ABSTRACT

This research investigated the “Difference of Peer Supervision Model on Secondary Schools Teachers’ Instructional Effectiveness in South South, Nigeria. The purpose of the study was to investigate the difference of peer Supervision Model on Secondary Schools Teachers’ Instructional effectiveness in South South Nigeria. Six objectives, six research questions and six null hypotheses guided the study and the  hypotheses were tested at 0.05 level of significance. The type of quasi experimental design used for the study was non-equivalent control group design which consist of treatment and control groups. The two groups were pretested and post-tested to collect data for the study. The population of the 29,820 consent of teachers’ in all public secondary schools in South  South, Nigeria. A sample of 395 teachers were selected through multistage sampling techniques for the study. The instrument used in gathering data for the study was titled “Teachers’ Instructional Effectiveness Rating Scale” (TIERS). The instrument was face validated by two lectures in the Department of Educational Management, Michael Okpara University and one expert in Measurement and Evaluation. The reliability of the instrument (Teachers’ Instructional Effectiveness Rating Scale) was computed using Cronbach Alpha Reliability Coefficient. Reliability Coefficient of 0.74 was obtained. Data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). Findings revealed a significant difference between the mean effectiveness of teachers supervised with peer supervision model and those supervised with traditional model in terms of lesson plan. A significant difference existed in the means effectiveness of teachers supervised with peer supervision model and those supervised with traditional model based on lesson note preparation. Teachers who were supervised with peer supervision model had a significant difference existed in their means effectiveness based on lesson presentation. A significant difference existed in the means effectiveness of teachers supervised with peer supervision model based on method of teaching. Teachers who were supervised with peer supervision model had a significant difference in their mean responses than those supervised were traditional model in terms of classroom management. Also, the study indicated a significant difference in mean effectiveness of teachers supervised with peer supervision model than those supervised with traditional model based on work coverage. It is therefore recommended among others that the principals should see peer supervision as a welcome development in the school system and not as a threat. Workshop should be organized for internal supervisors of schools (principals) on peer supervision model on the need to allow teachers to practice this model.