Abstract:
The study sought to determine instructional supervision of Performance Lag Address Program (PLAP) at secondary
school level. Two schools participated in the study (one from former group A (S1) and the other from former group
B (S2) schools). A total of 100 volunteer teachers (fifty from each school type) participated. A questionnaire with
closed and open questions was used. Data was analyzed using a chi-square for independence while open ended
questions showing similar themes were grouped together. The results show significant differences by school type
on vision, curriculum modifications, staff development classroom supervision by HODs and head-teachers. Teacher
comments indicate that head-teachers do not supervise classes and there is little staff development. No differences
were found in collaborative work and resources but teacher comments indicated that there are no teacher teams in
same subject areas or different subjects. Recommendations on PLAP are suggested.
