While a number of training programmes are organized to strengthen the supervisory roles of headteachers in Ghanaian basic schools, research suggests that the quality of instructional supervision remains poor. Employing quantitative research paradigm, this study sought to explore the relationship between professional development and supervision of instruction of headteachers in the basic schools of one educational district in Ghana. The study results showed that while engagement in both formal and informal professional development activities correlated with instructional supervision, only the engagement in informal professional development activities significantly predicted supervision and evaluation of instruction. This suggests that informal learning experiences appear to be valuable than formal professional development activities in the selected district. Educational authorities in Ghana therefore need to coordinate and strengthen the existing informal/on-the-job learning strategies in schools to facilitate the supervisory skills of headteachers.
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License