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PUBLISHED DATE: - 15-08-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue08-05
PAGE NO.: - 57-71
CLASSROOM VISITATIONS BY
INSTRUCTIONAL SUPERVISORS AND
TEACHERS’ EFFECTIVENESS IN THE
IMPLEMENTATION OF THE COMPETENCY
BASED APPROACH IN SECONDARY SCHOOLS
IN THE SOUTH WEST REGION OF
CAMEROON
Mokini Sophie Maclin
Department of Curriculum Studies and Teaching, Faculty of Education of
the University of Buea Cameroon
Professor Endeley Margaret Nalova
Department of Curriculum Studies and Teaching, Faculty of Education of
the University of Buea Cameroon
Dr. Agnes Lyonga (AP)
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon
RESEARCH ARTICLE
Open Access
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INTRODUCTION
The implementation of the competency-based
approach (CBA) in secondary schools has been a
significant educational reform in Cameroon in
recent
years
(MINSEC,
2014).
Effective
instructional supervision is crucial in supporting
teachers' successful implementation of the CBA
(Akpa, 1987; Peretomode, 2001). One key aspect of
instructional supervision is the practice of
classroom visitations, where supervisors observe
and provide feedback to teachers (Akum, 2017;
Oyedeji, 2012). The relationship between
classroom visitations by instructional supervisors
and teachers' effectiveness in implementing the
CBA is an important area of research. Studies have
shown that instructional supervision, when
conducted effectively, can positively influence
teachers' pedagogical practices and student
learning outcomes (Borich, 2008; Danielson,
2013). However, the impact of classroom
visitations on teachers' CBA implementation in the
specific context of secondary schools in the
Abstract
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Southwest Region of Cameroon is not well-
documented.
The Competency Based Approach (CBA) has
gained grounds in the academic world for more
than a decade now. In fact, nowadays the purpose
of teaching is no longer to transmit knowledge and
or apply isolated know-how. It is rather mandatory
that learners are confronted with problem
situations which they need to solve. Through this
approach the learner will not only acquire
knowledge but also use it in a meaningful way in
various situations of life, work and family, social
and even professional situations. According to
Wiysahnyuy (2021), CBA has brought about
profound changes in teaching practices as the
teacher becomes a true mediator between the
learner and the knowledge. In order to achieve this
competence objective, secondary schools in
Cameroon chose, after the experience of programs
by content and objective, to follow the path of the
CBA. This switch is important, yet it raises a crucial
concern on whether or not teachers are equipped
to adjust to the demands of the new dispensation
because many teachers seem to be sticking to their
old ways of teaching which may limit their
acquisition of the desired skills as students do not
seem to be acquiring the expected skills. In other
words, the implementation of the CBA does not
seem to be effective, as secondary sc
hool’s leavers
do not seem to have acquired skills that positively
transform their lives and contribute to societal
development.
One reason that may account for this trend maybe
inadequacy in the process of instructional
supervision. As cited in Tyagi (2010), instructional
supervision provides guidance, support and
empowerment of teachers for their professional
development in the teaching-learning process.
Supervision provides teachers the support,
knowledge and skills that enable them to succeed
in implementing policy. Moreover, the quality of
instructional
supervision
develops
among
teachers, good perceptions and positive attitudes
towards the practice (Choy, 2011). According to
Oyedeji (2012) the functions of school supervisors
for effective supervision includes: making
classroom
visits,
supervising
Heads
of
Departments, and teachers by checking their
scheme of work and lesson notes, checking
teachers’
classroom
attendance,
checking
absenteeism and rewarding hardworking teachers
and punishing indolent ones by assigning
administrative duties to them as a means of
encouraging them to do the right things at the right
time, all of which enhance the implementation of
educational plans. Instructional supervision
according to Olorunfemi (2008) and Okobia
(2015) is a helping relationship whereby the
supervisor guides and assists the teachers to meet
the set targets. Instructional supervision can
enhance and reinforce teaching practices, identify
areas where the teacher is limited and provide
help. The CBA is a different approach from what
obtained before and for it to be effectively
implemented there is need for instructional
supervision. Investigating this relationship is
crucial, as the competency-based approach
represents a significant shift in teaching and
learning, and teachers' successful implementation
of the CBA is essential for its ultimate success
(République du Cameroun, 2007; MINSEC, 2014).
Furthermore, understanding the role of
instructional supervision, particularly classroom
visitations, can inform policies and practices that
support teachers in effectively implementing the
CBA in the region.
Context and Justification of Study
Contextually, The Sector Wide Approach Draft
document (2005) states that the key is to
strengthen teacher quality as part of a
comprehensive strategy towards efforts aimed at
improving the quality of educational services this
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is achieved through instructional supervision.
Schools exist to help students learn and one of the
ways to ensure this happen is to help those who
work with students at various levels to become
better practitioners, to be the best they can be,
more knowledgeable, more sensitive to the needs
of different learners, more thoughtful, more
resourceful, more flexible, more creative and more
intelligent human beings. For these qualities to be
achieved, well trained school administrators are
needed to play a vital role for school improvement
through supervision of instruction. The president
of the Republic of Cameroon during his February
2001 message to the youth, called for embracing
the competence-based approach (République du
Cameroun, 2007). In the National Standard System
of Higher Education as well professional and
teachers training institutions, the requirements
and qualifications are clearly stated, the list of
socially and professionally important knowledge,
skills and competencies is provided, which are
required from the graduate of high institution not
only by the national labour market, but also by the
Cameroonian Community.
Competence-based approach was introduced in
Cameroon in July 2012 with the purpose of moving
from rote memorization to a more experiential and
practical approach in school. The young
Cameroonians are to acquire competences
relevant to the job market, attainment of vision
2035 and the lear
ners’ smooth integration into the
21st century World MINSEC (2014). Cameroons
Ministry of Basic Education had distinguished
three main components of the competence to be
taught:
subject
competence
(knowledge),
transversal competence (knowhow resulting from
all the subjects in a child’s learning) and life
competence resulting from the development of the
right attitudes and behavior for real life situations.
The decree of the President of Cameroon on
measures for priority development of education in
Cameroon dated by 2001 determined the number
of measures for introduction the regulations in
Cameroon based on competence, aimed at
coordination the national system of education
quality assurance with the general system of
education. Based on modern society requirements
and the needs of learner to adapt to changing
needs, the education quality assurance should be
based on the formation of such competencies and
skills in future specialists that enable them to use
practically knowledge and skills for the benefit of
all Cameroonians that creating job makers not job
seekers.
According to Akum (2017), the challenges that
teachers face, is as a result of their perception and
view of the Competency Based Approach amongst
other factors. While some secondary school
teachers in the South West Region see this
approach as good, others view it as not different
from the New Pedagogic Approach (NPA).
Presently, there are legislative frameworks in the
form of decrees and ministerial circular letters
prescribing supervision of instruction in schools.
Decree N0 2002/004 OF 4TH January 2002, decree
N0 2005/139 of 25t h April 2005 are some
frameworks governing instructional supervision
in Cameroon. At the Ministry of Secondary
Education there are Inspectors General of
Pedagogy, at the regional level, there are Pedagogic
Inspectors and at the divisional level, there are
Divisional Inspectors. Furthermore, decree
n02002/004 of 4th January 2002, organizing the
Ministry of National Education, outlines the
functions of the personnel of the ministry and
states that the following categories of people are
involved in supervision: the pedagogic inspectors,
principals and Head of Departments.
In essence, to meet the challenges and expectations
of our education institutions in Cameroon, the
issue of
teachers’ effectiveness in the
implementation
of
the
competency-based
approach has to be treated appropriately. The
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implementation of the CBA in the teaching-
learning process officially started in 2012/2013 in
order to enable students to acquire stated
competences which can equip them to contribute
towards the attainment of Cameroon Vision 2035.
Yet not much has changed despite many pedagogic
workshops. Some teachers are still unable to
effectively use it to prepare, facilitate and evaluate
lessons. They still use the teacher-centered
approach with direct lecture and notes dictation.
Thus, the learners do not seem to adequately
acquire the specific competences in the teaching-
learning process. As a result, student achievement
is still below expectation. The desired
competences which could serve as resources when
the students integrate themselves to act
competently in life situations are not being
acquired through the CBA as expected. One factor
that may account for teaching ineffectiveness is
instructional supervision. Hoffman and Tesfaw,
(2012), say that teachers were convinced on the
need of instructional supervisory engagements in
order to be more effective. Teachers’ welcome
supervision if it is done in the right spirit with the
aim of improving the learning process. It is also
regarded that the quality of supervision practice is
a key factor in determining school success. The
supervision process usually integrates classroom
visitations, to improve on teachers’ pedagogic
skills that include amongst others lesson planning,
lesson presentation, classroom interaction and
assessment of students all of which enhance
teaching effectiveness. It is against this backdrop
that, the study aims at investigating the extent to
investigate the influence of classroom visitations
by instructional supervisors on teachers’
effectiveness in the implementation of the CBA in
secondary schools in the South West Region of
Cameroon.
This study has as lone objective to investigate the
influence of classroom visitations by instructional
supervisors on teachers’ effectiveness in the
implementation of the CBA in secondary schools in
the South West Region of Cameroon.
Based on the above objective, one general
hypothesis was tested which verified the
significant relationship between classroom
visitations and teachers’ effectiveness in the
implementation of the CBA in Secondary Schools in
the South West Region of Cameroon.
LITERATURE REVIEW
To begin with, according to Peretomode (2001),
classroom visitation is a procedure by which the
educational leader could be of great assistance in
aiding the teachers to improve both their
instructional strategies/techniques and the
learning processes of the student. The main
objective of the supervisor’s visitation according to
the definition is the improvement of the teaching-
learning process. He posited that to successfully
carry out visitation, the visit must be planned.
There is no single set of classroom observation
procedures or a single check-list which can suit all
schools.
Classroom visitations may have varied informant
and may range from episodes to more extended
stays. These visits may involve teachers from
different school, stages, subjects or levels of
responsibility. Staff should agree on their own
procedures which best serve their particular
circumstances. This can develop the climate and
the necessary sense of ownership. Maximizing the
benefits of well-planned classroom observation
requires that the process by systematic. Key
components of systematic process have: A fully
discussed and agreed approach to the process,
clarity about the purpose of classroom visitations,
meaningful feedback to those observed, a direct
relationship with the school’s priorities as
identified in the improvement plan, the frequency
of classroom visitations, by peers, line managers or
others, is reasonable for the evaluation of process
and programme. It is important for teachers to
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undertake learning visits to others’ classes and to
have others visit their class. By doing both they
learn from, and with, those around them. All
involved need to know the intentions of the lesson
or learning activity to be observed, to enable them
to discuss the extent to which the experiences led
to the intended outcomes for learners (Scott,
2010).
Goldhammer, Anderson and Krajewski (1993)
have reviewed nine characteristics of classroom
visitation as a concept; it is a technology for
improving instruction, it is a deliberate
intervention into the instructional process, it is a
goal oriented, combining the school needs with
personal growth needs of those who work within
the school, it requires a high degree of mutual
trust, it is systematic although it requires a flexible
and continuous changing methodology, it creates a
productive or healthy atmosphere for bridging the
gap between the real and the ideal, it assumes a
professional working relationship between the
supervisors and the teachers, it requires pre-
serving training for supervisors especially in
observation techniques.
In addition to this, Akpa (1987) stated that, the
school administrator faces a lot of challenges as a
moulder and developer of human potential. How
well he/she responds to these challenges as a
necessary ground success requires his/her
exposure to a number of supervisory models. It is
therefore advantageous in the opinion of Landers
and Myers (1977) to develop a broad repertoire of
supervisory strategies and skills. Just as classroom
teachers seek to individualize instruction, the
application of supervisory model should be that
which best suits a particular teacher’s
teaching
problem.
Classroom observation/visitation is a basic
instructional supervisory practice. The supervisor
must prepare a supervision schedule indicating
how the teacher maintains class discipline,
provides for learner differences, the lesson
presentation, mastery of content, learner
involvement as well as teaching methodologies
used (Sule et al., 2015). The supervisor can video
tape the lesson without being disruptive to the
class so as to sit later with the supervisee and
discuss the strengths and weaknesses of the
supervisee’s lesson in an attempt to improve
teacher’s quality in instructional process
According to Parkway (1992) extensive class
visitation makes heavy demand of time from the
supervisors/principals. In a planned program,
teachers are likely to ask the supervisor/principal
to come to the classroom to observe specific
practices. Such invitations should not be refused as
they can provide opportunities for teachers to
improve on their teaching unless the
supervisor/principal has other appointments
which cannot be broken. Common practice
indicates that most classroom visits are very short
to the extent that they can be seen as inspection.
However, how long a supervisor/principal
remains in the classroom depends on the purpose.
If the principal comes to observe a recitation which
concludes a unit of work, and the recitation
requires a full hour, the principal/supervisor
should systematically be there to see the whole
lesson if possible as this can provide an
opportunity for the teacher to fine tune his/her
teaching skills.
During classroom visitation, Ogunsaju (2006)
suggests that the school supervisor should center
his/her observation on planning and preparation,
presentation
during
the
lesson,
teacher
relationship with the learners as well as the
teacher’s personality 25in reference to planning
and preparation. Furthermore, the supervisor
should also lay emphasis on the effectiveness of
communication by the teacher (Ogunsaju, 2006).
The particular aspects of communication include
speech habits, choice of words, voice, the
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presenter’s subject knowledge and the skills in
effecting learners’ participation in the course of the
lesson. Fonkeng and Tamajong (2003) advised that
principals/supervisors should keep pertinent data
for subsequent conferences. However, they
recommend that supervisors/principals using
classroom visitation as a supervisory means
should best visits teachers in their class base ‘on
call’ as such visit help to reduce nervous
temperament and emotional tension in teachers as
that is inadvisable.
In the traditional context, classroom observation
or visitation has been considered to take three
main forms (the first one for professional
advancement, the second one for reward, and the
third one for promotion), researchers and
practitioners generally agree that the most
effective use of classroom observation is for
professional development (Montgomery, 2002).
Classroom visitation/observation is a process
which provides a means of sharing good practice
throughout a school. When used effectively it
enables staff to develop greater awareness of their
own strengths and area for development as
classroom practitioners provides a stimulus for
professional dialogue amongst staff. Classroom
observation is about development of learning and
teaching as a whole. For classroom observation to
be effective, it is crucial that a positive climate exits
within the school, a culture of openness and all
stakeholders should have shared values. It should
relate to the expectations of staff. Based on this
teacher observation can be regarded as an
essential procedure in the teacher training process
(Montgomery, 2002)
According to Aubusson et al., 2007; Borich 2008;
Gebhard & Oprandy 1999) many teachers even the
most experienced one’s dislike and even fear being
observed, as they find classroom observation
stressful and intimidating. Although formal
observations and feedbacks are integral to
improving teaching performance and practice
(Jonson 2008), many professionals have expressed
their anxiety and worry when it comes to
classroom observation, as observers in many in
many parts of the world tend to exercise top-down
authority (Li, 2009). Typically, there are two
procedures. The first of these is top-down whereby
implementation is designed by experts, many of
which are far removed from classroom realities.
The second is the bottom-up, whereby the
teachers’ perspectives are considered first and
foremost and it is they themselves who design how
the project is to be carried out.
To this effect, there are differences depending on
the context, most teachers are not used to being
observed and the simple mention of observation
provokes uneasiness, nervousness, and tension
amongst teachers, in the belief that their
professional competence is going to be questioned
or judged (Borich, 2008). At this junction, the
observed person has to feel comfortable and
psychologically balanced before the benefits of
observation can ultimately be achieved. Hence, the
establishment of a congenial relationship with
those to be observed is a basic step, as observation
must be built on a foundation of trust. Equally,
Borich (2008) firmly believe that teachers’ voices
need to be heard in order to boost and facilitate
their participation in observation activities by
straightening out the conditions that may lead to
mutual confidence and respect between the person
being observed and the observer.
Richards and Rodgers (2001) state that the role of
the teacher in a competency-based framework is
defined by specific terms whereby the teacher has
to provide positive and constructive feedback in
order to help the students to improve their skills.
She/he needs to be aware of the learners’ needs so
that everydiv feels welcome in class. The
different competencies dealt with in class require
specific instructions for the various learning
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activities. Thus, the teacher has to be clear in their
explanations in order to make sure that every
student understands the tasks they are going to
deal with. But the teacher does not push the
students because the instructions are not time-
based; instead, the student’s progress is most
important. Another task of the teacher in
competency-based language teaching is to select
learning activities and to design a syllabus
according to the competency the students are
going to acquire.
Besides teacher’s role, Richards and Rodgers
(2001) state that the learner’s role in competency
-
based framework is to decide whether the
competencies are useful and relevant for him/her.
This shows that the learner has an active role in the
classroom which is underlined by the fact that the
students are expected to perform the skills
learned. The competencies the student will learn
are clearly defined and presented in the public so
that the learner knows exactly what needs to be
learned and for which purpose she/he has to use
the competencies. In this regard it is vital that
every competency is mastered one at a time
because this makes sure that the learners know
what they have already learned and what the next
steps will look like. Moreover, the students have to
stay in the actual program until they improve. After
they have mastered their skills, they move into
more proficient group of students. The main goal
of the learner in competency-based language
teaching is to be able to adapt and transfer
knowledge from one setting to another.
METHODOLOGY
The mixed method approach particularly the
concurrent triangulation design was used for the
study. The population of the study comprise of the
teachers and supervisors (principals in the South
West Region of Cameroon. The target population of
this study was made up of secondary school
teachers
and supervisors
(principals
or
supervisors) selected from the three Divisions of
the South West Region of Cameroon. The
accessible population of this study will be made
teachers and supervisors (principals) from; Fako,
Meme, and Manyu Divisions of the South West
Region. The sample size of the study will be 305
questionnaires administered to teachers and 12
interviewed guides given to supervisors
(principals) from the 12 schools in the three
Divisions of the South West Region of Cameroon.
The instruments use for data collection were a
questionnaire (closed ended questions) for
teachers and an interview guide for principals.
Data from the close ended questions was analysed
using SPSS 23.0, with the aid of descriptive and
inferential statistical tools while the interview was
analysed thematically. The hypotheses of the study
were tested using a non-parametric test
(Spearman’s Rho test) presented at 95% level of
confidence interval with alpha set at 0.05 levels
accepting 5% margin of error.
FINDINGS AND DISCUSSION
The findings of the study will be presented and
supported by literature and the works of other
researchers. Quantitative data will be presented
first followed by qualitative data.
4.2 Teachers Opinion on how classroom
visitations by instructional supervisors
influences teachers’ effectiveness in the
implementation of the competency-based
approach in secondary schools
The table below depicts lecturers’ opinion on
how
classroom visitations by instructional supervisors
influences teachers’ effectiveness in the
implementation
of
the
competency-based
approach in secondary schools.
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Table 1: Teachers Opinion on principals’ classroom visitation
Test items
Stretched
Collapsed
SA
A
D
SD
SA/A
D/SD
The supervisor visits my classroom often
130
(43.3%)
151
(50.3%)
12
(4.0%)
7
(2.3%)
281
(93.7%)
19
(6.3%)
The supervisor informs me before coming
92
(30.7%)
163
(54.3%)
32
(10.7%)
13
(4.3%)
255
(85.0%)
45
(15.0%)
The supervisor sits and observes the whole
lesson
134
(44.7%)
127
(42.3%)
24
(8.0%)
15
(5.0%)
261
(87.0%)
39
(13.0%)
The supervisor takes down notes as he
observes
85
(28.3%)
187
(62.3%)
21
(7.0%)
7
(2.3%)
272
(90.7%)
28
(9.3%)
The supervisor does not interrupt the lesson no
matter the situation
77
(25.7%)
163
(54.3%)
45
(15.0%)
15
(5.0%)
240
(80.0%)
60
(20.0%)
I do not hand a copy of my lesson plan to the
supervisor when he/she visits
19
(6.3%)
68
(22.7%)
163
(54.3%)
50
(16.7%)
87
(29.0%)
213
(71.0%)
The supervisor does not have a pre-conference
with me before the lesson
19
(6.3%)
49
(16.3%)
151
(50.3%)
81
(27.0%)
68
(22.7%)
232
(77.3%)
Multiple respond set
556
(26.5%)
908
(43.2%)
448
(21.3%)
188
(9.0%)
1464
(69.7%)
636
(30.3%)
n=300
In aggregate, majority of the teachers (69.7%)
strongly agreed and agreed that classroom
visitation by their principals influence their
effectiveness in the implementation of the CBA in
secondary schools in the South West Region of
Cameroon meanwhile (30.3%) of the teachers said
classroom visitation by their principals do not
influence their effective implementation of the CBA
in secondary schools. Specifically, 281(93.7%) of
the teachers agreed that the supervisor visits their
classroom often. The findings aligns with research
on the relationship between instructional
supervision
and
educational
reform
implementation. Effective supervision can help
teachers
overcome
challenges,
clarify
expectations, and adopt new instructional
strategies aligned with the reform (Fullan, 2007;
Wallace, 2009). According to Glickman, Gordon,
and Ross-Gordon (2018), effective instructional
supervision is crucial for supporting teachers and
improving classroom instruction. Supervisors who
regularly
observe
lessons
and
provide
constructive feedback can help teachers refine
their
practices
and
ensure
successful
implementation of new educational approaches,
such as the competency-based approach. Studies
have shown that frequent and meaningful
classroom visitations by instructional supervisors
are
associated
with
enhanced
teacher
effectiveness and improved student learning
outcomes (Sergiovanni & Starratt, 2007; Zepeda,
2017). The high frequency of classroom visits
reported by the teachers in this study suggests that
the supervisors in the region are actively engaged
in the supervision process.
Among the teachers who agreed that classroom
visitation by their principals influence their
effectiveness in the implementation of the CBA in
secondary schools, 272(90.7%) of the teachers
agreed that the supervisor takes down notes as
he/she observes. Fonkeng and Tamajong (2003)
advised that principals/supervisors should keep
pertinent data for subsequent conferences.
However,
they
recommend
that
supervisors/principals using classroom visitation
as a supervisory means should best visits teachers
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in their class base ‘on call’ as such visit help to
reduce nervous temperament and emotional
tension in teachers as that is inadvisable. This is in
tandem with Glickman, Gordon, & Ross-Gordon
(2014) who discuss the importance of supervisors
taking notes during classroom visitations to
provide specific and constructive feedback to
teachers. Note-taking allows supervisors to
capture observations accurately and provide
meaningful
guidance
in
post-observation
discussions.
Finding shows that the majority of teachers
261(87.0%) reported their supervisors sit and
observe the entire lesson aligns with the literature
on effective instructional supervision practices.
Zepeda (2017) emphasizes the importance of
supervisors conducting full-length classroom
observations
to
gain
a
comprehensive
understanding of the teaching and learning
process, rather than brief, intermittent visits.
Observing the entire lesson allows supervisors to
better assess the flow of the lesson, the teacher's
instructional strategies, and the students'
engagement and learning. Also, the finding that a
majority of teachers 255(85.0%) stated their
supervisors inform them before coming to observe
the lesson is also supported by the literature on
instructional supervision. Researchers suggest
that pre-notification of classroom visits can help
foster a collaborative relationship between
teachers and supervisors, allowing for open
dialogue and joint planning (Sergiovanni &
Starratt, 2007). This approach can also help
teachers feel more comfortable and prepared,
which can positively impact their instructional
effectiveness.
Furthermore, 240(80.0%) of teachers reported
their supervisors do not interrupt the lesson
during the observation is noteworthy. Effective
instructional
supervision
emphasizes
the
importance of minimizing disruptions to the
learning environment and allowing the lesson to
unfold naturally (Zepeda, 2017). By refraining
from interruptions, supervisors can observe the
lesson in its authentic context, which can provide
more meaningful insights and feedback to
teachers. These findings suggest that the
instructional supervision practices in the
secondary schools of the Southwest Region of
Cameroon align with some of the recognized best
practices in the field. The supervisors' approach of
conducting
full-length,
pre-announced
observations without interrupting the lesson can
contribute to a more constructive and
collaborative supervision process, potentially
supporting
teachers'
effectiveness
in
implementing the competency-based approach.
On the other said majority, 232(77.3%) of teachers
disagreed to the fact that the supervisor does not
have a pre-conference with me before the lesson.
Finally, 213(71.0%) of the teachers disagreed that
they do not hand a copy of their lesson plan to the
supervisor when he/she visits. These findings
suggest that teachers value pre-conferences and
sharing lesson plans as important components of
effective instructional supervision. To buttress his
views, Harrison, & Killion, (2007) discuss the role
of teacher leaders in facilitating professional
growth and collaboration. They mention that
sharing lesson plans with supervisors or
colleagues is a valuable practice. This sharing of
plans fosters a culture of transparency, feedback,
and continuous improvement. The supervisors pay
a visit to the classroom from time to time in order
to observe teachers and students in action.
According to Nwaogu (1980), the purpose of such
visits whether scheduled or unscheduled should
be to aid teachers to be effective teachers. Also, the
supervisor goes as far as identifying a particular
teacher whose teaching he or she wants to observe.
This however gives the teacher the opportunity to
prepare the best classroom environment of which
he is capable during the teaching-learning process.
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The teacher develops confidence and as such is not
nervous. The teachers concerned prepare
themselves for the supervision. They are aware of
the visit and most especially what they need to be
observed on. It is also an avenue to study the
nature and quality of students learning and the
means by which the teacher guides or directs it.
Classroom visitation allow the supervisor to assess
the curriculum in the teaching-learning process.
4.3 Principals’ interview response
s on how
classroom
visitations
by
instructional
supervisors influences teachers’ effectiveness
in the implementation of the competency-
based approach in secondary schools
With respect to principals’ response if they visit
classes to observe teachers all of them
categorically said “YES” they visit classes to
observe teachers during the teaching learning
process. With most of them indicating that they
visit the classroom to observe teachers at list three
times a year. Others said they visit the classroom
to observe teachers mostly at the beginning of each
term. While some of the principals printed out that
they visit classes to observe teachers during the
teaching learning process thrice a year. In the same
vein, Darling-Hammond, Wei, Andree, Richardson,
& Orphanos (2009) highlight the significance of
ongoing professional learning for teachers. That
effective professional development includes
opportunities for observation, feedback, and
collaboration. Regular classroom visitations by
principals or inspectors can serve as a form of job-
embedded professional development, supporting
teachers' implementation of the competency-
based approach. Sule et al. (2015), investigating
the relationship between instructional supervisory
practices and teachers' role effectiveness in public
secondary schools and revealed that there was a
significant
positive
relationship
between
instructional supervisory practice of classroom
observation and teachers' role effectiveness.
Furthermore, the principals interviewed testified
all of them inform teachers before coming. Even
though not all the times. Ebako (2016) carried out
a study on the impact of head teachers’
instructional supervisory practices on teachers’
performances and revealed that head teachers’
classroom visits, checking of records and provision
of teaching/learning resources has a positive
impact on teachers’ performance. The responses
from respondents proved that all the principals
discuss with teachers to know their concerns
before observing them during the teaching
learning process. With the some highlighted that
they sometimes discuss with teachers to know
their concerns before observing them in class. Lee
Chi Shing (2010), revealed that there was a
significant
positive
relationship
between
instructional supervisory practice of classroom
observation and teachers' role effectiveness. The
result also revealed that, there was a significant
positive relationship between instructional
supervisory practice of checking of teachers'
lesson notes and teachers' role effectiveness. It
was concluded that a closer, regular and
continuous instructional supervisory practice
rather than snappy, unscheduled and partial
supervision is what is urgently needed especially
now that a lot of changes have been introduced
into the school curriculum.
The findings are also in congruence with
Vygotsky’s idea of communication and interaction,
scaffolding amongst the more competent (older)
and less competent (younger) persons is similar to
cooperative teaching-learning amongst students,
teachers and local community personnel required
in a typical CBA lesson. Vygotsky said that when
such ideas are effectively implemented, the level of
competences will increase hence, it can be applied
during planning and presenting a lesson that is in
line with the CBA.
Verification of Hypothesis
: There is no
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significant relationship between classroom
visitations by instructional supervisors and
teachers’ effectiveness in the implementation of
the CBA in Secondary Schools in the South West
Region of Cameroon.
Table 5: Relationship between classroom visitations by instructional supervisors and teachers’
effectiveness in the implementation of the CBA in Secondary Schools in the South West Region
of Cameroon
Tests
Statistics
Classroom
visitations
Teachers’ effectiveness in the implementation of the
CBA in Secondary Schools
Spearman’s rho
R-value
1.000
.117
*
p-value
.
.043
N
300
300
*Correlation is significant at the 0.05 level (2-tailed)
To verify whether there is any relationship
between the two variables, the Spearman’s rho
hypothetical statistics was calculated. These test
statistics showed that there is a positive significant
relationship between classroom visitations and
teachers’ effectiveness
in the implementation of
the CBA in Secondary Schools in the South West
Region of Cameroon with (R-value =0.117*, p-
value < .043 < 0.05). The positive sign of the
correlation value implies that frequent classroom
visitations by principals or pedagogic inspectors
would contribute to teachers’ effectiveness in the
implementation of the CBA in secondary schools.
Thus, this confirmed that rejection of the null
hypothesis which state that there is no significant
relationship between classroom visitations and
te
achers’ effectiveness in the implementation of
the CBA in secondary schools in the South West
Region of Cameroon. while, the alternative which
states that there is no significant relationship
between classroom visitations and teachers’
effectiveness in the implementation of the CBA in
Secondary Schools in the South West Region of
Cameroon was accepted. The findings are in line
with Danielson (2013) who emphasizes the
importance of classroom observations and
feedback in improving teacher effectiveness.
Regular visitations by administrators can provide
valuable feedback and support for teachers
implementing
new
approaches
like
the
competency-based approach. Joyce, & Showers,
(2002) also emphasize the importance of coaching
and feedback in supporting teacher growth and
implementation of new approaches. Frequent
classroom visitations by principals or inspectors
align with the coaching model, providing
opportunities for observation, feedback, and
support.
CONCLUSION AND RECOMMENDATIONS
Based on the findings, the study suggests that there
is a significant relationship between classroom
visitations
by
instructional
supervisors
(principals) and teachers' effectiveness in the
implementation
of
the
competency-based
approach (CBA) in secondary schools in the
Southwest Region of Cameroon. This indicates that
the instructional supervision practices in schools
are positively contributing to teachers' ability to
effectively adopt and implement the competency-
based approach. The findings reveal that the
supervisors in these schools are engaging in
recognized best practices in instructional
supervision, such as: Conducting full-length
classroom observations, with 87.0% of teachers
reporting that their supervisors sit and observe the
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entire lesson. Providing pre-notification of
classroom visits, with 85.0% of teachers stating
that their supervisors inform them before coming
to observe. Minimizing disruptions to the learning
environment, with 80.0% of teachers reporting
that their supervisors do not interrupt the lesson
during the observation. These supervision
practices, which align with the literature on
effective instructional leadership, may contribute
to the positive influence of classroom visitations
on teachers' CBA implementation, as perceived by
the majority of teachers in the study. However, it is
important to note that a significant proportion of
teachers (30.3%) do not believe that classroom
visitations influence their CBA implementation.
This suggests that there may be room for
improvement in the quality and impact of the
supervision process, and further research is
needed to explore the nuances of this relationship.
Overall, the findings of this study indicate that
instructional supervision, as manifested through
classroom visitations, plays a crucial role in
supporting
teachers'
effectiveness
in
implementing educational reforms, such as the
competency-based approach, in the secondary
schools of the Southwest Region of Cameroon.
To further enhance the effectiveness of
instructional supervision in supporting teachers'
implementation
of
the
competency-based
approach (CBA) in secondary schools in the
Southwest Region of Cameroon, it is recommended
that the relevant educational authorities and
school administrators should evaluate the quality
and impact of the current supervision practices,
provide
professional
development
for
instructional
supervisors
and
foster
a
collaborative supervision approach.
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