Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

Kazi Enamul Hoque,Husaina Banu Bt Kenayathulla,Reazul Islam,Malar Vili D/O Subramaniam

doi:10.1177/2158244020925501

Kazi Enamul Hoque, Husaina Banu Bt Kenayathulla + Show 2 more

Open Access

https://doi.org/10.1177/2158244020925501

Copy DOI

Journal: SAGE Open	Publication Date: Apr 1, 2020
Citations: 31	License type: CC BY 4.0

Affiliation: University of Malaya, International University

Abstract

This study was carried out to determine the relationships between supervision and teachers’ performance and attitude in secondary schools in Kuala Lumpur, Malaysia. This is a quantitative study where the 5-point Likert-type-scale questionnaire was used to analyze data using descriptive and inferential statistics. Simple random sampling was used to select the respondents. This study entailed respondents from various schools in one of the districts in Kuala Lumpur which comprises 200 teachers and 50 supervisors. Descriptive statistics were used to describe the status of supervision practices, teachers’ attitude toward supervision, and teachers’ level of performance after supervision. Multiple regression analysis was used to test the relationships between supervision (supervisory practices–directive, collaborative, and nondirective approach) and teachers’ performance and attitude. The current status of supervisory practices, teachers’ attitude toward supervision, and teachers’ performance after supervision is found at moderate level in secondary schools in Malaysia. As a whole, supervisory practices are not correlated with teachers’ performance and attitude. But worthy to mention, directive supervision is positively and significantly related to teachers’ performance and attitude. This study result will benefit the policy makers, school supervisors and headmasters to choose the right kind of supervisory practices which can contribute to better teaching performance.

Highlights

Education today is defined as the most important asset to an individual which is known as a device to assist human beings on how to think, how to work, and how to make decisions
13 respondents were having more than 10 years experience which carries 24% from the total number of respondents, whereas six of them were still new to this post as they were having the least experience as a supervisor as shown in the table
The results show that supervisory practices did not significantly impact teachers’ attitude

Summary

Introduction

Education today is defined as the most important asset to an individual which is known as a device to assist human beings on how to think, how to work, and how to make decisions. Looking into the importance of education today, the government is taking education system in Malaysia into a very crucial matter This could be seen with the implementation of the Malaysian National Education Blueprint (2013– 2025) to prepare every student to be globally competitive. Clinical supervision is a therapeutic process which aims to improve professional competency among clients. The pioneer of this model Goldhammer (1969), and Cogan (1973) defined supervision as an ongoing process where the most experienced therapist will guide his or her less experienced supervisee. A study on effectiveness of clinical supervision in Turkey reported that it enhances learning and teaching processes in schooling but takes long time to evaluate a teacher (Kayıkçı et al, 2017). Scheduling of class observation has been found as the main challenge of peer coaching in Malaysia (Yee, 2016)

Results

Discussion

Conclusion