Classroom Visits Research Articles

Transforming stereotypes: how meeting male and female professors changes children's gender bias and ‘mad professor’ perceptions

ABSTRACT The persistent ‘mad professor’ stereotype – the perception of professors as typically old, dishevelled men with grey hair – contributes to the lack of diversity in the academic workforce, with important implications for social justice and the advancement of science. This study examined the research question of how an informal classroom visit by a male versus a female professor influences gender bias and mad professor stereotyping among upper primary school students. To investigate this question, a survey was conducted with 171 upper elementary school children, examining their gender bias and mad professor stereotyping both before and after a classroom visit from either a male or female professor. The results revealed that visits by female professors significantly reduced gender bias, while visits from male professors, conversely, heightened it. However, this bias-reinforcing effect of male visits was mitigated through supplementary activities that introduced the children to professors from diverse genders and backgrounds. Importantly, visits from both male and female professors were effective in diminishing mad professor stereotyping. This study not only highlights the critical role of a professor’s gender in shaping children’s perceptions but also introduces a novel pictorial choice task for measuring bias, offering an objective alternative to the traditional Draw-a-Scientist test.

Influence of Head Teachers’ Leadership Practices on Pupils’ Learning Outcomes in Public Primary Schools in Narok North Sub County, Kenya

This study sought to investigate the influence of head teachers’ instructional leadership practices on pupils’ learning outcomes/expectations in public primary schools in Narok North Sub-County, Kenya. This was specifically addressed by seeking to establish the influence of instructional supervision and motivational strategies on pupils’ learning outcomes/expectations in public primary schools in Narok North Sub-County, Kenya. The study employed the descriptive survey design. The target population constituted 54 public primary schools in Narok North Sub-County presented by 54 headteachers and 100 grade 5 teachers. Random sampling design was used to sample 129 respondents (45 head teachers and 84 teachers) from the target population. The descriptive analysis was used to establish the perceived level of head teachers’ instructional supervision, motivational strategies and pupils’ learning outcomes. Multiple Linear regression analysis was used to establish the influence of head teachers’ instructional supervision, motivational strategies and resource provision on the pupils’ academic performance and if the influences explained was statistically significant. Multiple Linear regression analysis was used to establish the influence of head teachers’ instructional supervision and motivational strategies on the pupils’ academic performance and if the influences explained was statistically significant. The study revealed that headteachers’ instructional leadership practices consisted of classroom visitation, delegation of teaching duties, evaluation of records of work, holding conferences with teachers, lesson preparations and evaluation of pupils’ exercise books which considerably improved the learning outcomes of grade 5 Pupils in all the five subjects. Finally, the study recommended that Re-engineering workshops by the Ministry of Education should emphasize on curriculum instructional supervision leadership practices and learners’ motivational strategies with a view to improving the quality of Grade 5 Pupils’ learning outcomes in all the five subjects’ areas.

LIFE SKILLS AWARENESS: A STUDY OF HIGHER SECONDARY STUDENTS

In today's rapidly evolving educational landscape, the primary focus has traditionally been on imparting knowledge and information. Student success was often measured by their ability to excel in examinations, achieve academic accolades, and pursue careers requiring specialized knowledge in a specific field. However, this paradigm is shifting. Education is no longer confined to textbooks and conventional classrooms. It is imperative for students to not only excel academically but also master the art of living.Life skills, often called soft skills or essential skills, are gaining prominence as an integral component of education. These abilities behaviors, and knowledge extend beyond academic disciplines and equipment for navigating the real- world problems. While academic knowledge remains undeniably important, life skills provide the foundation for leading successful, fulfilling lives. The realization that students need more than just scholastic achievement has led to a reinterpretation of educational goals. This research tries to examine the significance of life skills in education, their multifaceted nature, and their capacity to prepare students for success in a society that values practical knowledge, interpersonal skills, and adaptability as much as academic knowledge. By examining communication skills, problem-solving techniques, financial literacy, time management, emotional intelligence, and digital literacy, we will explore how these components of life skills are the cornerstone of overarching education.The study focused on Class XII students from two higher secondary schools in Aizawl District. A sample of 150 students (68 male, 82 female) were randomly selected from the population. A self-developed questionnaire was administered to the students during classroom visits. Responses were kept confidential. Statistical techniques such as mean, standard deviation, and t-tests were employed for data analysis and assess life skills awareness of each respondent.The analysis revealed that significant differences were found among male and female students in effective communication skills, accompanied by higher scores of male students. However, no significant differences were found between male and female students in critical thinking skills. Additionally, no noteworthy variations were observed among students from nuclear and joint families in any of the assessed life skills. While this study offers insightful information about life skills awareness among higher secondary students, more investigation or research is needed to explore the factors influencing the development of these skills in order to cultivate effective strategies for incorporating them into educational curricula. By emphasizing the importance of life skills, educational institutions can empower students to navigate the challenges of the 21st century and lead successful, fulfilling lives.

Mini-observations 2.0

Traditional teacher evaluations – full-lesson observations, write-ups, and debriefs — are time-consuming and largely ineffective. As a principal, Kim Marshall found that mini-observations — short, frequent, unannounced classroom visits, each followed by a face-to-face coaching conversation and brief narrative summary — actually improved teaching and learning. With the benefit of hindsight, he shares ways mini-observations could be even more effective and shares some common observation practices he believes leaders should rethink.

EMERGING TRENDS OF TEACHERS' RESISTANCE TO CLASSROOM VISITATION, MONITORING AND SUPPORT PRACTICES CARRIED OUT BY DISTRICT EDUCATION OFFICIALS

This study examines the emerging trends of teachers’ resistance to classroom visitation, monitoring and support practices carried out by district education officials in the Elliotdale Circuit secondary schools of the Dutywa Education District, South Africa. A qualitative approach as well as a case study design were adopted. A purposive sampling strategy was used to select a sample size of twenty-two (22) participants which comprised five (5) principals, twelve (12) teachers, two (2) subject advisors from the District Education Office and three (3) teacher union members from the teacher union office in the Elliotdale Circuit. Permission to conduct the study was sought from the provincial and district education offices. Audiotape recording was used to collect data through face-to-face in-depth individual interviews. Data were analysed thematically. Findings were that there were frequent and unannounced district officials' classroom visitation and monitoring in schools, district and provincial officials displayed some bossy behaviours in schools, there were cases of teachers being victimised and harassed by departmental officials, some teachers were lazy to teach and also expressed fear of been called failures, the existence of teacher unions significantly influenced teacher resistance to classroom visitations and there was fear of change and the unknown experienced by some teachers. Recommendations made were that: The District Education Office should work hand in hand with the Elliotdale Circuit to organize change management, curriculum and pedagogical content knowledge workshops for teachers, school heads and provincial and district education officials to equip them with knowledge on sources and nature of resistance to change in schools and how to ensure classroom visitation and school monitoring are solely based on teacher support and development and so should be devoid of victimization, harassment, witch-hunting and fault-finding.

Influencia del entorno de aula en los niveles de ansiedad al hablar inglés

Speaking anxiety is present and persists innumerable in schools, high schools, or even universities, no matter whether public or private they are. Speaking anxiety may stem from different sources and affect each individual student differently. The research for this study was done through the use of a quantitative students' questionnaire based on the Language Anxiety Scale (FLCAS) administered to 23 students (14 male and 9 female) from the tenth grade of Basica Superior of Colegio de Bachillerato Asaad Bucaram, before and after the classroom intervention. The study started with a classroom visit to determine what kind of environment the students perform the activities. The instrument used was a classroom visit file. The findings suggest that the changes experienced by students in the classroom modified the previous results, about 4,4% of the anxiety level among students was reduced in both the Low Language Anxiety (LLA) category and High Language Anxiety (HLA) category. In genre differences before classroom intervention, girls were more anxious than boys in certain items when speaking in class. However, the results changed after the intervention. Boys showed more anxiety than girls. Further research may be needed to understand the specific factors contributing to these changes in anxiety levels and gender differences.

The case of the model classroom: cognition and authenticity in teacher professional development

ABSTRACT A persistent challenge for teacher professional development is how to best support the translation of knowledge into practice. Building on scholarship that characterizes teacher learning as both a cognitive and situated process, we examine one district’s effort to enact a model classroom approach to professional development. Based on qualitative interviews, observations, and survey data, we find that teachers who engaged in the model classroom in sustained ways reported incorporating specific strategies into their practice. The model classroom had key characteristics that supported teacher learning: the ability of teachers to observe real-life practice with students present and the alignment of model classroom activities to teachers’ own teaching contexts. According to teachers' self-reports, these dimensions of authenticity triggered a range of cognitive responses and prompted self-reported changes in teacher practice. Most importantly, how teachers reported feeling during a model classroom visit was related to how much teachers reported internalizing what they observed and how much teachers made plans to incorporate new ideas into their practice.

SUPERVISI AKADEMIK OLEH KEPALA SEKOLAH UNTUK MENINGKATKAN KOMPETENSI GURU KELAS ANAK BERKEBUTUHAN KHUSUS

This research aims to describe the academic (teaching) supervision carried out by school principals to improve the competence of class teachers for children with special needs at SLBN-1 Palangka Raya. The approach used is a qualitative approach with the research subjects being the school principal and class teachers. Data collection was carried out through interviews, observation and documentation. Data analysis includes data reduction, data presentation and drawing conclusions. The results of the research show that academic supervision by the school principal is: (1) the principal's learning program planning is carried out by directing and guiding class teachers in making learning plans, (2) techniques for implementing supervision are carried out in groups and individually, namely through meetings and individual supervision. classroom visits, as well as clinical supervision according to teacher needs, and (3) supervision of evaluation of student learning outcomes carried out periodically to ensure learning achievement.

Implementation of Class Visit Supervision Activities as an Effort to Improve Teachers' Capabilities in Assessing Student Learning Outcomes at MTs Al Khairaat Ambunu

The aim of supervision is to develop a conducive and better climate in learning activities, through coaching and improving the teaching profession. In other words, the aim of teaching supervision is to help and make it easy for teachers to learn to improve their abilities in order to realize students' learning goals. Therefore, the aim of this research is to determine the ability of teachers at MTs Al Khairaat Ambunu to carry out learning outcomes assessment activities through the implementation of class visit supervision activities. The research method used is classroom action research. The research subjects were 6 teachers consisting of 2 subject teachers in class VII, 2 subject teachers in class VIII, and 2 subject teachers in class IX MTs Al Kairaat Ambunu. Meanwhile, the object of research is increasing the teacher's ability to carry out learning outcomes assessment activities. The research procedures carried out are based on each cycle, namely planning, implementation, observation, and reflection. Types of data and data collection techniques use qualitative and quantitative data, where qualitative data is collected through observation and documentation. Meanwhile, quantitative data is collected through tests at the end of each cycle. Meanwhile, data analysis techniques use data reduction techniques, data presentation, and drawing conclusions. Data analysis techniques, namely qualitative and quantitative data analysis. The implementation of classroom visit supervision has proven to be able to improve teachers' abilities in assessing student learning outcomes at MTsAl Khairaat Ambunu, even semester of the 2022/2023 academic year, as marked by teachers showing seriousness in understanding and implementing learning outcomes assessment activities. This can be proven from the results of observations which show that there is an increase in the teacher's ability to carry out learning outcomes assessment activities from cycle to cycle. In the first cycle, the average classical achievement score was 48.80 in the LESS category, increasing to 73.61 in the enough category, and in the last cycle it became 92.87 in the good category, and individually in the initial condition, there were no 6 teachers yet. which reached the good category. However, in cycle I there were already 2 people, or 33.33% who reached the good category and this increased to 100% or 6 teachers in cycle II.

Environmental education in the classroom: pilot study in Cabo Verde suggests differing impacts on local knowledge and environmental attitudes

AbstractTo execute environmental education effectively, the success and impacts of educational activities must be assessed. In areas of high biodiversity there is generally a lack of evaluation of the impact of environmental education. In this study we investigate the effect of a one-time classroom activity on student knowledge of local environmental issues, environmental attitudes and aspirations. The project was conducted on the island of Maio, Cabo Verde, a small, highly biodiverse island, as part of a classroom visit programme with the local environmental organization, Maio Biodiversity Foundation. We visited every fourth-grade class (i.e. students with an age range of 9–10 years) on the island (a total of 142 students) and delivered a half-day classroom activity. The results show that this activity did not influence environmental attitudes; however, it did significantly improve student knowledge and awareness of local environmental issues. This study shows that environmental education should not be assumed to improve attitudes and knowledge but requires individual evaluation for each type of activity. For environmental education to reach its full potential, activities should be planned in response to evaluation results.

The effect of heads of schools’ supervisory practices on learning achievement in public secondary schools in Ubungo municipality, Tanzania

To create a proactive and effective educational system for individual, community, and national progress, it is presumable that educational stakeholders must oversee educational practices to obtain consistently good results. Supervisory assessment of teaching staff helps educators obtain the support they need to succeed as well as to evaluate, weigh, and examine the benefits of various educational methodologies and tactics to achieve high-quality student performance in schools. This study analysed the effect of heads of schools’ supervisory practices on students’ learning achievement in public secondary schools in Ubungo municipality using 240 participants, including heads of schools, students, and teachers. The study employed a mixed approach with convergent parallel as the design. Various methodologies were employed to gather data, including questionnaires, documentary reviews, observations and semistructured interviews. The results revealed that the supervisory practices of school heads play a greater role in the quality of teaching and overall learning achievement of students in secondary schools. The academic achievement of students is impacted by supervisory practises such classroom visits, teacher mentoring, assessing teachers pedagogical abilities, assisting teachers in creating lesson plans, and other creative teaching methods. However, unfriendly working conditions, including a lack of facilities, funding, and dedicated teachers, make it difficult for school heads to carry out their supervisory duties. As a result, for supervisory practises to have a significant impact on the teaching and learning process, the government must constantly provide adequate school infrastructure, hire enough qualified teachers, create appropriate teaching and learning resources, and set up an efficient monitoring system to improve the teaching and learning process in secondary schools.

Designing and Operating an Online Class Review Meeting: A Case Study of Exchange Involving Social Studies Classes between Korea and Japan

2020年初めからの世界的な感染症の拡大により，海外の大学との交流会のほとんどは中止かオンラインへと切り替わった。筆者自身がこれまで行っていた交流会 においてもオンライン化を図 ることとなった。本稿では，オンライン上での韓国と日本の授業検討会を取り上げ，その実際とそれによる効果を検証した。オンライン化により，韓国に出向いての交流では問題視されにくかった言葉や文化の障壁が明示化された。それを乗り越えるための工夫として，①ウェブベースソフトウェアの活用や資料の翻訳，②通訳 の活用，及び③提示すべき資料の検 討の必要性が明らかになった。また，対面では，短期間の交流に集約されることが多かったが，オンライン化による長期的な交流の機会を設けることが授業検討会において効果的であることが分かった。このような手立ては，今後，対面での交流となった場合も継続する必要があるといえよう。非常時のオンラインではなく，「オンライン」だからできること，対面だからできることを見極め，よりよい授業研究会の在り方を検討する必要がある。On account of the global spread of infectious diseases from the beginning of 2020, most exchange events with overseas universities have been canceled or switched to online. In this paper, we have taken up online class review meeting in South Korea and Japan, then examined their actuality and their effects. The online program's presence made any inherent language and cultural barriers more explicit; to overcome these barriers, we introduced (1) web-based software and translation, (2) the use of interpreters, and (3) advance consideration of the materials to be presented in the class. The study findings showed that the advance preparations made for overcoming language and cultural barriers helped to enhance individual participants’ understanding beyond the experience of a single classroom visit. This report showed the program’s design and operation in concrete terms and examined the online version’s effectiveness. It is necessary to examine how class study groups can be organized in a better manner by identifying what can be done “online” and what can be done “face-to-face” rather than what can be done online in emergencies only.

Peningkatan Kemampuan Guru dalam Pengelolaan PBM dengan Teknik Classroom Visition di SMKN 2 Kotabumi Semester 2 Tahun Pelajaran 2021/2022

Improving the ability of teachers in PBM management with classroom visition techniques at SMKN 2 Kotabumi Semester 2 of the 2021/2022 Academic Year is the focus of this research. School Action Research, where research is carried out to solve problems in the learning process in schools is a type of research. In principle, the implementation of academic supervision activities with the classroom visitation technique carried out by the principal is proven to improve the ability of teachers to manage the learning process at SMKN 2 Kotabumi in Semester 2 of the 2021/2022 Academic Year is the result of this research.

A Holistic Approach to On-Reserve School Transformation: Pursuing Pedagogy, Leadership, Cultural Knowledge, and Mental Health as Paths of Change

The aim of this manuscript is to present and discuss an attempt at transformative change in an on-reserve school in northern Saskatchewan. Myriad studies and government statistics have stated that on- reserve Indigenous students occupy the lowest levels of success in Canada as it relates to almost any recognized metric. In response to the ongoing inequity in education, a 3-year project was undertaken with potential national implications. In this project, a holistic approach was utilized which places an emphasis on leadership development, curriculum, teaching and learning, local Indigenous pedagogies, and mental health support. The confluence of approaches in this project have challenged standard approaches to school transformation by placing an emphasis on the local context and knowledge systems that already place the community in a position of strength. Data collection and project development was primarily focused on document analysis, classroom visits, meetings, and professional development with the faculty, planning sessions, instructional monitoring and student academic, cultural, and mental health assessments, and research projects. This manuscript offers wise practice considerations for diverse on- reserve schools through relationally collaborative interventions rooted in school psychology principles as key agents of change, resulting in: higher teacher retention; more comprehensive and effective lesson planning, implementation, and assessment; enhanced integration of Indigenous values within the classroom (e.g., PISIM); and improved teacher and student mental wellness in the classroom (e.g., teacher utilization of EFSS).

PENERAPAN SUPERVISI KLINIS UNTUK MENINGKATKAN MUTU PROSES PEMBELAJARAN SDN 05 KOTO BESAR KECAMATAN KOTO BESAR DHARMASRAYA

This research originated from SDN 05 Koto Besar, Koto Besar District, that teachers need help planning and implementing the learning process in the classroom. The implementation of the learning process carried out by teachers of SDN 05 Koto Besar, Koto Besar District, Dharmasraya Regency, has yet to be following the Process Standards. The implementation of clinical supervision by the principal is primarily to meet administrative demands, especially in the face of school accreditation, and its implementation has not been referred to the Minister of National Education. Researchers conducted School Action Research (PTS) on SDN 05 Koto Besar, Koto Besar District teachers with a type of classroom visit technique action in clinical supervision to improve the teacher's ability to carry out the learning process. Through two cycles in August and September 2022, the most critical actions are carried out with planning, implementation, observation, and reflection stages. The results of these observations are discussed in the reflection stage to determine the follow-up in cycle II. The implementation of cycle II is based on the results of the reflection of cycle I. It is understood as material for preparing RPP and implementing the learning process that will be carried out in cycle II. The implementation of cycle II was carried out one month later. The reflection of cycle II is used as material for the inference of the results of this PTS. Thus, this pts concluded that the Class Visit Technique in clinical supervision is very effective in improving teachers' ability to implement the learning process. The improvement can be seen in the teachers of grades I to VI with excellent value to improve the quality of the learning process. Therefore, teachers, principals, and supervisors must increase their understanding of the Process Standards and implement them in the learning process (for teachers) and clinical supervision (for principals).

The role of the specialist supervisor in developing the performance of the physical education teacher and its relationship to job engagement in some schools in the city of Mosul

This research aimed to identify the extent to which the specialized educational supervisor helps in developing the performance of the physical education teacher from the point of view of the teachers. It also aimed to find out the differences between the responses of the study sample according to the variables of academic degree and length of service, and to know the relationship and the percentage of contribution between the role of the specialized educational supervisor in developing the performance of the physical education teacher and job engagement. To achieve the objectives of the research, the researcher used the descriptive approach by following the survey method. The research sample was selected according to the intentional exhaustive method. It included teachers of physical education in some schools in the city of Mosul; (75) teachers. The researcher also used a questionnaire on the role of the educational supervisor in developing professional performance, which was designed by Al Shadaifat 2014). The questionnaire included (43) items distributed on five fields (planning, classroom visits, curricula and teaching methods, relationship with colleagues and the local community, and evaluation). After testing its validity and reliability, the questionnaire had (41) items in its final form. The job engagement questionnaire designed by Al-Ahmadi (2018) and modified by Al-Anzi (2022) was also used. It consisted of (18) items distributed over three fields; cognitive engagement, emotional engagement, and physical engagement. The data were processed statistically as the percentage, mean, standard deviation, alpha coefficient, one-way analysis of variance, and simple regression coefficient were calculated using the statistical program (SPSS). The results showed that the specialized educational supervisor plays a role in achieving a level of job engagement for the teacher of physical education.

The Role of Secondary School Heads’ Classroom Visits in Delivery of Quality Instruction in Biharamulo District, Tanzania

The study examined the role of school heads’ classroom visits in the delivery of quality instruction in Biharamulo district, Tanzania. A mixed methods approach and a descriptive survey design using a sample of 73 were used. Data collection involved questionnaires and focus group discussions whereas quantitative data was analyzed using descriptive statistics while the qualitative data was analyzed through thematic techniques. The findings indicated that teachers perceived school heads’ classroom visits as democratic and feedback oriented. School heads’ classroom visits made teachers to deliver new materials and engage students in classrooms. The lack of observation skills challenged school heads’ classroom visits. The paper unveils classroom visits as a tool for effective delivery of quality instructions. We recommend that school heads need training to acquire classroom observational skills. Keywords: School heads, classroom visits, quality instruction, teachers DOI: 10.7176/JEP/13-28-02 Publication date: October 31 st 2022

Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania

This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student teachers who were involved in the study while 2 teachers college principals automatically included in the study to make a total sample that consist of 86 respondents. Questionnaires, document analysis schedule and interview guides were used to collect the required information. Quantitative data were analyzed by using descriptive statistics and presented in tables. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that classroom observation strategy used by Public teachers College Principals do enhance certificate student teachers academic performance as always the college principal provide warning and reprimands to tutors who fail to attend class, often the college principal make follows-up on student teacher whenever they have problems on academic issues and sometimes the college principal visits learning sessions in classroom. The study concluded that college principals’ visitation in the classrooms has a contribution to student teachers academic performance. Aspects such as provision of warning and reprimands to tutors who fail to attend class as planed in the college general time table, making follows-up on student teacher whenever they have problems on academic issues are being done by college principal. The study recommends that colleges principals should continue to carry out regular classroom visits and discuss results with the tutors’ concerned as a strategy of improving tutors’ job performance as well as student teachers academic performance.

Can Nanotechnology Keep Us Dry in the Rain: An Inquiry-Based Activity to Help Students Improve Their Investigation Skills

In scientific practices, students are frequently asked to conduct investigations to produce data that will serve as the basis for evidence that meets the goals of an investigation. But however, assisting in the formulation and implementation of students' investigations is often a difficult task for many teachers because authentic investigations include using multiple variables and further providing of evidence to support explanations or solutions. The purpose of this study was to gain a better understanding of the potential of a nanotechnology activity on encouraging the formulation and implementation of students' investigations. The "Can Nanotechnology Keep Us Dry in the Rain?" activity was developed as part of an in-service teacher training designed to assist science teachers in implementing inquiry-based science practices in their own classrooms. To discuss the potential of the activity, the author has provided the detailed analysis from the classroom visits of four case teachers in three governmental schools. The qualitative data was collected through video recordings, feedback of teacher trainers, and pre- and post- interviews. The results of this research provide supporting evidence that the nanoscale changes could be a powerful tool for four case teachers to provoke students for deeper inquiry. The present research, therefore, contributes to a growing body of evidence suggesting the direct demonstration of conducting hands-on experiments to formulate and implement the investigations of nanoscale phenomena.

ESTABLISHING HOW HEAD-TEACHERS’ CLASSROOM VISITATION PRACTICE INFLUENCES STUDENTS’ PERFORMANCE IN PUBLIC JUNIOR SCHOOLS IN KEREN SUB-ZONE, ERITREA

The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0955/a.php" alt="Hit counter" /></p>