This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North-West Region. The objective was to investigate the impact of instructional supervision on teachers’ job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires: one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert-type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar-charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing; teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not.
Performance, Instructional Supervision, Principals, Secondary Schools, Boyo Division
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