Head Teacher’s Instructional Supervisory Practices and Teacher’s Performances In Primary Schools In Kumba I Sub- Division

This study aims to explore head teachers' instructional supervisory practices and their impact on teachers' performances in primary schools within the Kumba I Sub-Division. By answering the following questions; to what extend does head teachers’ classrooms visitation, head teachers checking of records and head teachers’ provision of teaching/learning resources impact teachers’ performances in primary schools in Kumba 1 Sub-Division? The study employs a descriptive survey research design. The main population of the study was made up of all teachers and head teachers of Meme division. The accessible population was made up of 246 teachers and 20 head teacher in GS Nkamlikum, GBPS Kumba Mbeng, St John Primary School Kumba town, Presbyterian Primary school Kumba town, Team Foundation First Choice Primary school, GPS Kumba Town, GS Station, Victory Primary School, Metropolitan Primary School, Catholic Primary School Buea road and Our Lady Primary School giving a total of 268 accessible population. The sample size was made up of 200 teachers and 15 head teachers of Pubic, Confessional and Lay Private Schools. The simple random sampling technique was used in this study. The instruments used for data collection were a questionnaire for the teachers and head teachers. Data was analysed descriptively and the Chi square test was used to test the research hypothesis formulated for the study. Findings showed that head teachers and teachers did not significantly differ in their perception on classroom visit on teachers’ performance (P=0.0123), whereby, majority of the head teachers 11 (76.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and strongly agree that classroom visits by head teachers impact teachers performance while a minority of the head teachers 4 (24.0%) and teachers 56 (28.0%) disagree and strongly disagree. Findings also showed that head teachers and teachers did not significantly differ in their perception on records checking on teachers’ performance (P=0.09117,) whereby, majority of the head teachers 11 (73.0%) and teachers 144 (72.0%) of almost the same proportion strongly agree and agree that record checking by head teachers impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 56 (28.0%) disagree and strongly disagree. Finally, findings showed that head teachers and teachers did not significantly differ in their perception provision of resources to teachers’ performance (P=0.3074), whereby, majority of the head teachers 11 (73.0%) and teachers 120 (60.0%) of almost the same proportion strongly agree and agree that provision of teaching and learning resources impact teachers performance while a minority of the head teachers 4 (27.0%) and teachers 80 (40.0%) disagree and strongly disagree. Based on the research findings, it is recommended that head teacher should visit classroom more often to awaken the teachers for effective teaching and learning. Inform teachers when necessary for effective preparation and correct teaching errors where necessary.