A Systematic Review: Educational Supervision in Different Countries from Instructional Improvement Perspective

Abstract

The systematic review was based on five different articles focused on educational supervision from five different countries searched and systematically reviewed. The purpose of systematic review was to identify, evaluate and summarize the findings of relevant individual previous studies over the issue related thereby making the available more accessible for decision makers. Twenty one literatures were searched and ten were screened. Five of them had different methods and the date of publication stated in the criteria became outdated. The remaining five articles were qualitatively conducted which were similar in methods included and systematically reviewed. Four important different excel spreadsheet protocol were prepared and attached to the appendix. Four important thematic area of the review selected to be analyzed were purpose of supervision, quality of a good supervisor, problem related to supervision, and approach to educational supervision (clinical supervision, peer supervision, collaborative supervision, self-directed and mentoring). The findings of the review revealed that several important of educational supervision for teachers’ professional development and improvement of teaching-learning process. There are different approaches of educational supervision to support teacher professional development in order to improve teaching learning. The reviewer recommended that teachers to be able to carry out their role effectively, it is necessary to apply appropriate approach of supervision in the schools. Finance and shortage of experienced supervisor have impact on the role of supervision in the school system which proper attention should be given for effective supervision.