ADMINISTRATORS’ INSTRUCTIONAL SUPERVISORY PRACTICES IN ENHANCING CATHOLIC HIGH SCHOOL STUDENTS ACADEMIC ACHIEVEMENT IN THE CATHOLIC DIOCESE OF CAPE PALMAS, LIBERIA

Abstract

ABSTRACT This study investigated the effects of school principals’ supervisory practices on the academic achievement of students in four Catholic high schools within the Diocese of Cape Palmas, Liberia. The research questions that guided the study are: How does the provision of instructional resources enhance students’ academic achievement in the Diocese of Cape Palmas? What teacher capacity-building services are provided by school administrators to assist teachers improve student’s academic achievement in the Diocese of Cape Palmas? How does the assessment of learning outcomes improve students’ academic achievement in the Diocese of Cape Palmas? What are the challenges experienced by the principals in the supervision of teachers in the high schools of the Diocese of Cape Palmas? A convergent parallel mixed-method design was adopted, using cross-sectional and phenomenological designs. A sample size of 407 participants was selected, comprising four principals, 86 teachers, and 317 students, chosen through probability (random) and non-probability (purposive) sampling techniques. Data was collected through semi-structured interviews with principals, questionnaires of teachers and students, document analysis, and observation guide. The reliability of Likert scale instruments was calculated using the Cronbach Alpha: the questionnaires for teachers scored 0.883 and for students scored 0.771. Experts were engaged to assess the face validity of the content. Ethical considerations were meticulously addressed. The study’s findings emphasized the positive impact of instructional resources on students’ academic performance, underscoring the essential role of school principals in providing adequate material to enhance academic achievement. Well-trained teachers and prescribed textbooks were found to positively influence students’ academic success, while the encouragement of regular library use fostered a reading culture among students. However, challenges in the supervision process, such as lack of trust among teachers, ineffective communication, and mismanagement of instructional resources, emerged as significant barriers affecting teaching standards and students’ academic achievement. The study recommends improving supervisory communication, enhancing on-campus experiences, investing in principals' professional development, promoting responsibility for instructional materials, encouraging student academic growth mindset, utilizing instructional resources effectively, and encouraging completion of curriculum/syllabus.