The Impact of Supervision on the Staff Performance in the Special Schools in Ghana
Introduction
Staff performance among the schools received the increasing interests and concerns among the researchers. The performance of every staff is expected to reflect in their ability to drive the changes within the schools and therefore can create an impact towards the school. Because of the lack of monitoring and guidance coming from the higher officials or often referred as the supervisors, the staff and their performance cannot be assured as effective in the schools.
Definition of Supervision
In connection in a relationship, organization or system, the supervision can be defined within a concept of “parenting”. This means that a senior manager is assigned to parent a person according to his task. This is important to ensure that there is continuity in the activity involved and who will be the one responsible towards that activity (Bossert, et al., 2004). This very same idea is supported by other author that the supervision comprises with the idea of coaching and guiding an individual to achieve his potential in an activity and perform well. Based on the various coaching theories, the supervisor should have the knowledge in the area of the staff and have to build the relationship. This is for the reason that supervisors should build the respect, trust, and collegiality that increase the interaction abilities of the staff. Both staff and the supervisor should engage in wide variety of activities. Through the help of the guidance and supervision program, the staff are allowed too experiment, practice, and learn through their mistakes. All of the experience that the staff can gather is effective reference or sources for his sole decision making. The school administration should thereby, promote the supervision initiatives with the aim of long-term professional development strategy (Burkhauser & Metz, 2009).
The Rationale of Supervision of Staff Performance
The performance of a staff in school for special children is important. Therefore the functions and roles assigned for them should be well addressed. The factors involved are the organizational structure in which they operate, their workload, and work management. With the appropriate supervision, the performance of the staffs can have a significant outcome according to the tasks or responsibilities given to them (Henderson & Gysbers, 2006). The purpose of supervision is to provide the standards necessary among the special schools in Ghana. Therefore, the common goal of staff supervision is to increase the knowledge and skills of the staff in order to facilitate the improvement in their performance (Burkhauser & Metz, 2009).
Indicators on the Impact of Supervision on Staff Performance
Providing the education among the schools has been a noble opportunity, especially in the special schools. It is a great challenge for the educators and staff to provide the needs of the children. With the aid of the appropriate supervision, the staffs can achieve their highest possible performance. The indicators that are chosen for supervision involves three variables:
1. Develop supervision guideline to highly facilitate the improvement of the staff.
2. Decide on supervision schedules which are according to the time, place, and work situation of the staffs.
3. Assign staff to supervision which means that the supervisor and staff should be at the same level of position or nature of work in order to facilitate the supervision.
Suggestion for Supervision of Staff Performance
The supervision on the staff performance can be developed by firstly maintaining the best approach the organization included in their system. Another is keeping the methods updated and using the tools such as the assessment methods and appraisal kits. These are important to determine the improvement in the performance of the staff even in a more complex environment. This will also help the staff to accomplish their job according to the goals of the organization.
Conclusion
There are many questions that can be asked on the efficacy of supervision, but in the examination on the school settings from various countries, the supervision and the associated actions or concern on supervision services depends on the situation of the country or their traditions, the specific roles and functions of the supervisions. Furthermore, the experience of teaching is also highlighted to create a successful drive on the control and support of supervision. The supervisors’ roles are also changed and sometimes called as the “advisors” of the staff which definitely creates a great amount of contribution on the total staff performance. The supervision apparently, became important especially in guiding the staff in different services.
References:
Bossert, T., Bowser, D., Amenyah, J., & Copeland, R., (2004) Ghana: Decentralization and the Health Logistics Systems [Online] Available at: http://deliver.jsi.com/dlvr_content/resources/allpubs/policypapers/GH_DeceHealLogi.pdf [Accessed 30 July 2010]
Burkhauser, M., & Metz, A.J., (2009) Using Coaching to Provide Ongoing Support and Supervision to Out-of-School Time Staff, Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff, [Online] Available at: http://www.childtrends.org/Files/Child_Trends-2009_02_11_RB_StaffCoaching.pdf [Accessed 30July 2010].
Henderson, P., & Gysbers, N.C., (2006) Providing Administrative and Counseling Supervision for School Counselors [Online] Available at: http://counselingoutfitters.com/vistas/vistas06/vistas06.35.pdf [Accessed 30 July 2010].
0 comments:
Post a Comment