Instructional Supervisors Research Articles

Nfluence of Heads of School Instructional Supervision Practices on Teachers Work Performance in Public Secondary Schools in Lindi Region-Tanzania

The effectiveness of instructional supervision of heads of school to improve the teaching and learning performance has been questioned by various studies. This study investigated the instructional supervision role of heads of school and its influence on teachers’ work performance in public secondary schools in Lindi region, Tanzania. The study examined the extent to which heads of school discharged their instructional supervisory responsibilities and assessed the extent to which heads of school instructional supervisory activities influenced teachers work performance. The study was informed by mixed methods approach with a sample of 57 public secondary schools out of 124 public secondary schools found in the region. 171 respondents were included in the study including 103 teachers, 57 head masters and 11 class masters. The study used questionnaires; interviews and documents review as tools for data collection. Thematic analysis was used for the qualitative data, while for quantitative data, descriptive and inferential statistics were employed. The study revealed that despite the challenges that heads of school demonstrated a significant understanding of their supervisory instructional duties, but did not effectively engage teachers in improving professional skills. The analysis showed that teachers seemed to avoid conflicts with head teachers and hence limited mechanisms to improve performances. Keywords: Effective teaching, School leadership, Supervisory skills. DOI: 10.7176/JEP/13-14-01 Publication date: May 31 st 2022

Instructional Supervision: Is it Culturally Responsive? A Textbook Analysis

The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, SuperVision and Instructional Leadership: A Developmental Approach, was identified as the study’s unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, 2016; Grissom et al., 2021), was all but devoid of references to culture. As future and current school leaders prepare to supervise a still predominantly White teacher population, with the aim of instructional improvement for an even more diverse student population, the need for supervision that is culturally centered is imperative.

Association of Head Teachers’ Instructional Supervisory Practices with Teachers’ Performance

The major objective of the research was an exploration of the impact of Head teachers’ instructional supervisory practices in Government Secondary Schools on teachers’ performance. In this descriptive research, data was collected through a survey. The population was all the female and male head-teachers and teachers of Government high secondary schools of Sargodha. Sample of 75 schools and their head teachers and 225 teachers from each school were selected by multistage random sampling technique. Two rating scales were used to collect data. Pearson r and descriptive statistics watershed for data analysis. The conclusion of the study was that there was a significant positive relationship between head teachers’ supervisory practices and teachers’ performance. On the basis of conclusion, in-service training for both the teachers and the head teachers are commended

Teachers’ Perception Toward The Role Of Instructional Supervisor

This Study examined the teacher’s perception toward the role of supervisor at Darussalam Boarding School Gontor Ponorogo East Java, Indonesia. This Study employs a quantitative methodology and using questionnaire in collecting data. Respondents were teachers of Darussalam Boarding School Gontor, the population was 300 teachers, stratified random sampling was employed to get sample because the population is homogenous in their dedication and varied in their characteristics. The study aim to assess teachers’ perception on the important of some supervisory task and examined teachers’ perceptions toward to which extent supervisors involved in the tasks. The finding indicate that supervisory tasks were regarded as important by teachers and were proven by the high percentages of teacher (68%-99%) who agreed to supervisory tasks. On the other hand, teachers regard on supervisor’s involvement toward the tasks was also positive. Another finding shows that supervisory activities also regarded as important by most teachers, the percentages of important assumption of teachers indicated in range 80%-99%,, in which evaluating the teaching-learning process become most important tasks of supervisor (99%), at the same time, teachers regard school supervisors very well involved in supervisory activities during teaching and learning process which was can be noticed from the high percentage of teachers’ responses toward each task. Teachers regard evaluating teaching and learning, advising and helping teachers in problem relating to teaching and learning are the tasks most often performed by school supervisors.

Reconceptualising digital pedagogy during the COVID-19 pandemic: A qualitative inquiry into distance teaching in China

ABSTRACT Digital pedagogy was used as a contingency plan to achieve teaching and learning during the COVID-19 pandemic. This study aimed to observe digital pedagogy in lecturers’ online teaching practices and instructional supervisors’ evaluations of teaching outcomes. A sample of 32 lecturers and instructional supervisors from three Chinese universities participated in the in-depth interviews. The thematic analysis approach of grounded theory was used in data analysis. The results show that pedagogical dimensions were extended. Besides technology, innovative pedagogy, and learning environments, this study added two constructs: sustained support and cyber safety. Collaboration is required at different levels; meanwhile, cyber safety is highlighted to ensure healthy digital learning environments.

Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia

This study was conducted to examine the Implementation of Instructional Supervision in Government Secondary Schools in relation to Competence standard of supervisor developed by MoE 2012. The study focused on areas of instructional supervision policy frame work and strategies, the trend of external and internal supervision process at school system. To meet the objectives of the study, the study employed qualitative research approach and case study research design. The study conducted at Arsi Zone in Oromiya regional state; in the study four schools purposely selected and 20 respondents have been participated in the study (2 Woreda education office head; 7 school leadership; 11 teachers). Purposive sampling method will be implemented on this take empirical study. The Data were gathered through open ended questionnaire and interview. The study result shows that, in study area Instructional supervisor could not able to carry out the tasks of supervision to enhance quality of learners and not undertaken their instructional role, b/c of lack of commitment for their work, failing to follow rules, regulation, procedures, and policies. It was suggested that, in order to provide instructional supervisors with the necessary knowledge, techniques, and skills, the Regional Education Bureau of the Ministry of Education should strengthen the capacity of school leaders by providing ongoing training and ensuring that school policies are consistent with the ministry's strategies.

The Role of the Instructional Supervisor in the Promotion of Performance of Pupils: A Case for Performance Lag Address Programme

The Role of the Instructional Supervisor in the Promotion of Performance of Pupils: A Case for Performance Lag Address Programme

Exploring Head Teachers’ Instructional Supervisory Role: The Case of Public Junior High Schools in Jirapa Municipality of Ghana

The study explored Head teachers’ instructional supervisory role among public Junior High Schools in the Jirapa Municipality of the Upper West Region of Ghana. It adopted psychological and system theory of supervision propounded by Planturrroot (2006) and Bertalanffy (2015) respectively. The mixed method sequential approach was followed in the conduct of the study where both quantitative and qualitative data were collected and analysed. A sample size of 200 respondents made up of 40 head teachers, 80 teachers and 80 pupils were used for the quantitative data, whilst 10 head teachers were selected for the qualitative data. The Statistical Product for Service Solutions (SPSS) version 23 was used to analyse the quantitative data while thematic approach was used for the qualitative data. The findings of the study revealed in-frequent orientation for newly engaged teachers. It further showed lower ratings in the provision of in-service training, time tabling design and setting of performance target for pupils and teachers. It was recommended that the Ministry of Education and Ghana Education Service (GES) should regularly organize workshops, seminars and in-service trainings on supervisory roles of head teachers and assistant head teachers to equip them with the needed knowledge and skills in the municipality. Lastly, Heads of schools and other supervisors should re-design schools` time tables to suit the use of instructional time in the lesson of teachers to enhance their monitoring.

Instructional Supervision and the COVID-19 Pandemic: Perspectives From Principals

Six questions that instructional supervisors have been faced with and had to respond to during the COVID-19 crisis include: (a) How do we support teachers in the transition from face-to-face to virtual classes and meetings; (b) How do we focus on addressing the needs of teachers while engaged in remote or online learning; (c) How do we maintain communication, contact, and relationships with teachers; (d) How do we celebrate successes as teachers work with students in the virtual world; (e) How do we assess the quality of the teaching–learning process; and (f) How do we plan for the next steps? Within the scholar–practitioner theoretical model, this study narrates how two principals in Texas addressed each of these six questions. The case studies presented could be used as historical accounts, meaning that leaders could learn from their successes and their mistakes as they move to the next phase of reopening schools.

Correlation between Principal’s Instructional Leadership Practices and Teachers’ Organizational Commitment among High Performing Secondary Schools in Anambra State, Nigeria

Nigerian public secondary schools are still grappling with the challenge of poor professional teacher performance. While a growing body of research has identified several factors that explain this poor performance, it has not paid much attention to analyzing whether educational leadership is one of the causes and whether it can provide a solution to this challenge. The aim of this study is to investigate the relationship between the leadership behavior of the school principal and the organizational commitment of teachers in high performing secondary schools in the state of Anambra, Nigeria. The study adopted cross-sectional correlational survey design. The population of the study covered of 6,185 teachers in public secondary schools within the Six Education Zones from Anambra State. Stratified, purposive and simple random sampling techniques were adopted in selecting 448 teaching staff from Twenty Eight (28) public secondary schools within the zone. Using the Principal Instruction Management Rating Scale (PIMRS), the sub-dimensions measured the self-perception of school principals with regard to the frequency of leadership behavior in the classroom in daily management, then self-reports were compared with the reports of the teachers in the schools of the school heads. The data were analyzed by descriptive analysis, data transformation and linear regression. The relationship between educational leadership behavior and organizational commitment was analyzed using the Pearson product. The moment of correlation analysis and the extent to which instruction behavior predicts organizational engagement was examined using multiple linear regression analysis. The results demonstrate educational leadership as a positive and significant predictor of professional performance of teachers. These results suggest that improving educational leadership by providing adequate educational resources for teachers and effectively monitoring and supervising them would advance their proficient performance. Accordingly, the study recommends to the management of Nigeria public secondary schools and Anambra State in particular to stock sufficient teaching resources and to ensure that their principals play their instructional supervisory and monitoring roles effectively.

Leading Reflective Practices in Montessori Schools

In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.

Instructional leadership as a controlling function in secondary schools in Rangwe Sub County, Kenya: Influence on students’ learning outcomes

This research article reports on instructional leadership as a controlling function in secondary schools. All the 41 secondary schools in Rangwe Sub County were included in the study and the targeted respondents were teachers and principals. A purposive sampling method was used to select the respondents from each school. A principal self-rating questionnaire, a teacher perception questionnaire, and a document analysis checklist were used for data collection. The collected data was analyzed using descriptive statistics, independent samples T-test, and regression analysis test. The study found that school principals engaged their deputies, heads of department, and directors of studies to conduct their day-to-day instructions in their schools. It was also revealed that classroom visits and observation of teaching and learning significantly influence student learning outcomes in secondary schools. The study concluded that involving the expertise of immediate juniors in day-to-day instructions is an effective way of implementing instructional leadership roles of the school principals in secondary schools. The study, therefore, advocates for the school principal becoming the overall instructional supervisor and instructional improvement catalyst.

The Principal’s Role as A Supervisor in Improving Teacher Performance at SDIT Baitul Jannah Bandar Lampung Performance

Abstrak: Supervising is a cooperative service. Supervising can be understood to be helpful in two directions as it is applied. In other words, the supervised instructor and the supervisor themselves are promoted and reorganized so that, in turn, teachers may become professionals. This study was conducted to reveal: 1) The role of the Principal in Learning Preparation to enhance teacher success as an Instructional Supervisor. 2) The role of the Principal in integrating learning to increase success as an Instructional Supervisor. 3) The role of the Principal in Learning Assessment to enhance teacher efficiency as an Instructional Supervisor. The role of the Principal as a supervisor in improving teacher performance at SDIT BaitulJannah has been well achieved from the results of the study but needs to be improved again. The Principal has done his best to guide, direct, design, inspire, assess, and maintain good ties from within and outside the school. However, there were some hurdles, including the short-term supervision of all teachers. While support is required, namely the teachers' willingness to obtain guidance from SDIT Principal BaitulJannah, active involvement of students in school activities, help from superiors, and good relations between school members.

Supervision of instruction: a strategy for strengthening teacher quality in secondary school education

ABSTRACT This study examined the adequacy with which instruction is being supervised, the quality of interpersonal relationships between supervisors and teachers and teachers’ suggestions for improving the instructional supervision in Nigeria. The sample consisted of 361 teachers from the Delta Central Senatorial District, of Delta State, Nigeria. Frequency, percentage, mean and standard deviation were used to compute and analyzed data collected. Findings from the study revealed that instructional supervisors are not performing their functions such as regular classroom visitation, monitoring of teaching method and teachers’ logbooks, in public secondary schools in Delta Central Senatorial District and that adequate interpersonal relationships do not exist between secondary school teachers and instructional supervisors. The findings reflect the related and similar theme in research on conditions of service of teachers, particularly the lack of adequate support from those charged with instructional supervisory responsibilities. Based on the findings, recommendations were made that more resources should be devoted to instructional supervisors to strengthen their supervision capacity.

Emergency Response Online Classes During Community Quarantine: An Exploratory Research to Philippine Private Schools

In light of the learning continuity challenges experienced by educational institutions in the Philippines amidst the onset of the Covid-19 health crisis, the research serves to assess the conduct of emergency response online classes in a Philippine city schools division. It utilized a researcher-made instrument which assessed the profile of the respondents; their level of competence and confidence in conducting and supervising online classes; the level of preparedness of the schools; the levels of difficulty in lesson delivery and instructional supervision; and perceived advantages, disadvantages, and suggestions for improvement of online classes. Through purposive sampling, the respondents comprised 91 teachers and 24 instructional supervisors from 18 schools. Results of the study revealed that teachers and instructional supervisors needed experience and training to be able to efficiently and effectively perform their tasks in online classes; and that there were students and teachers who were not able to regularly participate in online classes due to lack of resources. Respondents also said that online classes were flexible in terms of schedule and choice of strategies, able to ensure learning continuity, were convenient, and efficient in terms of saving time, money, and effort. However, they also said that online classes had decreased participation rate, were ineffective, and had limited interaction and socialization. Conduct of training/orientation and regular practice on online classes, and ensuring needed infrastructure and resources are in place and available, respectively; as well as further research on the topic were suggested.

INSTRUCTIONAL SUPERVISION AS PERCEIVED BY TEACHERS IN PUBLIC BASIC SCHOOLS IN POKUASE EDUCATION CIRCUIT IN THE GA-NORTH MUNICIPALITY, GHANA

This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools. Article visualizations:

The Nexus Between Background Instructional Supervisors’ Characteristics and Instructional Supervisors’ Competences in Kenya

The concern for having instructional supervisors with requisite instructional supervision background characteristics in the education sector has always been recognized globally. The purpose of this study was to investigate the background instructional characteristics of instructional supervisors in Nairobi and Machakos Counties, Kenya. The objectives of the study were: to establish the professional qualifications of instructional supervisors, ascertain their years of service as instructional supervisors, establish positions held by QASOs prior to appointment as QASOs, and to assess QASOs’ years of experience as teachers before appointment as QASOs. The study adopted ex post facto survey design and had a target population of 1481(N) persons which comprised of 365 school principal teachers, 17 SC-QASOs, 2 C-QASOs, 2 N-QASOs and 1095 HOD teachers. A sample of 460 (n-31%) respondents comprising of teachers (110 Principal teachers& 329 HOD teachers) and 21 QASOs were drawn from the target population. Purposive, stratified and simple random sampling were used to select the locale of the study and respondents used for the study. Data were collected using questionnaires and interview schedules. The major finding of this study was that instructional supervisors had requisite background characteristics in instructional supervision. Keywords: Instructional supervisors, instructional supervision, Professional qualifications DOI: 10.7176/JEP/11-13-09 Publication date: May 31 st 2020

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. The findings indicate that the supervisors considered their preparation to be inappropriate, reasoning that most of the training programs provided were short theoretical conferences or lectures with no or a few opportunities for practice. The supervisors expressed their need for more adequate and sufficient training to enable them to undertake their new supervisory roles.

Practices of Instructional Supervision in Secondary Schools of Bale Zone of Oromia Region

School-based instructional supervision is focusing mainly on the total school improvement and quality of education provided for the learner. Therefore, the main purpose of the study was to investigate the practices of instructional supervision in secondary schools of Bale Zone. Descriptive survey design was employed to gather from nine randomly selected secondary schools in Bale Zone. Out of the total population of respondents, 182(52.8%) teachers were selected using systematic random sampling technique. In addition out of 81 instructional supervision committee members, 54(66.7%) were included in the study by simple random sampling techniques. Nine principals and, eight secondary school supervisors were participated by purposive sampling. Questionnaire and interview were employed as instrument of data collection. Frequency, percentage, and chi-square analysis were employed to analyze quantitative data. Qualitative data was thematically categorized and narrated for the purpose of triangulation. The results of the study revealed that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having prior trainings, and their contributions were also unsatisfactory. There were also lack of trained supervisors, manuals, training, shortage of budget, and high teaching load of supervisors hinder proper implementation of instructional supervision. As a result, awareness creation should be given to instructional supervisors and teachers through seminars, workshops and discussion forums in order to bring professional growth of teachers and improving their instructional practices. Moreover, suggestions should be forwarded by concerned bodies so as to solve the factors that hinder proper implementation of instructional supervision practices. Keywords: Continuous professional development, Instructional Supervision, Principal, secondary school teachers DOI: 10.7176/JEP/11-7-01 Publication date: March 31 st 2020

Action research’s instructional impacts: Article review

The main intention of this paper was reviewing action research (AR) related academic articles and investigating the impacts of AR on classroom practices. In detail, it has addressed the benefits of AR for teachers and the influences of conducting AR on teachers’ classroom practices. Moreover, the reviewer has examined the practices of conducting AR in Ethiopia. The reviewer has used and followed the interrelated steps of reviewing research literature. He has identified, downloaded, gathered, evaluated and selected original and frequently cited relevant research articles from diverse journals. It was structured and organised by using thematic literature review model. This article review may help student-teachers, teacher-educators and instructional supervisors to get awareness about the impacts of conducting AR. AR improves the classroom practices of teachers, empowers them, and enhances their self-confidence, problem solving and leadership ability. The teachers' practical experiences on engaging and conducting AR in Ethiopian context is not that much sufficient. Keywords: Action research, impacts and instructional practices.