POLITICAL IDEOLOGY FOR SUSTAINABLE INSTRUCTIONAL SUPERVISION IN SECONDARY SCOOLS IN NIGERIA

Abstract

The article addressed Political Ideology for Sustainable Instructional Supervision in Secondary Schools in Nigeria. It navigates that, Nigeria education has failed in both policies and plans, adding that programmes planning and implementing are for enchantment, and frequent change of political leadership is responsible. Instructional supervision for sustaining quality standards are general to all organizations. The historical and political ideology in education is also discussed. Ideology of sustaining instructional supervision in Nigeria is addressed in the article. The National Policy on Education (FGN, 2014), has facts on instructional supervision. Some supervisory models are discussed in the paper. Such as; the skill training model, the counselling model and few others. The impact of educational supervision to school growth and development in teacher education in Nigeria are considered, ranging from; to check methods of teaching, to develop highly motivated teaching staff, to ensure adequate use of curriculum, to relates special student services, to develop public relations and so on. Two identifiable aspects of inspection/supervision in school are: internal and external school inspection/supervision. While the types of educational supervision are viewed as; instructional and Personnel supervision. Accordingly, both instructional and personnel supervision are aimed at improving teaching-learning, employing skills necessary and encouraging members of the school community to maintain standard for achievement of stated objectives. The recommendations are that: the inspectorate divisions in the Ministry of Education should do their best in the development of instructional supervisory method in schools, there is the need for behavioural therapy, modification, re-orientation, reengineering and revitalization for people to shun any action and vices that may jeopardize attainment of educational goals et cetera.