The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty-three. Questionnaire and semi-structured interview guide were the instruments used for the study. The instruments consisted of both close and open-ended questions. For the reliability statistics, the internal consistency of the head teachers’ responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers’ responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12%, 50% and 80% respectively. Findings Comparing teachers’ opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school (P>0.05). Furthermore, head teachers teaching in the nursery school, 77.8% and 96.2% of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made.
pedagogy, supervision, effectiveness
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