The Influence of School Heads' Supervision and Feedback on Teacher Self-Efficacy in Senior High Schools in Ghana.

Abstract: The paper has looked at the effects of instructional supervision and feedback of the school heads on teacher self-efficacy in senior high schools within the Pru East District of Ghana. The research was informed by the issue of the role of school leadership practices in promoting teacher confidence and their teaching effectiveness. The study adopted a quantitative research approach with cross-sectional correlational survey design. The sample size was 135 teachers, and structured questionnaires were used to gather the data. The findings revealed that instructional supervision practices and quality of feedback had a statistically significant effect on teacher self-efficacy as well as effective predictors of teacher self-efficacy. This implies that supervision and feedback are important factors that determine the beliefs of teachers regarding their instructional abilities. The research comes to a conclusion that the supervision is effective, supportive and development-oriented and the supervision, together with the timely and constructive feedback, has a profound influence on teacher self-efficacy. School heads are also advised to enhance the instructional leadership practice by undertaking the act of classroom supervision frequently and giving feedback which is meaningful and supportive of professional development. The research paper adds to the body of literature as it presents empirical evidence based on a Ghanaian setting and gives practical implications of the research to make teaching more effective, using leadership practices. Keywords: Instructional supervision, feedback quality, teacher self-efficacy, senior high school, Influence.