CLASSROOM VISITATION AND WORKSHOP TECHNIQUES AS PREDICTORS OF TEACHERS' PRODUCTIVITY IN SECONDARY SCHOOLS IN KWARA STATE
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Kwasu International Journal of Educational Management and Leadership (KIJEMAL)
Abstract
The study investigated principals’ classroom visitation and workshop technique as predictors
of teachers' productivity in secondary schools in Ilorin South Local Government Area. The
study which employed a descriptive survey identified two principals’ supervisory techniques
which were classroom visitation, and workshop techniques. Four objectives, two research
questions and two null hypotheses were raised for the study. The population consisted of
1,258 principals and teachers in senior secondary schools in Ilorin South Local Government,
Kwara State. 330 respondents, which included 24 principals, and 306 teachers were selected
using multistage sampling technique. Two set of questionnaires titled “Principal Supervisory
Techniques Questionnaire (PSTQ) and Teachers Productivity Questionnaire (TPQ)” were
designed for the study. The reliability of the instrument was ascertained using the Cronbach
Alpha method to obtain the r-coefficient of 0.83. The research questions were analysed using
descriptive statistics of mean and standard deviation. Linear Regression was used to test the
null hypotheses of the study at 0.05 level of significance. The findings of the study revealed
that principals’ classroom visitation techniques used in public secondary schools involved
engagement in collaborative discussions with teachers, visitation to identify professional
development needs of teachers, classroom observation on instructional practices, and
students’ engagement. The findings also revealed that principals’ supervisory techniques
(classroom visitation, workshop and demonstration techniques) significantly influenced
teachers’ productivity in public secondary schools. It was concluded therefore that
principals’ classroom visitation and workshop techniques can sustain high levels of teacher
productivity, ultimately improving the quality of education in public secondary schools.
Based on the findings, three recommendations were proposed, among which were that
principals should prioritize regular and structured classroom visitations to observe teaching
practices, engage in collaborative discussions with teachers, and identify professional
development needs of teachers.