Abstract

This study examines the relationship between school-based supervisory practices and teachers’ job effectiveness in public secondary schools in Yaoundé, Mfoundi Division, Cameroon. Effective supervision in schools is crucial for enhancing teachers’ performance, ensuring quality education, and achieving better student outcomes. This research aims to assess how various supervisory practices influence teachers’ job effectiveness, focusing on their instructional delivery, classroom management, and professional development.

School-based supervision involves the monitoring and evaluation of teachers’ performance by school administrators or supervisors, with the goal of improving teaching quality and promoting accountability. In the context of Cameroon’s education system, where public secondary schools face challenges such as overcrowded classrooms, limited resources, and varying levels of teacher competence, effective supervision is essential for maintaining educational standards.

The study employs a descriptive survey design, using questionnaires and interviews to collect data from teachers, school administrators, and supervisors across selected public secondary schools in Yaoundé, Mfoundi Division. The data is analyzed to determine the impact of different supervisory practices, such as classroom observation, feedback mechanisms, professional development programs, and mentoring, on teachers’ effectiveness in their roles.

Preliminary findings suggest that school-based supervisory practices have a significant impact on teachers’ job effectiveness. Teachers who receive regular and constructive feedback from supervisors tend to demonstrate higher levels of instructional effectiveness, better classroom management, and a greater commitment to continuous professional development. The study also finds that supportive supervision, where supervisors engage in collaborative and non-punitive interactions with teachers, positively influences teachers’ motivation and job satisfaction.

However, the research identifies several challenges that hinder the effectiveness of school-based supervision. These challenges include a lack of trained supervisors, insufficient time allocated for supervisory activities, and the absence of a standardized supervision framework across schools. Additionally, the study highlights that some supervisory practices are perceived as overly critical or punitive, leading to teacher demotivation and resistance to supervision.

The study concludes that while school-based supervisory practices are crucial for enhancing teachers’ job effectiveness, there is a need for a more structured and supportive approach to supervision in public secondary schools. Developing a comprehensive supervision framework that includes training for supervisors, clear guidelines for supervisory activities, and mechanisms for providing constructive feedback can improve the overall effectiveness of teachers and, by extension, the quality of education.

The findings of this study have important implications for educational policymakers, school administrators, and supervisors in Cameroon. By improving supervisory practices, public secondary schools in Yaoundé, Mfoundi Division can better support teachers in their professional roles, ultimately leading to improved student outcomes and educational quality.

Keywords: School-based supervision, job effectiveness, public secondary schools, teachers, Yaoundé, Mfoundi Division, Cameroon, instructional quality, professional development, educational supervision.