Quality Clinical Supervision and Teachers' Instructional Delivery in Public Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

This study focused on quality clinical supervision and teachers’ instructional delivery in public secondary schools in Calabar Education Zone of Cross River State, Nigeria. A correlational research design was adopted for the study. Two research questions and two hypotheses were employed in the study. The target population was 160 principals and vice-principals in 80 schools in the area which was purposively used as the sample size. Data were obtained through a researcher-developed instrument tagged “Quality Clinical Supervision and Teachers’ Instructional Delivery Questionnaire (QCSTIDQ)”. The validated questionnaire with 36 items passed through split-half reliability using Spearman Brown’s coefficient which yielded 0.67-0.77. Data obtained were coded and transferred to a statistical package for social science (SPSS) for analysis using Pearson's Product Moment Correlation Analysis. The hypotheses were tested at the 0.05 level of significance. The results of the analysis showed a significant relationship between quality clinical supervision and teachers’ instructional delivery. It was recommended among others that classroom observation should be well planned and encouraged in our secondary school system, clinical supervision cycle should be followed systematically to promote instructional delivery and encourage professional development in the teachers.