International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Saleh Garba (PhD), Bushira Abdullahi (Mrs)
School of Vocational and Technical Education,
Department of Education, Abubakar Tatari Ali Polytechnic, Bauchi, Nigeria
Abstract: The study investigated the extent to which principals monitor students’ progress and also established the effect of principals’ monitoring of students’ progress on teachers’ pedagogical practices in public secondary schools in Bauchi state. Descriptive survey and causal research designs were employed for the study. The target population consisted all the principals and teachers in public secondary schools of Bauchi state. The samples comprised 29 principals and 384 teachers were drawn using random sampling technique. The study has one research question and a hypothesis. Questionnaire was the main tool for data collection. Cronbach’s alpha reliability of the instruments stood at 0.87. The data were analyzed using descriptive and inferential statistics. Simple linear regression was used to test the null hypothesis at .05 significance levels. The study revealed that principals’ monitoring of students’ progress has significant effects on pedagogical practices of teachers (R2=.099, p<.05). It was also established that majority of principals did not review students’ class work and assessment records in determining students’ progress. The study concluded that effective monitoring of students’ progress by principals will significantly enhance teachers’ pedagogical practices in public secondary schools. It was recommended that State Ministries of Education should be organizing training workshop for principals to improve their skills of monitoring the academic progress of students. It was also suggested that principals should intensify supervision of class work and assessment records.
Key words: Pedagogic practice, Monitoring, Supervision, Progress
I. BACKGROUND OF THE STUDY
Studies have shown that monitoring students’ progress has been part of the responsibilities of principals in school administration. The purpose of monitoring generally is to guarantee quality in teachers’ instructions and students’ learning process, (Wango, 2014). Grauwe (2007) contend that monitoring students’ progress have spurred much of the major reorganization of the education system of New Zealand, England, and Australia. Some scholars have viewed the monitoring of students’ progress in schools differently. For instance, Halverson (2010) described monitoring of learning as the procedure of deliberate assembling and recording of data about a programme with the aim of utilizing that information to refine the learning procedure, while Omogbehin (2013) conceptualizes monitoring learners’ advancement as an arrangement of linked actions with the