Reengineering Supervisory Practices for Effective Goal Attainment in Public Senior Secondary Schools in Rivers State

Abstract

This study examined reengineering supervisory practices for effective goal attainment in public senior secondary schools in Rivers State. The study was guided by three research questions. The research design employed in this study was a descriptive research design. The population of the study comprised all supervisors in the ministry of education and the Rivers State senior secondary school board. The total population of supervisors in the Ministry of Education is one hundred and ninety-one (191), and supervisors in the Rivers State Senior Secondary Schools Board are one hundred and thirty-one (131). Hence, the population for this study is three hundred and twenty-two (322). The sample of the study is composed of three hundred and twenty-two (322) supervisors in the Rivers State Ministry of Education and the Rivers Senior Secondary Schools Board. The census sampling technique was adopted. This technique is considered most appropriate because the population of the study is quite small and can be managed. However, out of 322 copies of the instrument distributed, 280 were correctly filled and returned, which represented an 87% return rate of the instrument distributed and used for data analysis. The instrument that was used for data collection was a self-constructed questionnaire titled Reengineering Supervisory Practices for Effective Goal Attainment Questionnaire (RSPEGAQ). Reliability for the study was determined using the Cronbach alpha coefficient statistics. The reliable index yielded a result of 0.892, which showed that the instrument was reliable and was adopted for the study. Mean and Standard Deviation Statistics were used to answer the research questions. Through the implementation of supportive supervision models that foster a culture of self-reflection, public schools can witness notable enhancements in the achievement of objectives, professional development, collaboration, accountability, and instructional leadership. The study recommends, among other things, that a systematic approach be implemented, involving administrators, teachers, and other relevant stakeholders, in order to establish goals. This approach should prioritise open communication and shared decision-making to ensure that these goals are in line with the school's vision and long-term objectives.