Supervisory competence and institutional capacity as predictors of quality assurance in south-west Nigerian secondary schools
Clicks: 3
ID: 309411
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
0.6
/100
3 views
2 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #42 of 145 articles by views in Aminu Kano Academic Scholars Association Multidisciplinary Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 145 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
The study examined principals’ supervisory competence and institutional capacity as predictors of educational quality assurance in South-West Nigerian secondary schools. Anchored on systems theory, the study adopted a descriptive correlational research design. A multi-stage sampling technique was used to select 180 respondents (60 principals and 120 senior teachers) from public secondary schools across Lagos, Oyo, and Osun States. Data were collected using a self-designed instrument titled Supervisory Competence, Institutional Capacity and Quality Assurance Questionnaire (SCICAQ). The instrument was validated by experts and confirmed reliable with a Cronbach’s alpha of 0.84. Descriptive and inferential statistics were employed for analysis. Findings revealed a significant positive relationship between principals’ supervisory competence and quality assurance practices in secondary schools. Similarly, institutional capacity significantly predicted educational quality assurance, particularly in schools with stronger infrastructure and human resources. Multiple regression analysis showed that supervisory competence and institutional capacity jointly accounted for 46.4% of the variance in educational quality assurance. Based on these findings, it was recommended that principals undergo regular supervisory training, while government should strengthen institutional capacity through adequate funding, staffing, and infrastructure. Policies that promote internal quality assurance mechanisms should also be enforced across schools. The study underscores the need to enhance leadership competence and institutional support as drivers of sustainable educational quality assurance. It provides practical insights for policymakers, educational leaders, and development partners working to improve the quality of public secondary education in Nigeria.
| Reference Key |
imported_1762720455_6910fac755a13
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Mary Abiola Adeoye, Nurudeen Oluwadare Azeez, Nurudeen Oluwadare Azeez |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.