TOWARDS EFFECTIVE SUPERVISION OF IGBO LANGUAGE IN SECONDARY SCHOOLS IN NSUKKA/OBOLLO AFOR EDUCATION ZONES FOR SUSTAINABLE DEVELOPMENT
Obayi, Joy Ifeadikanwa (Ph.D)
School of General Studies,
University 0f Nigeria, Nsukka
Supervision has been in decline in schools. It is statutory for the Ministry of Education to arrange for that. These lapses prompted the researcher to investigate why supervision is not effectively done in Nsukka and Obollo Education zones and a way to improve on the supervision. The design used was descriptive survey research. Twenty five Igbo language teachers and a total of 165 students were used for the study. Two research questions and two null hypotheses were used to elicit the information. The bench mark for analyzing research questions was 2.50 while null hypotheses were tested at 0.05 levels. The major findings were: Supervisors of schools do not visit the schools regularly. Assignments are not given to students regularly. Many schools do not cover their scheme due to inadequate periods allotted to Igbo language. Many teachers teach without instructional materials and finally most students are not motivated to speak Igbo language. Recommendations are as follows: supervisors of Education are advised to put in more efforts in seeing that academic work especially in Igbo Language is properly done to enhance the sustainability of Igbo language. This is why Igbo language has been accorded little or no respect as a secondary school subject. The school authority sometimes would not allocate the right periods of five lesson periods per week as stipulated by the National Policy on Education which states that Igbo language should be given five periods per week.