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A lot of inputs have gone into the creation and establishment of supervisory unit through organization and planning in our educational system. These inputs have been channeled towards the purpose of realizing the stipulated goals and objectives in the National Policy on Education. Thus, a quality school must provide its students with sufficient, current and detailed content in every subject areas. To do this effectively, the teachers have to utilize the appropriate teaching methods and materials that will enhance improved instructional materials, hence the urgent need for instructional supervision in the school. Instructional supervision must, therefore, be efficiently created and properly mapped out to help interaction that will foster quality improvement in the process of teaching and learning. This paper examines instructional supervision, quality education and the do’s and don’ts of effective and quality supervision of instruction. The paper also examine instructional supervision as catalyst for quality improvement in secondary schools. Finally, the paper concludes that there should be modalities in place to ensure inspectors of the Ministry of Education monitor school heads to ascertain their appropriate use of the various techniques of instructional supervision in secondary schools. DOI: 10.5901/jesr.2013.v3n6p59
Mukoro et al. (Sun,) studied this question.