Supervision of Instruction and Quality Assurance in Primary Schools in Ondo State

This study examines the role of instructional supervision in assuring quality in public primary schools in Ondo State, South West Nigeria. Quality assurance in basic education depends substantially on the systematic oversight of classroom instruction to ensure adherence to curriculum standards and adoption of effective teaching practices. In Ondo State, the frequency, methodology, and outcomes of primary school supervision exercises carried out by inspectors and headteachers are not comprehensively documented. The study employs a descriptive survey design and samples 320 primary school teachers, headteachers, and education inspectors from three education zones across Ondo State. Data are collected through structured questionnaires and observation guides and analysed with mean ratings and Pearson correlation. The study draws on the Clinical Supervision Model. Findings indicate that regular instructional supervision correlates positively with teacher compliance with lesson plan requirements, use of appropriate teaching aids, and pupils' performance on standardised tests. However, supervision in many schools is infrequent and primarily administrative rather than instructional in focus. The study recommends a shift in supervisory orientation towards instructional coaching and the establishment of a structured feedback mechanism linking supervision outcomes to teacher professional development. Keywords: instructional supervision, quality assurance, primary education, teaching effectiveness, Ondo State.