SCHOOL INSTRUCTIONAL SUPERVISION AND DISPARITIES IN THE ACHIEVEMENT OF EFFECTIVE TEACHING AND LEARNING IN NIGERIAN POST - BASIC SECONDARY SCHOOLS

Authors

  • MUHAMMAD KABIR IDRIS Department of Education, Federal University Dutse, Jigawa State, Nigeria
  • HAMIDU MOHAMMED JADA Department of Education, Federal University Dutse, Jigawa State, Nigeria
  • UMAR GARBA Department of Education, Yobe State University, Damaturu

Keywords:

Instructional Supervision, Types, Impacts, Teachers' effectiveness

Abstract

Effective educational outcomes hinge on robust mechanisms, among which instructional supervision stands as a cornerstone. When properly organized and executed, instructional supervision can significantly enhance the teaching-learning process, ultimately elevating the standards of the educational system. This paper explores the concept of instructional supervision, its various types, their respective impacts, and the disparities in achieving effective teaching and learning in Nigerian post-basic schools. It concludes that consistent, thorough, and ongoing supervision of instruction is critically needed, especially given the recent changes introduced to the secondary school curriculum.

DOI: https://doie.org/10.10318/SER.2025840633

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Published

2025-09-30

How to Cite

IDRIS, M. K., JADA, H. M., & GARBA, U. . (2025). SCHOOL INSTRUCTIONAL SUPERVISION AND DISPARITIES IN THE ACHIEVEMENT OF EFFECTIVE TEACHING AND LEARNING IN NIGERIAN POST - BASIC SECONDARY SCHOOLS. Sokoto Educational Review, 24(2), 104–111. Retrieved from https://sokedureview.org/index.php/SER/article/view/570

Issue

Vol. 24 No. 2 (2025): Sokoto Educational Review

Section

Articles

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Copyright (c) 2025 MUHAMMAD KABIR IDRIS, HAMIDU MOHAMMED JADA, UMAR GARBA

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