Supervision of Science Instruction and Its Impact on Teacher Performance in Public Secondary Schools in Rivers State

This study examined how instructional supervision practices influence Science teacher performance in public secondary schools in Rivers State, Nigeria. Instructional supervision, when conducted constructively, serves as a mechanism for professional accountability, teacher growth, and maintenance of curriculum fidelity; however, its quality and frequency in Nigerian public schools remain inconsistent. A descriptive correlational design was employed. The sample comprised 220 Science teachers and 55 vice-principals responsible for academics from secondary schools across Port Harcourt, Etche, and Tai Local Government Areas. A Supervisory Practices Scale and a Teacher Performance Self-Assessment Inventory were administered, with reliability coefficients of 0.81 and 0.78 respectively. Pearson's correlation and linear regression were used for analysis. Results showed that clinical supervision characterised by pre-lesson conferencing, classroom observation, and post-lesson feedback was significantly and positively correlated with Science teacher performance. Inspectoral visits without feedback components showed weaker correlations. The study identified infrequent supervision, lack of supervisor content expertise in specific science disciplines, and absence of follow-up as systemic gaps. Recommendations included training of subject-specialist supervisors, mandating post-observation feedback sessions, and institutionalising peer supervision as a supplementary mechanism. Keywords: instructional supervision, teacher performance, Science education, Rivers State, professional accountability.