Emmanuel Obidi Udegbunam, Ndidi Akiti, Lizzy N. Onyemah, Eunice Ihejirika


The study was carried out to examine the relevance of educational supervision on teachers’ professional development as perceived by business studies teachers in Awka Education Zone of Anambra State. Four research questions guided the study. A descriptive survey research design was used for the study. The population consisted of 482 business studies teachers in Awka Education Zone public secondary schools in Anambra State. A sample size comprised of 145 business studies teachers was selected through the purposively sampling technique. A 20-items structured questionnaire titled relevance of educational supervision on   professional development of business studies teachers’ questionnaire (RESPDBSQ) was used for the Study. The instrument was validated by two experts in Nnamdi Azikiwe University, Awka. The Pearson Product Moment Reliability Co-efficient was used to obtain a correlation coefficient value of 0.90. The researchers with the aid of two research assistants administered the instrument on the respondents and all the 145 copies of the questionnaires were distribute and retrieved. Data related to the research questions were analyzed using mean and standard deviation. Findings arising from the study revealed that business studies teachers in Awka Education Zones perceive educational supervision as relevant on their professional development in characteristics, curriculum and teaching methods. It was concluded that business studies teachers in the Awka Education Zone perceived educational supervision as being relevant in the enhancement of their professional development in all ramification in Anambra State. It was recommended among others that educational supervision should be regularly organized with the intent of assisting teachers to develop experiences in the teaching field.


Education supervision, teachers’ professional development and business studies teachers.

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