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Perceived Scope and Approaches of Curriculum Supervision
Current Issue
Volume 2, 2015
Issue 4 (August)
Pages: 146-151   |   Vol. 2, No. 4, August 2015   |   Follow on         
Paper in PDF Downloads: 39   Since Aug. 28, 2015 Views: 1569   Since Aug. 28, 2015
Authors
[1]
Isaac Eshun, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana.
[2]
Anthony Bordoh, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana.
[3]
Sylvanus Kofie, Department of Arts and Social Sciences, Fosu College of Education, Assin Fosu, Ghana.
Abstract
This paper explored the perceived scope and approaches of curriculum supervision in selected senior high schools in the Central Region of Ghana. Descriptive survey was adopted for the study. Non-probability sampling method (purposive and convenience sampling techniques) was used to selects the respondents for the study. Questionnaire was used to elicit responses from both curriculum leaders and teachers. Primarily, descriptive statistics were used to analyze the data collected. Frequency and percentages in tables were adopted to present various perceptions held by curriculum leaders and teachers on the scope and approaches of curriculum supervision. It was concluded that curriculum supervision should follow stipulated rules and that selective curriculum supervision process should be applied in relation to individual teacher’s needs/challenges. It was recommended that ensuring compliance with the rules should be considered as a major purpose of curriculum supervision. Also, the scope of curriculum supervision should not only be limited to the classroom but to the activities outside the classroom which have influence on the teaching and learning interaction.
Keywords
Scope, Approaches, Curriculum, Supervision, Curriculum Supervision
Reference
[1]
Brooks, J. N., Solloway, S. G., & Allan, L. A. (2007). Instructional supervision and curriculum monitory: Re-interpreting the principals role through arts of enquiry. Springer Science Business Media, 1 (12), 145-149.
[2]
Cobbold, C., Kofie, S., Bordoh, A., & Eshun, I. (2015a). Perception of curriculum leaders and teachers on feedback and conditions essential for effective supervision in senior high schools. International Journal of Educational Research and Information Science, 2(2), 21-26.
[3]
Cobbold, C., Kofie, S., Bordoh, A., & Eshun, I. (2015b). Functions and practices of curriculum supervision in senior high schools in the Assin North Municipality of Ghana. American Journal of Social Sciences, 3(4), 120-128.
[4]
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[11]
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[12]
Sergiovanni, T. (2000). The life world of leadership: Creating culture, community and personal measuring in our schools. San Francisco: Jossey Bass.
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