Abstract

This study investigated school supervision and teachers’ classroom performance in public secondary schools in Abia State. The study adopted a descriptive survey design. Four research questions and corresponding hypotheses guided the study. The population comprised principals and teachers in public secondary schools in Abia State, from which 345 respondents, comprising 23 principals and 322 teachers, were selected for the study. Data were collected using a structured questionnaire titled School Supervision and Teachers’ Classroom Performance Questionnaire (SSTCPQ) and relevant students’ academic performance records from the sampled schools. The data were analysed using mean and standard deviation to answer the research questions, while Pearson Product Moment Correlation was used to test the hypotheses at the 0.05 level of significance. The findings indicated that school supervision practices were associated with teachers’ instructional delivery, classroom management and assessment practices. The study also identified challenges affecting effective supervision and strategies for improving supervisory practices in public secondary schools. Furthermore, a positive relationship was established between school supervision and students’ academic performance. The study concluded that effective and systematic school supervision is important for strengthening teachers’ classroom performance and promoting improved students’ academic outcomes. It therefore recommended, among other measures, regular instructional supervision, constructive supervisory feedback, adequate support for school supervisors, and continuous professional development for teachers and school administrators.