Exploring the Influence of School Location on the Self-Efficacy Beliefs of Supervisors in Instructional Supervision in Public Basic Schools in the Greater Accra Region of Ghana

Abstract

The study delves into the nuanced influence of school location on the self-efficacy beliefs of school supervisors engaged in instructional supervision in public basic schools. As educational landscapes evolve, understanding how the geographical context influences the effectiveness of public basic school supervisors is crucial for enhancing overall instructional quality. A mixed-methods approach was used to investigate the experiences and perceptions of public basic school supervisors in diverse school settings. Multistage sampling methods were employed to select 100 school supervisors. Quantitative data were gathered from 86 supervisors through surveys, while qualitative insights were obtained from 15 teachers through semi-structured interviews. The quantitative data were analysed and presented through frequencies and percentages. The difference in the supervisors’ characteristics was established using the independent samples t-test. The qualitative data were thematically analysed and used to triangulate the main data to establish the validity of the results. The study revealed a mean score of 4.16 which indicates high efficacy levels among the school supervisors. It also revealed no significant difference in the competencies of school supervisors based on their geographical location. The study recommends the introduction of a self-efficacy instrument at the point of recruitment of the school supervisors, standardising the hiring criteria. Also, school supervisors should pursue educational leadership programmes to equip them with skills and strategies to support instructional development and minimise disparities in educational quality.