Abstract
Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising of two scales, Instructional Supervisory Practices Scale (ISPS) and Work Extrinsic and Intrinsic Motivation Scale (WEIMS), was used to collect data from 530 teachers. Descriptive as well as inferential statistics were used to obtain results. The teachers’ perceptions regarding their leaders’ instructional supervisory practices and the level of teacher motivation were determined by computing mean and standard deviation. The Pearson Correlation (r) was computed to explore the relationship between six sub-scales of instructional supervisory practices and teacher motivation. The results of the study indicated a significant positive relationship between instructional supervision and teacher motivation. It is concluded that instructional supervision significantly contributes to teacher motivation.
Highlights
Instructional supervision provides guidance to teachers and helps them to enhance their teaching practices that improve students’ academic performance (Peretomode, 2001)
Teacher Motivation, on the other hand, is defined in terms of “attraction, retention, and concentration as something that determines what attracts individuals to teaching, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession” (Sinclair, 2008)
The research design is quantitative which provides a snapshot of the phenomenon, whereas qualitative research on the topic could have explored complex reality related to instructional supervisory practices and teacher motivation
Summary
Instructional supervision provides guidance to teachers and helps them to enhance their teaching practices that improve students’ academic performance (Peretomode, 2001). Instructional supervision is considered as an expert help (Oliva, & Pawlas, 2004) that makes teaching and learning process more effective (Beach, & Reinhartz, 2000). Cooperation, and collaboration help to build and strengthen the bond between the supervisor and the supervisee (Beach, & Reinhartz, 2000). Teacher motivation has been affirmed as one of the most important determinants of student learning outcomes (Bennell, & Akyeampong, 2007; Guajardo, 2011), teachers’ job performance (Inayatullah, & Jehangir, 2012; Nyakongo, 2015) and students’ performance/achievement (Gitonga, 2012; Taştan et al, 2018)
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