Abstract

This study ascertained instructional monitoring and class control competencies possessed by teachers for quality assurance in public secondary schools in Anambra State. To this end, the study was guided by two research questions and two null hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population consisted of 6,350 teachers in the 257 State owned secondary schools in the State. A sample of 672 teachers was drawn using multi-stage sampling technique. Data were collected using a questionnaire instrument titled titled “Teachers’ Instructional Monitoring and Class Control Competencies Questionnaire” (TIMCCCQ). The instrument was validated by three experts who are lecturers in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency reliability index of 0.89 and 0.79 were obtained for the two parts of the instrument using Cronbach’s alpha method. Data analysis was done using mean for the research questions and t-test for the hypotheses. The findings revealed among others, that teachers possess 10 of the 11 classroom instructional monitoring competencies listed by the study for quality assurance, they also possess four of the six listed classroom control competencies for quality assurance. There is no significant difference between the mean ratings of male and female teachers on their classroom instructional monitoring competencies for quality assurance. Based on the findings of the study the researchers recommended among others that in order to achieve desired level of quality education, training and retraining of teaching staff should be the watchword of school management. Workshops should be organised by the State government regularly to refresh teachers’ instructional and class control skills. This will create enabling environment for teachers to improve in competency areas in which they are deficient.