Ibrahim Solahudeen Owoyale-Abdulganiy (PhD), Hassan Abdulkareem Bibire


Principal supervision is the bedrock and front line mirror in executing actions in the school system. It is against this background that this study examined principals’ supervision and secondary school Islamic Studies students’ academic performance in Ilorin East, Kwara State, Nigeria. A total number of 28 senior secondary school principals and 402 Islamic Studies students were chosen as the sample for this study. The purposive and simple random sampling techniques were used to chosen the sample. Four research hypotheses were formulated for the study. Questionnaire tagged principals’ supervision and Islamic Studies students’ academic performance (PSISAP) was designed and used for the data collection.  Data were analyzed using the Pearson’s Product Moment Correlation Statistics. The findings revealed that there was a significant relationship between principals’ supervision and Islamic Studies students’ academic performance. Based on the findings, it was recommended that, principals should be more proactive in their day-to-day supervisory roles on teachers and students. Principals should make sure that teachers, especially Islamic Studies teachers, cover every topic in the scheme of work in line with the time frame, while laissez faire and irregular supervision of teachers amongst others must be discouraged.


Principals’ supervision, Academic performance, Islamic Studies.

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