ABSTRACT
Students have the right to be taught by competent teachers who have clear understanding of how students imbibe instructions, and such teachers apart from being given appropriate resources in terms of instructional aids to carry out the assignment, must also be effectively supervised to ensure quality and efficiency of the educational institutions. This study examined the impact of school-based supervision of teaching and learning in public and private secondary schools in Kano metropolis as perceived by the principals and teachers. Five null hypotheses were advanced and tested statistically. The questionnaire used was validated and administered on 336 teachers and 24 principals in public and private secondary schools in the area. The analysis of data includes Frequency and percentage distribution and one way analysis of variance. The investigations revealed that there is significant difference between the impacts of school-based supervision in public and private secondary schools, and that principals of public schools are more concerned with mere administrative services rather than ensuring the actual improvement of teaching and learning in their schools. On that basis, it was suggested that more efforts should be given to school supervision by public school principals as it takes precedence over more managerial aspects of the principalship as a means of bridging the achievement disparity between their students and that of private secondary schools. Based on the findings of the study appropriate recommendations were advanced.