Page 75 American Journal of Multidisciplinary Research and Innovation (AJMRI) Supervisory Styles and Teacher Commitment: Implications for Pedagogical Quality Augustine Owusu-Addo 1* , Gideon Alexander Yeboah 1 , Anthony Kwarteng Addai-Amoah 1 Volume 1 Issue 5, Year 2022 ISSN: 2158-8155 (Online), 2832-4854 (Print) DOI: https://doi.org/10.54536/ajmri.v1i5.857 https://journals.e-palli.com/home/index.php/ajmri Article Information ABSTRACT Received: October 31, 2022 Accepted: November 14, 2022 Published: November 28, 2022 Ghanaians have expressed worries about the commitment of teachers at public pre-tertiary schools, which has resulted in falling educational standards in the country. Ghanaians have highlighted poor supervision as the primary cause of teachers’ commitment, resulting in students’ poor academic performance in external examination. The present study examined supervisory styles and teacher commitment in senior high schools. Using three senior high schools in a Municipality in the Bono region of Ghana as the point of call, this paper pro- vides empirical insights on whether or not supervisory styles of headteachers affect teacher commitment. 152 teachers were sampled using the proportionate sampling technique. The fndings indicated that all the supervisory types were perceived to be practiced in the schools. Inquiry-based supervision, however, was adjudged the most practiced supervisory type in the schools. The fndings show that only clinical supervision signifcantly contributes to the prediction of teacher commitment in schools. It was recommended, among other things, that school heads create a working environment that is more supportive, caring, and positive, which provides a space for regular communication, problem-solving and pedagogical quality. Keywords Teacher Commitment, Teacher Education, Supervision, Leadership, Pedagogy INTRODUCTION The mere improvement in educational resources does not increase the quality of education, rather, good administration of these resources at the school level, maintaining an effective system of professional supervision, and avoiding the degradation of vital support structures for teachers, according to Esia- Donkoh and Ofosu-Dwamena (2014). As a result, in order for educational institutions to meet their objectives, a framework for continuous oversight of the institutions’ operations, particularly in the instructional process, must be established (Hismanoglu & Hismanoglu, 2010). Educational stakeholders must oversee educational practices in order to achieve consistent positive results in order to provperforide a proactive and quality educational system for individual community and national progress, according to U-Sayee and Adomako (2021). As a result, stable supervision methods are essential for quality and effcient education (Okendu, 2012). Supervisory assessment of teaching staff helps educators get the support they need to thrive, examine and balance the benefts and drawbacks of different educational methodologies and initiatives, and ensure great student achievement in schools (Ngole & Mkulu, 2021). The effectiveness of instructional supervision in schools is likely to infuence instructors’ competence, practice, work satisfaction, and student learning outcomes. Furthermore, Khalid, Komuji, and Veloo (2013) claimed that properly monitoring can improve teachers’ teaching effectiveness, which is critical for improving students’ learning development. Also, according to Mwesiga and Okendo (2018), heads of schools have numerous tasks to enforce teachers’ teaching commitments, including infuencing, motivating, and assisting followers in achieving established educational goals. Statement of the Problem Yeng, Woode-Eshun, and Badu (2022), aver that there has been a considerable public outcry in recent decades regarding falling educational standards, particularly in student academic performance during external examinations in Ghana. Poor supervision has been highlighted as the primary cause of students’ poor academic performance in external examinations. Although the Ghanaian government is working to improve school supervision, more work has to be done. Informal discussions in society and related research fndings indicate that poor student performance in public schools is partly the result of ineffcient teacher supervision. The problem of ineffcient teacher supervision has been with Ghana over decades, a non-governmental organisation in Ghana, the Integrated Social Development Centre (ISODEC) in 2011 indicated that most teachers, knowing that they are not closely supervised, do not attend school on a regular basis to teach or provide substandard instruction, thereby compromising educational standards. Unlike previous studies which tackle the problem by looking at teachers’ attitude toward supervision, challenges of supervision and the effect of supervision on teacher, this study looked at the types of supervision practiced in the schools and the type of supervision which affects the commitment of teachers. Altun’s (2017) research examined how committed teachers affect student performance, emphasises the differences these teachers 1 Faculty of Education, Catholic University of Ghana, Ghana * Corresponding author’s e-mail: aoaddo58@aol.com