Instructional Supervision and Teacher Effectiveness in Private Secondary Schools in Lagos State

This study assesses the effect of instructional supervision on teacher effectiveness in private secondary schools in Lagos State, South West Nigeria. Private secondary schools have proliferated rapidly in Lagos in response to growing demand for quality education, yet the internal supervisory mechanisms that support teacher performance in these institutions remain insufficiently examined. Effective supervision is regarded as a critical management function, linking administrative oversight to classroom instructional quality. The study adopts a correlational survey design and selects 320 teachers and 40 school managers from private secondary schools across four local government areas in Lagos State using purposive sampling. A validated questionnaire is used for data collection, and analysis employs Pearson correlation and multiple regression techniques. The study draws on the Clinical Supervision Model as a theoretical anchor. Findings indicate that regular instructional supervision, particularly when accompanied by constructive feedback and professional development opportunities, is significantly associated with higher teacher effectiveness ratings. Schools that conduct infrequent or punitive supervision exercises record lower teacher morale and weaker instructional outcomes. The study recommends that private school operators institutionalise structured supervision schedules and invest in the continuous professional development of their supervisory staff. Keywords: instructional supervision, teacher effectiveness, private secondary schools, educational management, Lagos State.