Instructional Supervisors’ Contributions to the Achievement of Social Studies Goals in Senior High Schools in the Ashanti Region, Ghana

Abstract

This study explored the role of instructional supervision in promoting the goals of Social Studies in Senior High Schools (SHSs) in the Ashanti Region of Ghana. It was guided by the pragmatist worldview and a concurrent research design of the mixed methods approach. The population of the study comprised all 402 Social Studies instructional supervisors in all 134 public SHSs in the Ashanti Region of Ghana in the 2023/2024 academic year. Stratified and proportional sampling techniques were employed to select schools and a sample size of 201 supervisors, using Yamane’s (1967) formula. Purposive and convenience sampling techniques were used to select twelve participants for the qualitative phase. Data was analyzed using both descriptive statistics and thematic analysis. Findings provided evidence that supervision advances the achievement of Social Studies goals by enhancing understanding, engagement and inclusion. It was also revealed that supervisors ensure teachers adopt interactive methods that engage students with Social Studies’ purpose and align classroom practices that will foster responsible and participatory citizens. The study concluded that ideal instructional supervision is the pivot to the realization of Social Studies goals, as it strengthens teaching quality and promotes civic-oriented learning. Again, adequate supervision creates democratic and participatory classrooms that nurture responsible citizenship among students. Therefore, curriculum supervisors in senior high schools should make classroom observation and formative feedback an integral part of their routine practice to strengthen teachers’ instructional skills and confidence in teaching Social Studies.