Supervision of Instruction and Its Effect on Teacher Performance in Vocational Schools in Plateau State

This study examines the relationship between instructional supervision and teacher performance in vocational schools in Plateau State, North Central Nigeria. Effective supervision is a cornerstone of educational quality assurance, providing teachers with the feedback and support necessary for continuous professional growth. In technical and vocational settings, supervision must extend beyond classroom observation to include workshop safety compliance, practical demonstration quality, and industry standards alignment. A descriptive correlational design is employed, engaging 100 vocational teachers and 30 supervisors from 20 vocational secondary schools and technical colleges in Jos North, Jos South, and Shendam local government areas. A supervisor observation rubric and a teacher performance rating scale are used as instruments. Pearson correlation and regression analysis assess the strength and nature of the supervision-performance relationship. Findings are expected to reveal a significant positive correlation between supervisory frequency and quality and teacher performance outcomes. The study also identifies barriers to effective supervision, including supervisor workload, transport limitations, and inadequate supervisor training. Recommendations include structured clinical supervision models for technical education, supervisor capacity building workshops, and a mandatory minimum supervision frequency policy. This study contributes to vocational education supervision research and provides evidence for designing more effective quality monitoring systems in Plateau State technical schools. Keywords: instructional supervision, teacher performance, vocational schools, Plateau State, technical education