervision of teachers. Again, funds should be provided to supervisors to meet all financial needs related to the supervision of teachers.

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