Institutional Supervision and Quality of Home Economics Instruction in Polytechnics in Ogun State

This study examines the relationship between institutional supervision practices and the quality of Home Economics instruction in polytechnics in Ogun State, South West Nigeria. Instructional supervision is a critical mechanism for maintaining and improving teaching quality, yet its implementation in Nigerian polytechnic settings is often inconsistent and inadequately structured. Using a descriptive survey design, the study targets Home Economics lecturers, heads of department, and academic supervisors in three polytechnics in Ijebu Ode and Abeokuta. Data were collected from 120 respondents using a structured questionnaire. Objectives include assessing the frequency and nature of supervisory visits, evaluating lecturers' perceptions of supervision quality, and determining the relationship between supervision intensity and instructional quality indicators. Recent literature from Nigerian polytechnics identifies irregular supervision, absence of feedback mechanisms, and lack of supervisory training as the most common shortcomings in academic quality assurance processes. Data were analysed using Pearson correlation, mean scores, and t-tests. The Instructional Supervision Theory anchors the study, positioning supervision as a collaborative professional improvement process. Findings are expected to reveal significant positive correlations between structured supervision practices and lecturers' instructional effectiveness. Recommendations address the National Board for Technical Education, polytechnic councils, and departmental heads regarding the formalisation of supervision protocols and supervisor training. Keywords: institutional supervision, instructional quality, Home Economics, polytechnics, Ogun State.