COMPARATIVE ANALYSIS OF INTERNAL SUPERVISION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN OYUN LOCAL GOVERNMENT AREA, KWARA STATE

Abstract:
Effective internal supervision plays a crucial role in ensuring the quality and standard of education in both public and private secondary schools. This study aims to conduct a comparative analysis of internal supervision practices in public and private secondary schools in Oyun Local Government Area, Kwara State. The research investigates the similarities and differences in the implementation of internal supervision mechanisms, identifies areas of strength and weakness, and offers recommendations for improvement.

The study follows a mixed-methods approach, utilizing both quantitative and qualitative data collection methods. A structured questionnaire is administered to a sample of teachers, administrators, and other educational stakeholders from public and private secondary schools. Additionally, semi-structured interviews and observations are conducted to gain in-depth insights into the internal supervision practices.

The findings reveal several key points. Firstly, both public and private secondary schools have internal supervision structures in place, including the appointment of supervisors, regular classroom observations, and feedback mechanisms. However, private schools tend to have more streamlined and formalized internal supervision procedures compared to public schools.

Secondly, the study identifies varying levels of commitment and engagement among teachers and administrators towards internal supervision. Private schools demonstrate a higher level of dedication, with teachers actively seeking feedback and engaging in professional development initiatives. In contrast, public schools face challenges such as large class sizes, limited resources, and administrative constraints, which impact the effectiveness of internal supervision practices.

Thirdly, the study highlights the significance of collaboration and communication within schools. Private schools exhibit a stronger culture of collaboration, where teachers and administrators work together to improve teaching and learning outcomes. In contrast, the hierarchical structure and limited channels of communication in public schools hinder effective collaboration and feedback exchange.

Based on these findings, the study recommends several strategies to enhance internal supervision in both public and private secondary schools. These include providing additional training and professional development opportunities for teachers and administrators, improving the infrastructure and resource allocation in public schools, fostering a culture of collaboration and communication, and establishing supportive policies and guidelines at the government level.

In conclusion, this comparative analysis provides valuable insights into the current state of internal supervision practices in public and private secondary schools in Oyun Local Government Area, Kwara State. The findings shed light on the strengths and weaknesses of internal supervision mechanisms and offer recommendations for enhancing the quality of education in both sectors. The study's outcomes can serve as a foundation for further research and inform policymakers and educational stakeholders in improving internal supervision practices in secondary schools.