This study investigated the challenges and prospects of administrative supervision in public primary schools within Ughelli North Local Government Area, Delta State, Nigeria. A descriptive survey design was employed to examine supervision practices among 100 respondents, comprising 10 supervisors, 10 school administrators, and 80 teachers from 10 randomly selected public primary schools. Data were collected using structured questionnaires and analyzed using descriptive statistics, including means, standard deviations, and percentages. The findings revealed that while supervisors and administrators generally agreed that supervision visits are conducted regularly (mean = 3.20 and 3.20, respectively), teachers showed moderate agreement (mean = 2.65). Major challenges identified include inadequate resources (reported by 70% of respondents), insufficient training for supervisors (with 65% agreement on the inadequacy), and limited feedback mechanisms (teachers' mean rating = 2.22). Despite these challenges, all respondent groups strongly agreed that supervision significantly impacts teacher performance (supervisors' mean = 3.70, administrators' mean = 3.90, teachers' mean = 3.91). The study recommends enhanced funding for supervision activities, structured training programs for supervisors, the establishment of regular feedback systems, and inclusive supervision approaches that involve teachers in the process. These findings contribute to understanding the complexities of educational supervision in Nigerian primary schools and provide empirical evidence for policy formulation in educational quality assurance.
Felicia Ofuma Mormah (Wed,) studied this question.