The study investigated the supervision of Social Studies teachers in public JHSs in the Kumasi Metropolis. Qualitative data collection and analysis were used. The purposive sampling technique was used to select head teachers and circuit supervisors. Out of the 341 head teachers, I purposively selected nine who had attained second degrees in various fields of study. The rest had first degrees in their respective subject areas whiles others had long service in the teaching profession. On the part of the circuit supervisors, ten out of 30 were considered because they had served as head teachers before they were appointed as circuit supervisors. Also, 10 had second degree in various fields of study. A standardized open-ended (semi-structured) interview protocol was used to collect data. A cross-case analysis procedure was used to analyse the interview data after transcription.
In effect, supervisors do not stick to one particular practice of instructional supervision. Due to that teachers are exposed to a wide variety of experiences of supervision such as clinical, cognitive, mentoring, peer coaching, portfolio, professional growth and development supervision. However, one major experience that teachers are not usually exposed to is the situation where teachers are engaged in pre-observation and the post-observation stages of supervision. It is recommended that Circuit supervisors should ensure that teachers experience the pre-observation session which constitutes an essential component of collaborative instructional supervision.