Science Teachers Perceptions on Impacts of Virtual and On-Site Supervision and Mentoring on Effective Instructional Delivery

Jack Gladys Uzezi, Igoh Sunday Adah, Bileya Samuel Garpiya

Abstract


The study investigated the impact of virtual and on-site supervision and mentoring on instructional delivery effectiveness of secondary school science teachers in Jalingo Metropolis, Taraba State; with a focus on promoting teacher professional growth, improving instructional practice, and enhancing student learning outcomes. The study type for the research was an investigative survey design. The target population for the study comprised of 321 science teachers in 80 secondary schools. A random sampling of 174 science teachers participated in the study. The instrument adapted for this study was a Virtual and On-site Supervision and Monitoring of Instructional Delivery Effectiveness Questionnaire (VOSMIDEQ) and used for data collection. The VOSMIDEQ contained 24-item questions relevant to the objectives of the study and was subjected to face and content validations. The reliability coefficient from Cronbach’s alpha method was at 0.82 which justified the reliability of the instrument. The research questions were answered using the descriptive statistics to calculate frequency, summation, mean scores and standard deviations. The findings revealed that both virtual and on-site Supervision and Mentoring contributed to improvements in instructional delivery effectiveness of the science teachers. Substantial increase in mean rating scores was recorded from categories “poor” to “very good” for virtual supervision and mentoring intervention, while the on-site supervision and mentoring recorded the highest mean scores as “good” and least mean scores was recorded for “very good”. Based on the findings, it was concluded that even though both virtual and on-site supervision and mentoring contributed to the positive improvements, virtual supervision and mentoring emerged with slightly greater observable impacts. Based on the findings, it was recommended amongst others that the Ministries of Education can develop a Multi-Modal Mentoring System which can implement a blended mentoring approach that integrates both virtual and on-site support for effective supervision.


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