Abstract

Instructional supervision is one of the tools of government control and monitoring of education service delivery; but most importantly it is a capacity- building tool for teachers especially the beginning ones so as to improve teacher’s task performance. The study therefore investigated the relationship between instructional supervision and teacher’s professional development in the public primary schools in Oyo Metropolis. The study was a survey but carried out ex-post-facto. The population of the study consisted of all the teachers in the public primary schools in Oyo Metropolis,, Oyo State. A multi- stage sampling technique was used to select 210 respondents from a total of 37 primary schools in the Metropolis. Simple random sampling technique was used to select subjects at each stage of sampling process A self-constructed questionnaire tagged ‘Instructional Supervision and Teachers’ Professional Development Scale’ was used to elicit relevant data from the respondents. Data collected were analyzed and tested at .05 level of significance. The statistical tools employed in the data analysis included frequency counts, simple mean and Pearson Product Movement Correlation Coefficient. The findings of the study revealed that instructional supervisory practices were not regular in the schools sampled. In addition, there was a significant relationship between instructional supervision and teacher’s professional development. In view of the findings, the study recommends amongst other things that supervisory practices in terms of school visitation and observation should be regularly carried out.