Abstract

Enhancing secondary school system effectiveness remains a vital concern in educational discourse, as it significantly influences learners’ academic achievement, character development, and future opportunities. This study examined the role of teachers’ supervision and inclusive education in enhancing the effectiveness of public secondary schools in Cross River State, Nigeria. The study adopted a survey research design and covered the entire population of 303 principals across the 18 Local Government Areas of the state, using a census approach. Data were collected with three structured instruments—the Teachers’ Supervision Questionnaire, Inclusive Education Questionnaire, and Secondary School System Effectiveness Questionnaire (TSIESSSEQ)—all validated by experts in Educational Management and Measurement and Evaluation. The instruments had reliability indices ranging from .81 to .83, determined using Cronbach’s alpha. Data analysis was carried out using mean and standard deviation at the 0.05 level of significance, with 2.50 as the decision benchmark. Findings revealed that teachers’ supervision as a management strategy for promoting system effectiveness was generally low, while inclusive education was not extensively practiced in public secondary schools Cross River State. The study concluded that teachers’ supervision and inclusive education are crucial strategies for enhancing system effectiveness, but their implementation is hindered by inadequate instructional materials, shortage of skilled teachers, poor incentives, and insufficient facilities. It was recommended that schools adopt inclusive policies that actively prevent discrimination and provide equal opportunities for all learners, irrespective of background or ability.