Influence of Head Teachers' Instructional Supervisory Practices on Teacher Retention, And Gender on Their Supervisory Practices: A Study of Public Basic Schools in Swedru Circuit ‘A', Agona West Municipality, Ghana

Abstract

The study had two-fold purposes: to determine the relationship between the supervisory practices head teachers and teacher retention in the public basic schools in Swedru Circuit ‘A', Agona West municipality of Central region, Ghana; and to find out whether the gender of the head teachers influence their supervisory styles. This was a quantitative research, underpinned by positivism. Specifically, a descriptive survey design was employed for the study. A structured questionnaire was distributed to 9 head teachers and 67 teachers, comprising 38 females and 29 males, but, in all, 61 of them responded to the instrument. Census frame was used to involve all the head teachers in the study, while the teachers were selected through stratified and simple random sampling techniques. The data collected was analysed using descriptive statistics (mean, standard deviation) and inferential statistics such as t-test, one-way ANOVA and Multiple Regression. The study discovered that the head teachers' supervisory practices included lesson observation, checking teacher's record of work, provision of in-service training, monitoring punctuality and regularity, and orientation of new staff, but most of these did not enhance retention of teachers in the Circuit. Also, the study showed statistically significance difference between gender and supervisory practices with regard to lesson observation, provision of in-service training, and orientation of new staff. It alsowas established that the head teachers' gender was crucial in carrying out their supervisory roles and responsibilities, which suggests that attention should be directed to this variable. The researchers, therefore, recommended that Agona West Education Directorate should consider gender in the appointment of head teachers if it desires that head teachers should practice supervisory styles needed to promote teacher retention.