Academic and Administrative Staff Perceptions Attitudes about Academic Supervision

The aim of this study was to examine the perception and attitude of academic and administrative staff on Academic supervision in HTTTC Kumba. Literature was reviewed under conceptual framework, theoretical and empirical frameworks. The sample of this study was made up of 40 respondents out of 106 staff comprising male and female in HTTTC, Kumba. The mixed research design was adopted for this work which combines elements of qualitative and quantitative research approaches. Two sampling techniques were used in this study: the purposive and simple random techniques. Respondents were randomly selected through a raffle and data was collected through questionnaires/interviews, then analysed using descriptive statistics. The interviews were analyzed through content analysis. Findings revealed that majority of the respondents have a negative perception towards the practice of academic supervision in HTTTC Kumba. There is also insecurity on campus, late payment of allowances, too much workload, and lack of motivation as well as poor interpersonal relationship with the administration. The study recommends that administrators should have high professional qualifications and be better role models to their teachers and students. In addition, because they have the overall responsibility over the school programme, they should possess superior knowledge about curriculum and instruction and should therefore provide expert leadership in all areas of the school programme

Teacher’s Attitude Towards Academic Supervision in the HTTTCS in English-Speaking Universities in Cameroon

The aim of this paper was to examine staff perceptions and attitudes towards Academic supervision in Higher Technical Teacher Training Colleges in English-Speaking Universities in Cameroon. The mixed method research design was adopted for this work which combines elements of qualitative and quantitative research approaches. Two sampling techniques were used in this study - the purposive and simple random sampling techniques. The sample of this study was made up of 70 respondents out of 146 staff from the HTTTCs in the two English-Speaking Universities of Bamenda and Buea. The instruments for data collection were a structured questionnaire and an interview guide. The quantitative data (from questionnaire) was analysed using descriptive and inferential statistics while the qualitative data (from interview guide) was analyzed using thematic content analysis. Findings revealed that 58.4% of the respondents have negative perceptions and attitude towards the practice of academic supervision in HTTTCs in English speaking Universities. The study recommends that administrators should be able to possess high professional qualifications and be better role models to their teachers and students. In addition, because they have the overall responsibility over the school programme, administrators should be offered training on instructional leadership to enable them provide expert leadership with regards to academic supervision, and in all areas of the institutions’ programmes

Academic and Administrative Staff Perceptions Attitudes about Academic Supervision

The aim of this study was to examine the perception and attitude of academic and administrative staff on Academic supervision in HTTTC Kumba. Literature was reviewed under conceptual framework, theoretical and empirical frameworks. The sample of this study was made up of 40 respondents out of 106 staff comprising male and female in HTTTC, Kumba. The mixed research design was adopted for this work which combines elements of qualitative and quantitative research approaches. Two sampling techniques were used in this study: the purposive and simple random techniques. Respondents were randomly selected through a raffle and data was collected through questionnaires/interviews, then analysed using descriptive statistics. The interviews were analyzed through content analysis. Findings revealed that majority of the respondents have a negative perception towards the practice of academic supervision in HTTTC Kumba. There is also insecurity on campus, late payment of allowances, too much workload, and lack of motivation as well as poor interpersonal relationship with the administration. The study recommends that administrators should have high professional qualifications and be better role models to their teachers and students. In addition, because they have the overall responsibility over the school programme, they should possess superior knowledge about curriculum and instruction and should therefore provide expert leadership in all areas of the school programme. &nbsp

Electricity Supply, and Access to Water and Improved Sanitation as Determinants of Gender-Based Inequality in Educational Attainment in Africa

The central hypothesis of this study is that gender-based inequality in education in Africa depends to a significant degree on electricity supply, and access to water and improved sanitation. Gender-based educational inequality is operationalized in terms of the proportion of females to males within any given group of educated people. Three groups, people with basic literacy skills, people with primary education, and people with a secondary education, are considered. Logarithmically-transformed multiple regression analyses, with R2 values ranging from .26 to .55, confirmed the central hypothesis in all but one instance. The instance concerns the hypothesized positive link between access to improved sanitation and females with a secondary education. An analysis of the data revealed this relationship as negative. This paradoxical revelation is explained as follows. Recent positive trends in African economies have occasioned improvements in sanitation that are unmatched by a corresponding increase in female secondary education. The confirmed positive link between access to basic services and female education is easy to explain. The availability of basic services facilitates execution of domestic chores hence, free up time for girls and women to pursue educational opportunities. The article’s significance resides in its empirical validation of the following widely-held but hardly interrogated view. The progress of women in Africa is significantly retarded by the fact that they are overburdened by domestic chores