尼日利亚埃基蒂州公立中学教师的定期监督和学生的学业表现

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Research in Early Childhood Education Pub Date : 2021-10-10 DOI:10.5296/ire.v9i2.19082

Bolarinwa Dapo Alonge, Ogunmilade Johnson Olusesan, Bamikole Oloruntoba

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引用次数: 0

摘要

学生的学习成绩差可能是教师不定期监督的结果。本研究调查了尼日利亚埃基蒂州公立中学教师定期监督与学生学习成绩之间的关系。本研究采用描述性调查和相关研究相结合的方法。本研究的研究对象是尼日利亚埃基蒂州公立中学的203所学校和7538名教师。样本数据采集采用经验证的“教师定期监督问卷”(TRSQ)，学生学业成绩数据采集采用profoma。该研究显示，在尼日利亚埃基蒂州的公立中学，教师的定期监督与学生的学习成绩之间存在显著的正相关关系。研究建议校长和其他内部主管应确保定期监督教师。

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Teachers’ Regular Supervision and Student Academic Performance in Public Secondary Schools in Ekiti State, Nigeria

The poor academic performance of students could be as a result of irregular supervision of teachers. The study investigated the relationship between teachers’ regular supervision and student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research were used for the study. The population for this study was 203 schools and 7,538 teachers in public secondary schools in Ekiti State, Nigeria. Validated instrument titled “Teachers’ Regular Supervision Questionnaire (TRSQ) was employed to collect data from the sample while a profoma was used to obtained data for academic performance of students. The study revealed that there was a positive significant relationship between regular supervision of teachers and student academic performance in public secondary schools in Ekiti State, Nigeria. The study recommended that principals and other internal supervisors should ensure regular supervision of teachers.

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International Research in Early Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

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