In the view of Okoh (1985:47), supervision of
instruction is a positive democratic process which is aimed at improving the
teaching and learning process through the continual growth of all concerned.
Namely the teachers, the supervisors, the administrator’s representative from central
office and other interested persons. In addition, the strength and to correct
the weakness of an individual, group or programme.
Hagman (1951:167) also pointed out that the
operation of the school system depends upon the organization which the administrator
developed to discharge. He further disclosed that the
effective school
supervision depends on the inter-relationship of the supervisor. As Gagunwa
(1974-127) examined the role of the headmasters in the school. He noted the
inability of headmasters to fully apprise each staff of his responsibilities
hinders the school effective learning.
Although, Ozigi and Canham (1979:19),
indicated that the ministry of Education provides advisory and consultation
services to schools. The researcher is not contended with their services in the
field of providing adequate information to help school supervisors. It
contributes to poor school supervision. The investigator observed that lack of
effective school supervision may lead to the neglect of some very important
programmes in the school.
From the view so far completed, the researcher
has observed that lack of effective supervision of the handling of school
costly and needed that school supervision should be splited into three phases
to make it more meaningful and effective. The phases are full, inspection,
routine check and casual or visitations check up.