Abstract

Effective supervisory practices within schools are crucial for enhancing teachers’ job performance and overall educational quality. This study examines the relationship between school-based supervisory practices and teachers’ job effectiveness in selected public secondary schools in Buea, Cameroon. Understanding this relationship is essential for improving educational outcomes and ensuring that supervisory practices support teachers in fulfilling their professional responsibilities.

The study employed a descriptive survey design, collecting data from teachers and school administrators across several public secondary schools in Buea. Structured questionnaires and interviews were used to gather information on the types of supervisory practices implemented, such as classroom observations, feedback mechanisms, and professional development opportunities. The study also assessed teachers’ perceptions of these practices and their impact on job effectiveness, which was measured through indicators like classroom management, lesson planning, instructional delivery, and student engagement.

The findings indicate that effective supervisory practices are positively correlated with teachers’ job effectiveness. Supervisory activities such as regular classroom observations, constructive feedback, and continuous professional development were found to enhance teachers’ instructional skills, motivation, and overall performance. However, the study also identified challenges, including limited resources for effective supervision and inconsistent implementation of supervisory practices across schools. Additionally, some teachers reported that overly critical or unsupportive supervision negatively affected their job satisfaction and performance.

The study recommends that school administrators in Buea adopt a more supportive and collaborative approach to supervision, emphasizing the importance of regular, constructive feedback and ongoing professional development. It also suggests that the government and educational stakeholders allocate more resources to strengthen supervisory practices, ensuring they are consistent and effective across all schools. By enhancing school-based supervision, it is possible to improve teachers’ job effectiveness and, ultimately, student learning outcomes in public secondary schools in Buea.

Keywords: Supervisory Practices, Teachers’ Job Effectiveness, Public Secondary Schools, Buea, Cameroon, Educational Quality, Professional Development.