ADMINISTRATIVE SUPERVISION AND TEACHERS’ LESSON PLANNINGAND DELIVERY IN PUBLIC SECONDARY SCHOOLS IN KATSINA STATE,NIGERIA
Keywords:
Administrative supervision; teacher performance; lesson planning; lesson delivery; public secondary schools.Abstract
This study examined the impact of administrative supervision on teachers’ lesson planning and lesson delivery in
public secondary schools in Katsina State, Nigeria. A descriptive survey design was employed, with a sample of
333 respondents comprising teachers, principals/vice principals, and quality assurance officers selected from
twelve educational zones. Data were collected using a validated instrument titled the Administrative Supervision
on Teachers’ Job Performance Scale (ASTJPS). Mean and standard deviation were used to answer research
questions, while one-way ANOVA was used to test the hypotheses at the 0.05 level of significance. Findings
revealed that administrative supervision significantly enhances teachers’ lesson planning (grand mean = 3.98) and
lesson delivery (grand mean = 4.45). Supervisory activities such as monitoring, feedback, and classroom visits
improved instructional preparation, teaching methods, and classroom management. The hypotheses tested showed
no significant differences in respondents’ opinions regarding lesson planning (p = .421) and lesson delivery (p =
.381). The study concludes that administrative supervision is critical to improving instructional effectiveness. It
recommends strengthening supervisory mechanisms, enhancing monitoring practices, and providing continuous
professional support for teachers.