Principal Pedagogical Supervision and Its Influence on School Effectiveness in Some Selected Secondary Schools in Limbe Sub- Division

Abstract

This study examines the relationship between principal pedagogical supervision and school effectiveness in secondary schools in Limbe Sub-Division. A cross-sectional quantitative survey designed was adopted to gather data from both principals and teachers. Thereby allowing for the analysis of relationships between variables at a single point in time. Data were collected from a sample of 13 principals and 688 teachers. The study explores how different dimensions of supervisory practice (instructional coaching, classroom observation, feedback, mentoring) implemented by principals influence indicators of school effectiveness (teacher professionalism, student outcomes, school climate). Quantitative analyses (descriptive statistics, correlation, and multiple regression) were employed to test hypotheses. The findings indicate a positive and statistically significant relationship between principal pedagogical supervision and school effectiveness. In particular, regular classroom observation and structured feedback strongly predict higher teacher efficiency and improved school climate. Based on the results, the study recommends capacity building for principals, institutionalization of regular supervision frameworks, and policy interventions to support ongoing pedagogical leadership or guidance.