Collegial Supervision Research Articles

A development of collegial supervision model through gallery walk and virtual community to improve teacher's ability

A development of collegial supervision model through gallery walk and virtual community to improve teacher's ability

Saudi Arabian Nurses' Motivations and Barriers to Employment in Inpatient Mental Health Facilities: A Qualitative Investigation.

The shortage of inpatient psychiatric mental health care nurses in Saudi Arabia represents an important health care challenge. The aim of this study was to illuminate perspectives of psychiatric mental health nurses employed in psychiatric inpatient settings about their employment experiences. This study adopted an exploratory qualitative approach using thematic content analysis. Ten professional nurses with psychiatric inpatient caring experience participated in two focus groups composed of Master of Nursing students. Four main themes emerged: inadequate professional skills and knowledge for psychiatric mental health care practice, negative public attitudes toward psychiatric/mental health nurses, concerns for personal safety, and alternatives and advantages. The findings of this study suggest that nurses' lack of interest in working in psychiatric units is not merely personal but also social and organizational. The study findings may encourage managers and authorities to develop measures to attract more mental health nurses to work in psychiatric units. Such strategies may include modification of nurses' skills, training, and professional knowledge, collegial supervision, mentoring, and working conditions and environment.

Positioning Secondary School Teachers as Passive Actors During School Quality Assurance Policy Implementation in Dodoma, Tanzania

While the impact of the School Quality Assurance (SQA) policy on students’ learning outcomes is well-documented, there exists a limited understanding of how its implementation influences teachers’ power and identity. This study analysed how teachers were positioned during the SQA policy implementation in four purposefully selected secondary schools in Dodoma Region, Tanzania. Data gathered from 19 participants, including heads of schools, department heads, subject teachers, WEOs, and SQAOs through policy documents and semi-structured interviews, unveil a critical observation. Despite teachers being pivotal to school functioning, the SQA policy positions them as passive objects lacking the knowledge to evaluate school quality based on proposed domains. This study contends that such positioning aligns with previous top-down school inspection models, which had limited impact on enhancing secondary school quality. To address this, the study suggests a radical shift towards teacher empowerment through collegial supervision rather than conventional external quality assurance visits.

Impact of Business Management Implementation Based on Quality Culture on The Performance of Educators at Widya Karya Taman Vocational School Sidoarjo

The aim of this study is to determine the impact of culture-based administrative management quality which includes planning, organizing school administration with a quality culture, implementing content standards, implementing process standards, and administering school infrastructure standards simultaneously which have a significant effect on teacher performance at Widya Karya Taman Sidoarjo Vocational School. This type of research was used quantitative, with a total sample of 84 teachers at Widya Karya Taman Sidoarjo Vocational School, with total sampling, with the analysis technique used using multiple linear regression with t test and F test tools. Partial and simultaneous research results show that quality culture-based administrative management includes planning, organizing school administration with a quality culture, implementing content standards, implementing process standards, and administering school infrastructure standards simultaneously has a significant effect on teacher performance, this is evidenced by a significance value of <0.05. It is hoped that the results of this study can improve the quality of human resources capable of playing a role in administrative management with a culture of quality. In an effort to increase administrative professionalism, it is necessary to develop collegial supervision, in addition to the supervision activities that have been carried out all this time.

Assessment of Supervision in Public Basic Schools in Northern Ghana: The Case of Lambussie-Karni District

his study sought to assess the effectiveness of supervision in public basic schools in Lambussie-Karni District of the Upper West Region of Ghana. The descriptive survey design was adopted, where quantitative data was collected and analyzed. The multi-stage sampling with the use of stratified random sampling and convenience sampling techniques were used to select 234 participants for the study. Structured questionnaire was used as instrument for data collection. Version 25 of the Statistical Product for Service Solution was used to analyze the data. The mean and standard deviation were used to analyze the data. The study revealed that clinical supervision was dominantly practiced than training and guidance supervision, collegial supervision and traditional supervision. Also, participants perceived all the components and well as the overall supervision as very effective in promoting effective teaching and learning. The challenges to effective supervision included unhealthy relationship between supervisors and supervisees, lack of regular in-service training, lack of funds, and follow-up activities. It was recommended that regular in-service training should be organized by Ghana Education Service (GES) for supervisors and teachers to update their knowledge and skills, and to be abreast with the changing trends in supervision in schools.

Meningkatkan Kinerja Pengajaran Melalui Supervisi Kolegial di Sekolah

The teacher plays a central role in the implementation of education because it directly interacts with students in the implementation of learning activities that will determine the quality of students output. However, from the findings in the field, it was found that the achievement of school quality report cards at the elementary level, especially in the educators and education personnel standard, still did not achieve the expected results. In particular, this study aimed to determine the picture of the implementation of collegial supervision, find a number of supporting and inhibiting factors in the implementation of teacher collegial supervision, and determine the impact of collegial supervision on teacher performance in 16 public elementary schools in Bungunsari district, Purwakarta regency. The method used is descriptive quantitative and correlation analysis using the SPSS 26 application. The results of this study indicate that there is a positive and significant relationship in the medium category between collegial supervision and teacher performance. As for the recommendations given based on the results of the study, the principal should be able to improve the implementation of collegial supervision, especially in running a structured dialogue with teachers, in order to maintain the rhythm of their performance.

The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

This study aims to examine the effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning in the learning process. In addition, its purpose is also to examine the impact on student learning outcomes. This study was conducted in East Java, Indonesia, with a descriptive correlational research design. The research samples were obtained in three cities, namely Malang, Blitar, and Batu, with a total sample of 146 primary education teachers. The data collection techniques used in this research were questionnaires and documentation, while the data analysis techniques used were descriptive statistics, product-moment correlation, regression and path analysis. The results show that the collaborative supervision approach and collegial supervision techniques have a significant influence on performance-based learning, but has no effect on student learning outcomes, either directly or indirectly. Performance-based learning applied by teachers strongly affects students’ learning outcomes.

Application of Rasch Analysis in Measuring Teacher Collegial Supervisory Instrument's Reliability and Validity

The concept of collegial supervision (CS) is defined as collaborative work beyond their professional sphere of relationships often offered by educators through feedback and sharing platform. However, there is still lack of studies and instruments that evaluated the CS practice within Malaysian context. In measuring the suitability of CS practice in secondary schools in Malaysia, a questionnaire with 26 self-developed items that represent five sub-dimensions/constructs namely, collegial relations, teacher's province, teacher growth, teacher collaboration, and reflective inquiry was developed from series of interviews with secondary teachers. The major aim of this paper is to validate and examined the psychometric elements through the application of Rasch analysis in measuring items'-person reliability, principal component analysis, items - person distribution, fit and dimensionality analyses. The analysis was performed based on feedback of 357 teachers from secondary teachers. Findings revealed on high values on person-items reliability, and the items' difficulty are significantly aligned or matched with teachers' ability. Also, principal component analysis revealed an acceptable value of raw variance explained, and that most teachers agreed with most of the items through structure measurement on the items' validity. Thus, it is concluding on the internal consistencies of the items within Malaysian CS which later contributed to the CS items for Malaysian secondary schools.

Do Collegial Supervisory Practices Influence Teachers’ Growth? A Study in Malaysian Secondary Schools

This study investigated collegial supervisory (CS) practices in the context of Malaysian public secondary schools. A total of 357 secondary school teachers provided feedback to a 26-item survey instrument on four basic principles of collegial supervision and teachers‘ growth. The findings reveal that senior teachers have more positive and higher levels of confidence that the practice of collegial supervision enhances teachers‘ relationships due to their broad exposure on the initial practice of collegial supervision. Based on the multiple regressions results, Malaysian secondary school teachers perceived that teachers have a significant influence on their growth compared to the other three major variables within the collegial supervision framework. The findings also demonstrate that CS is vital for enhancing instructional supervision in Malaysian public secondary school. The findings further reveal that teachers‘ gender was perceived to have significant differences in terms of teachers‘ growth with male teachers have a higher level of confidence towards the practice of collegial supervision in secondary schools compared to their female counterparts.

Lecturers’ Compliance With Quality Assurance Mechanisms in Public Universities in Delta State: Focusing on Punctuality, Regular Attendance to Lectures and Adherence to the Course Outline

The study investigated the extent to which lecturers comply with quality assurance mechanisms in public universities in Delta State. Two objectives, two research questions and two hypotheses guided the study. The descriptive survey research design was adopted. The population of the study consisted of 1,299 lecturers and 6,826 students from the public universities in Delta State. A sample of 260 lecturers and 409 students representing 20% and 6% respectively of the population which was obtained using the proportionate random sampling technique was used. The instrument for data collection was the researchers made questionnaire titled “Compliance with Quality Assurance Mechanisms Questionnaire (CQAMQ). The Cronbach Alpha method was used to determine the internal consistency of the items and it yielded a result of 0.78 and 0.79. The researchers and two assistants distributed 669 copies of the questionnaire and successfully collected 628 copies of the questionnaire administered. The research questions were analyzed using the mean, standard deviation and rank order statistics, while the hypotheses were tested using z-test at 0.05 level of significance. It was found that lecturers’ in public universities in Delta State complied with punctuality and regular attendance to lectures and adhered to the course outline to a high extent. Based on the findings, it was concluded that lecturers compliance with the quality assurance mechanism of punctuality and regular attendance ,adherence to the course outline is high, it was recommended that the university management should encourage lecturers to adhere to the course outline through collegial supervision, and ensure that the course outlines to be used are submitted to the head of departments, the university management should initiate a reward system whereby lecturers that are always punctual and regular in attendance to lectures are given prizes and recognition.

Models of Instructional Supervision That Instructional Supervisors Can Use To Promote Effective Teaching and High Pupil Achievement

In order for supervisors to be successful in their role of promoting instructional effectiveness and thereby increasing student achievement, supervisory models are needed. The models of supervision reviewed in this paper include scientific supervision, clinical supervision, self-assessment supervision, developmental supervision, and collaborative or co-operative or collegial supervision. Supervision styles that emanate from these models that will be reviewed are the autocratic, consultative, participatory, democratic, directive and non-directive supervisory styles. The importance of bringing as many of these models and styles to the fore is for the supervisor to pick the best model for a particular situation or to combine a number of the models in order to produce the best results.

Peran Musyawarah Guru Mata Pelajaran (Mgmp) Untuk Meningkatkan Kompetensi Profesional Guru PAI: Studi Kasus MGMP PAI SMP Negeri Kabupaten Kediri

The study is intended to examine the role of MGMP PAI of Junior Highschools in Kediri regency in increasing the material mastery of PAI, inincreasing the ability to develop the materials for PAI, as well as developingthe ability to use information and communication technology in learningPAI. The research used a qualitative descriptive approach in the form ofcase study. Data collection techniques used were observation, interviews,and documentation. Results of the research revealed that the role ofMGMP PAI of Junior High schools in Kediri regency are done throughconsidering PAI materials of junior high schools, organizing workshop, aswell as analyzing PAI textbook. In addition, the ability to develop teachingmaterials is done through Scientific Writing (KTI), Classroom ActionResearch (PTK), and collegial supervision of teachers. Finally, the abilityto use Information and Communication Technology (ICT) of PAI teachersthrough ICT is done through training and facilitation of teachers in theform of self-development. Practically, MGMP is important to improve theprofessional competence of PAI teachers.

Skolsköterskans rolltransformering till den nya hälsofrämjande positionen

Aim The aim of this study was to describe the role transformation of school nurses towards primary health promotion, and secondary preventive and health treatment work. Background According to the Swedish educational act, the school nurse profession has changed towards being mainly health promotion and secondary preventive and health treatment work. Method The study consisted of a qualitative study design with content analysis inspired by Elo and Kyngäs. Sixteen individual interviews were conducted with school nurses from across one county. Findings The role transformation towards a more health promotion was described by school nurses’ statements. The process of the transformation differed among the school nurses. Three categories illuminated their work; professional approach, student-centred and collaboration. Conclusion The role transformation process required enhanced relation and communicational skills. Structured collegial supervision might support the process.

Implementation of Instructional Supervision in Secondary School: Approaches, Praspects and Problems

Supervision is critical in the development of any educational program in both developed and developing countries including Ethiopia. In education, the role of educators has undergone dramatic shifts in the recent past. Many teachers, especially pupil-teachers and newly qualified teachers may not have mastered or developed sufficient skills for effective teaching; hence, there is a need for instruction in the live classroom to be supervised. This paper included and discuss different possible approaches/technique i.e. Clinical Supervision, Collegial Supervision, Self-directive supervision, Informal Supervision etc. With regards to this, it is also discussed about prospects and problems of instructional supervision in various aspects. The teachers’ perception also reflects towards implementation of instructional supervision. Teachers may perceive supervision as a worthwhile activity if supervisors give teachers security by backing their judgments even though at times a teacher’s judgment can be wrong. Teachers must feel that the supervisor is there to serve them and to help them become more effective teachers. Indeed in secondary schools the nature of instructional supervision is constrained by the subject specialization of the supervisor. Supervisors who have been teachers of languages cannot assess the students’ performance in mathematics, nor offer teachers of mathematics the kind of professional support they need. For many teachers, supervision is a meaningless exercise that has little value other than completion of the required evaluation form performance for decision of their promotion, transfer and to stop their increments if necessary.

Mind the gap. Combining theory and practice in a field experience

In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects.

Adults helping adults: Teacher-initiated supervisory option for professional development

This paper discusses peer supervision among teachers. It considers the foci, practices, problem and potential importance of peer supervision in facilitating professional growth teachers. Peer supervision or peer coaching is a vital part for professional development that enables teachers to make changes in their instructional practices and procedures for the purposes of improving student performance. According to James et al. (1992), “peer supervision breathes life into a school system. It makes professionals. It is exciting. It works”. Other terms that have been used to refer to peer supervision include collegial supervision (Daresh and Playko, 1995); and co-operative professional development (Harris and Ovando, 1992). The term supervision, as used in this paper, refers to “a process by which teachers work together for the purpose of mutual professional development” (Heller, 1989). Key words: Adults, helping, teacher, initiated, peer supervision, professional development.

My career chapter as a tool for reflective practice

The career assessment and counselling procedure My Career Chapter is presented as a tool for reflexive self-awareness within career counsellors. To demonstrate application of the procedure as a method of self-supervision, this paper presents a study in which the participant studies himself. Results indicate a reflexive consciousness for the career counsellor that extends his self-awareness as a professional into his personal, non-professional life. Implications are presented with a focus upon the scope of self-report in qualitative research and collegial supervision.

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

his study investigates how trainee teachers perceive their supervising teachers’ supervisory competency. Through a questionnaire that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked to comment on their supervising teachers’ competency in preparation for supervision, instructional planning and reflection, and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising teachers’ competency in supervision as poor to partially competent. Although there is no significant relation found between the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers’ experience in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should not be the only criterion for selecting supervising teachers for supervisory duty.

Supervision in the Education and Training of Sport Psychology Service Providers

Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.