School Supervision Research Articles

INSTRUCTIONAL SUPERVISION AND TEACHER COMPETENCE ENHANCEMENT IN SECONDARY SCHOOLS IN GREATER ARUA, UGANDA

The development of teacher competence has been essential throughout history because the quality of every education system depends on the quality of its teachers. This study investigated the relationship between instructional supervision and teacher competence enhancement in secondary schools in Greater Arua, Uganda. Specific objectives were to examine the relationship between directive, collaborative and non-directive supervision and teacher competence enhancement in secondary schools in Greater Arua. The study hypothesised that there was no statistically significant positive relationship between directive, collaborative and non-directive supervision and teacher competence enhancement in secondary schools in Greater Arua, Uganda. The Positivist paradigm and a correlational design were adopted. The population comprised secondary school teachers (n=241) of selected secondary schools in Arua City and Arua District, Uganda. The data collection method was a survey. Study hypotheses were tested using the Pearson Correlation technique. The results revealed a positive relationship between directive supervision (r = 0.144** sig = 0.026), collaborative supervision (r = 0.145*, sig = 0.024) and non-directive supervision (r = 0.161* sig = 0.012, and teacher competence enhancement. The study concluded that all three dimensions of developmental supervision (directive, collaborative and non-directive) have a positive relationship with teacher competence enhancement. As a recommendation, school-based supervisors should apply a supervisory approach according to the competence level of a teacher. Ministry of Education and Sports should organise regular workshops and seminars for school-based supervisors on the principles of instructional supervision.

APPLICATION OF DEVELOPMENTAL SUPERVISION MODEL IN SECONDARY SCHOOLS IN GREATER ARUA, UGANDA

The quality of any education system largely depends on the level of teacher competence and teacher competence enhancement depends on the support systems provided by the school-based supervisors. However, literature show that not all teachers especially in developing countries like Uganda demonstrate high level of competence. The study was conducted to examine the application of the different dimensions of developmental supervision in secondary schools in Arua, Uganda. The study employed a concurrent mixed method design. Simple random and purposive sampling techniques were employed. Data were collected from 270 teachers using self-administered questionnaires while 20 head teachers and 20 directors of studies participated in semi-structured interviews. Thematic analysis techniques were used to analyse qualitative data while descriptive statistics were used to analyse quantitative data. The findings revealed that school-based supervisors employed directive supervision, collaborative and non-directive supervision. However, directive supervision was commonly applied compared to collaborative and non-directive supervision. Head teachers preferred directive supervision to be applied to all categories of teachers. On the other hand, teachers preferred directive supervision to be applied to novice teachers while collaborative and non-directive supervision to be applied to experienced teachers. Binary logistic regression model revealed that there was no significant difference in application of supervisory approaches according to participants demographics. The study recommends training of school-based supervisors, harmonisation of policy on supervision and encourage head teachers to delegate supervisory roles to senior teachers.

OPTIMALISASI SUPERVISI AKADEMIK DALAM MENINGKATKAN MUTU PEMBELAJARAN DI SMPIT BENGKULU SELATAN

: Supervision plays a very important role in improving the quality of learning. Supervision or supervisors have a strategic role in providing services to teachers who have difficulties or a decrease in their competence. Therefore, academic supervision is one of the important programs that must be implemented by school principals in fostering teachers to improve learning quality. The purpose of this study was to determine the improvement of learning quality through academic supervision. The research method used is descriptive qualitative method. Data collection is done through direct interviews, document analysis, and observation, collecting data from various sources both online and print media related to the research discussed. The results showed that: (1) Academic Supervision in Junior High Schools (SMP) has been carried out planning, organizing, implementing, which is guided by predetermined planning, has carried out learning evaluations, so that the level of learning quality can be known; (2) Quality of learning in Junior High Schools (SMP); (3) Optimizing academic supervision can improve the quality of learning at Al-Qolam Islamic Junior High School (SMPIT) in South Bengkulu. So it can be concluded that academic supervision can improve the quality of learning. Thus it can be suggested that if you want to improve the quality of learning, then optimize academic supervision in the school.

Supervision as a mechanism in teacher wellbeing: A Q-methodological study of school staff viewpoints

AimsThe study aimed to explore the viewpoints held by school staff regarding the topic of supervision.RationaleDespite recognition of the potential benefits of supervision for school staff, supervision remains largely uncommon within schools. Barriers relating to terminology and potential connotations, suggest low uptake may in part relate to perceptions of supervision. Thus, it seems important to further understand how the topic of supervision is construed by school staff.MethodOnline Q-methodology was utilised. Twenty-one school staff members, working in a range of roles and settings, with varying experiences of supervision, completed a Q-sort activity and a post-sort questionnaire.FindingsTwo viewpoints were identified. Viewpoint 1 perceived supervision to be necessary, achievable within school resources, and of benefit to the whole-school system. Viewpoint 2 was more cautiously optimistic, perceiving barriers to implementation but highlighting the importance of embedding supervision within school systems.LimitationsThe viewpoints cannot be generalised, and the viewpoints identified in the current study are not exhaustive. Adaptations to the design, particularly relating to online Q-methodology, are suggested.ConclusionsThe findings reiterate the need to avoid a ‘one-size-fits-all’ approach to supervision and to develop a shared understanding and a culture of supervision in schools. To support Educational Psychologists developing, implementing, and evaluating supervision structures in schools, a Staff Supervision Development Protocol was developed.

Basic life support for non-traumatic out-of-hospital cardiac arrests during school-supervised sports activities in children: A nationwide observational study in Japan

ObjectiveTo investigate the prognostic impact of bystander-initiated cardiopulmonary resuscitation (CPR) and public-access automated external defibrillator (AED) use on non-traumatic out-of-hospital cardiac arrest (OHCA) occurring during school-supervised sports activities in children. MethodsFrom a nationwide database of pediatric OHCAs occurring under school supervision in Japan, data between April 2008 and December 2020 were obtained. We analyzed non-traumatic OHCAs that occurred during school-supervised sports activities among schoolchildren from elementary, junior high, high, and technical colleges. A multivariable logistic regression model was used to evaluate the effect of basic life support (BLS) on 1-month survival with favorable neurological outcomes after OHCA. ResultsIn total, 318 OHCA cases were analyzed. The 1-month survival with favorable neurological outcomes was 64.8% (164/253) in cases receiving both bystander-CPR and AED application, 40.7% (11/27) in cases receiving CPR only, 38.5% (5/13) in patients receiving AED application only, and 28.0% (7/25) in cases receiving no bystander intervention. Compared with cases receiving no BLS, cases receiving both CPR and AED had a significantly higher proportion of 1-month survival with favorable neurological outcomes (adjusted odds ratio [AOR]: 3.97, 95% confidence interval [CI]: 1.32–11.90, p = 0.014). However, compared to cases receiving no BLS, there was no significant difference in the outcome in the cases receiving CPR only (AOR: 1.35, 95% CI: 0.34–5.29, p = 0.671) and the cases receiving AED application only (AOR: 1.26, 95% CI: 0.25–6.38, p = 0.778). ConclusionThe combination of CPR and AED as BLS performed by bystanders for non-traumatic OHCA during school-supervised sports activities improved the outcomes.

The Supervision of Schools and the Language of the Czechoslovak Administration. On the Example of School Committees in the Bilingual Moravia

Based primarily on printed sources this study examines the building process of educational sector in the first years of Czechoslovakia, with a special emphasis on the issue of the supervisory bodies. Especially primary schools were considered by the so-called nationalist activists, both before and after 1918, strategic for building of the national education. School boards and then school committees played besides others an important role in the school enrolment, a key factor in the rise or fall of individual schools and language communities. Therefore, the process of creation of the school committees in the year 1921 is researched in particular. After the dissolution of the monarchy, a new organization of the school authorities and schools went hand in hand with a new language of the Czechoslovak administration. New laws, role of school boards and later committees, communication between them and teachers from primary schools are researched as well. Through the stenographic records of the Czechoslovak National Assembly and through other sources, the aforementioned points are analysed, on the example of the ethnically or linguistically mixed area of the former Crown land Moravia. The interests of the Czech nationalist activists clashed there with interests of the German nationalist activists. The Czech and German district school boards, as the supervision authorities, were abolished and new school committees were to be established instead. In the linguistically mixed regions they remained separated, which brought political disputes. At the same time, the daily agenda of schools, teachers and pupils’ demands could not be hindered. Ministry of Education and National Enlightenment called for speeding up the administrative steps.

Research Group Compliant Behaviour and Regulatory Choice under Incomplete Internal Control Supervision in Colleges and Universities

Subject to the realistic dilemma of insufficient supervision ability, the incomplete internal control supervision of scientific research projects will exist widely in colleges and universities in China for a long time and tend to be normal. Furthermore, exploring and designing effective internal control regulation strategies to deal with the violations of the research group have become an urgent practical problem to be solved in the internal control of colleges and universities. Based on the key supervision of the research group in Colleges and universities, this paper deeply discusses the dynamic choice of compliance behavior, the effectiveness of regulation strategy and its optimal design of the research group under the key supervision mechanism by using the method of game analysis. The research shows that under the condition of obvious constraints on the ability of school supervision, the carefully designed key supervision mechanism can become a powerful tool to guide and control the benign behavior of research groups in Colleges and universities.

Examining Principals’ Personnel Management Skills: The Interplay of Human Relations and Instructional Supervision in Delta State Secondary Schools

This study examined principals' personnel management skills: the interplay of human relations and instructional supervision in Delta State secondary schools. It was guided by two research questions and hypotheses respectively. The research employed a correlational survey method within an ex-post-facto design. The study encompassed a population of 15,322 principals and teachers from Delta State Secondary Schools, from which a purposive sample of 380 principals and teachers was selected. The research utilized the Principals' Personnel Management Skills of Human Relations and Instructional Supervision Questionnaire (PPMSHRISQ) as the instrument for data collection. Data analysis involved mean rating to address the research questions, while hypotheses were tested utilizing Pearson's correlation coefficient (r) at a significance level of 0.05. Findings revealed that to a high extent, human relations and instructional supervision contribute significantly to effective personnel management by principals, in Delta State Secondary Schools. In conclusion, this study unveils crucial insights into the dynamics of personnel management by principals in Delta State Secondary Schools. It is evident from the data that both human relations and instructional supervision play substantial roles in contributing to effective personnel management. It was recommended that educational authorities and school leadership should prioritise professional development for principals, as human relations play a significant role in effective personnel management. These programmes should emphasise healthy connections, efficient communication, and a friendly workplace.

Managerial Supervision and Performance of School/Madrasah Principals in Improving Education Quality

Referring to Regulation of Minister of Education 12 of 2007 and Minister of Religion Regulation 2 of 2012 regulating technical managerial supervision in schools and madrasah. This study aims to introduce types of managerial supervision and look at the efforts of school and madrasa principals in carrying out good and correct performance. This study uses a qualitative method with the type of literature study that relies on bibliographic sources such as books and scientific articles that are relevant to the subject matter. The results of this study show that managerial supervision has a basic concept, namely a definitive description, basic goals, principles and techniques in improving quality referring to Regulation of Minister of Education 12 of 2007 and Minister of Religion Regulation 2 of 2012. Meanwhile, the performance of school/madrasah principals is seen from the basic objectives. the assessment must be carried out through the methods and procedures for carrying out the main functional assessment, the main functional elements and the performance index of the principal of the school/madrasah.

The Relationship of Academic Supervision and Managerial Supervision in Vocational High Schools

This research aims to determine the relationship between academic supervision by the Headmaster in improving teacher performance and the relationship between managerial supervision by the Headmaster in increasing Headmaster competence. This research is a quantitative research using ex-post-fact research methods. The population of this study was Headmaster of vocational schools in East Ogan Komering Ulu Regency and supervisors. The sample collection technique used random sampling techniques. The samples used in the research were 20 headmasters and 20 vocational school supervisors in the East OKU district. The data collection technique uses a questionnaire. The data source uses primary data. Data analysis uses prerequisite test analysis and hypothesis testing using the product-moment correlation test. Based on the results of the data analysis, the results showed that there was a significant relationship between academic supervision by the Headmaster and teacher performance. This can be seen from the correlation coefficient of the two variables, namely 0.020. Furthermore, there is a significant relationship between managerial supervision by the supervisor and the competence of the Headmaster, which can be seen from the correlation coefficient of the two variables, namely 0.596. The relationship and link between supervisory supervision, Headmaster competence, Headmaster supervision, and teacher performance are very important in maintaining and improving the education quality in a school. Thus, healthy relationships and good links between supervisory supervision, Headmaster competence, Headmaster supervision, and teacher performance are very important to achieving better quality education in a school.

IMPLEMENTASI SUPERVISI PENDIDIKAN DI SEKOLAH

The purpose of this study is to describe the implementation of educational supervision in schools with the following research focuses: (a) implementation of educational supervision in schools; and (b) constraints in the implementation of educational supervision in schools. This research was conducted with a qualitative approach. Sources of data in this study were determined using purposive sampling and snowball sampling techniques. Data and information in the study were obtained by three data collection techniques, namely: (1) observation, interviews and documentation. Then the results of data and information are analyzed by adopting an interactive pattern which includes: (1) data condensation, (2) data presentation, and (3) drawing conclusions. The results of the study showed that the implementation of educational supervision in schools was going well, as evidenced by the school principal's work program in realizing optimal quality of implementation of learning activities, namely by carrying out academic supervision especially on teacher preparation and learning tools. However, in the implementation process, the school principal encountered obstacles, especially in providing guidance to teachers so that the academic supervision process provided was not only limited to coaching but had entered the clinical supervision stage.

Source of Authority for Implementing Educational Supervision

Various educational problems in Indonesia can be studied by supervising education. Educational supervision is a process of assistance and support given to teachers in developing their abilities consisting of knowledge, skills, and creativity in teaching and commitment or motivation as a teacher. This study aims to examine and describe the source of authority for implementing educational supervision. This research is a literature study research. The results of this study state that in its implementation, the source of authority for the implementation of educational supervision in schools is carried out by the Principal or school supervisor, called a supervisor, who serves as a supervisor and controller of teacher performance. This supervision and control is carried out so that the teacher does not deviate from the role of teacher or educator. Based on the National Education System Law No. 20 of 2003, the principal or school supervisor supervises to ensure the effectiveness and efficiency of learning. In this case, the principal or school supervisor is an illustration that a supervisor must have an official position that has authority or authority in supervising education.

The Relationship Between School Supervision and School Improvement - Perception of Parents and Teachers in Ashanti Mampong Municipality

The purpose for this research was to examine the relationship between school supervision and school improvement, as perceived by parents, teachers, and supervisors of schools in the Mampong Municipality. One hundred and five (105) students together with 20 teachers and 20 parents were selected to participate in the study. Simple random sampling technique was used to select the student respondents whiles purposive sampling method was employed to select parents and the teachers. The study employed descriptive cross-sectional design. Questionnaire was the main instrument used to collect quantitative data. The reliability of the instrument was 0.78 for the School Supervision Questionnaire and 0.72 for School Improvement Scale. The quantitative data collected were subjected to statistical analyses using independence sample t –test to test hypotheses formulated at 0.05 level of significance. Interviews were also conducted with 20 teachers and 20 parents to find out how teachers and parents perceive school supervision and school improvement, as well as factors contributing to school improvement. Findings indicated that Both teachers and parents have similar line of perception that supervision improves learning and teaching gain, whiles majority of parents perceive school improvement as the improvement in academics, majority of teachers perceive school improvement as supply of infrastructural facilities. It was also found that school supervision has significant positive effect on school improvement. Based on these findings it was recommended that supervisors should be relieved of too many administrative duties in order for them to concentrate on their supervisory work and to have enough time to make supervision of schools on regular basis. Also, there is an urgent need to recruit more supervisors to cope with the strength of the ever increasing number of schools. In addition, specialized management and leadership training course be designed for those aspiring to become head teachers.

Online Schooling, Race, and the Supervision of Children at the Height of the Covid-19 Pandemic

At the height of the Covid-19 pandemic, there was a shift from in-person to online schooling as the primary mode of instruction for children. This study examines racial/ethnic inequalities in children’s participation in online schooling at the height of the pandemic, and how their families adjusted to the process. The analysis was conducted using data from the 2022 Covid-19 in American Communities-2 study. The results indicate that the children of Black respondents were the most likely to report online schooling and non-enrollment as their primary modes of learning at the height of the pandemic. However, the outcomes were part of a broader pattern of disadvantage. The children of Black respondents also faced unique constraints by experiencing decreases in school supervision if a household member was infected with COVID-19. Additionally, the results showed that mothers supervised online schooling more frequently than other adults, except among Hispanics.

MANAJEMEN PENGEMBANGAN SDM UNTUK MENINGKATKAN MUTU DAYA SAING SEKOLAH DI SDN ULU BENTENG 2 KECAMATAN MARABAHAN

The purpose of this study was to determine the planning, organizing, implementing and supervising human resource development programs to improve the quality and competitiveness of schools at SDN Ulu Benteng 2, Marabahan District.The theory used in this research is George R Terry's theory. Methodology This research uses a qualitative approach and this type of research uses qualitative descriptive research. Data collection techniques through observation, interviews, and documentation. Research Results: 1) planning the HR Development program, schools are able to formulate a strategy to develop quality teacher resources by involving teachers in professionalism development activities, and creating a planning document known as the School Work Plan (RKS). 2) Organizing the HR Development program, the principal has given clear job descriptions to teachers according to the abilities, skills and achievements of teachers in the form of a Principal's Decree which must be implemented by all teachers. 3) Implementation of the HR development program the head of SDN Ulu Benteng 2 involves teachers in professionalism development activities, such as KKG, workshops, IHT, seminars and conducting research, 4) Supervision of the HR development program is carried out through school supervision. The conclusion of this research is to develop human resources in accordance with planning, organizing, implementing and supervising, schools can provide training and professional development to their teachers. This can improve their competence and teaching skills, which in turn will improve the quality and competitiveness of their schools.

SCHOOL-BASED SUPERVISION AND SCHOOL PERFORMANCE IN SECONDARY SCHOOLS OF GURAGE ZONE SNNPR STATE

The purpose of this study was to assess school-based supervision and school performance in secondary schools of Guraghe Zone. To conduct this study, a correlational research design was employed. One Zonal and three District Education Office supervision coordinators were selected through the availability sampling technique. Among the 77 government secondary schools found in the Zone, 10 of them were selected randomly as sample schools. From these sample schools, 10 principals and 10 school-based supervisors (10 unit leaders and 50 heads of department) were also included as respondents using the availability sampling technique. Furthermore, 286 teachers have participated in the study through purposive and availability sampling techniques. Questionnaires and document analysis were tools for collecting data in the stud. Frequency, percentage, mean, and t-test were utilized to analyze quantitative data gained through the questionnaires. The qualitative data gathered through document analyses were by narration. The results of the study indicated that teachers lack awareness and orientation on the activities and significance of school-based supervision, ineffectiveness of the practice of supervisory options matching with the individual teacher’s developmental level, and the inability of supervisors to apply the necessary procedures for classroom observation properly. This all was due to the following factors influencing such as lack of relevant training programs for supervisors, scarcity of experienced supervisors in school-based supervision activities, lack of supervision manuals in the schools, and shortage of allocated budget for supervisory activities, and that also leads to low school performance. Finally, to minimize the problems of school-based supervision and low school performance in secondary schools, it is recommended to give relevant in-service training for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals, and an adequate budget for the success of supervision at the school level were suggested so that schools can perform in a good manner.

Supervision, Teaching, and Learning in Successful Schools: A Hall of Mirrors

Successful supervision is broad-based and collegial, and positively affects both teaching and learning. Successful teaching is characterized by professional decision making facilitated by supportive supervision. The most powerful type of learning is student-driven, teacher-facilitated learning. Successful supervision, teaching, and learning are congruent and reflect one another, creating a “hall of mirrors.” Supervision, teaching, and learning can both contribute to and flourish across 10 dimensions of successful schools, including care, service, trust, democratic community, equity grounded in equality, justice and peace, symbols and ceremonies, freedom and creativity, holistic development, and school vision. Reviews of literature on the dimensions of successful schools indicate a variety of positive benefits for schools, teachers, and students.

Perceived Influence of School Supervision on the Management of Public Senior Secondary Schools in Rivers East Senatorial District, Rivers State

This study investigated perceived influence of school supervision on the management of public senior secondary schools in Rivers East Senatorial District, Rivers State, using three research questions and three hypotheses. The study adopted a descriptive survey design. The total population was 198 respondents consisting of 107 principals and 91 supervisors from all public senior secondary schools and zonal offices in Rivers East Senatorial District, Rivers State. A sample size of 198 respondents was selected through census sampling technique. The instrument for the study was a self-structured questionnaire titled “Perceived Influence of School Supervision on the Management of Public Senior Secondary Schools Questionnaire” which was validated by experts in the Departments of Measurement and Evaluation and Educational Management; while Cronbach Alpha was used to achieve reliability indexes of 0.86, 0.81 and 0.78. Mean and standard deviation were used to answer the research questions while z-test was used in testing the formulated null hypotheses at .05 level of significance. Based on the findings, it was recommended among others that school managers should maintain a cordial relationship with the communities that play host to them in order to facilitate smooth operations of the schools under their leadership, school facilities should be properly managed for them to remain functional and serve the purpose for which they were procured for.

Managerial Skills: Tool for Instructional Supervision in Secondary Schools in Rivers State

The Paper Explored Managerial Skills: Tool For Instructional Supervision In Secondary Schools In Rivers State. The Concepts Of Managerial Skills, Conceptual Skills, Technical Skills, Human Relation Skills Among Others Were Discussed. Highlight Was Done On The Steps To Acquiring Conceptual Skills, How To Acquire Technical Skills While The Factors Of Project Management Skills Were Further Discussed. Again, The Qualities Of Effective Team Management Were State As Well As Time Management Skills. Furthermore, Mention Was Made Of Specific Roles Played By The School Principal While Reasons Were Given Why School Principals In Rivers State Should Pursue Instructional Supervision. The Conclusion Was That Managerial Skills In Very Important In The Day To Day Running Of School, So Was Necessary For A Principal To Have. It Was Then Recommended That The School Principal Should Give Himself To Adequate Training That Would Encourage Him To Satisfy The Demands Of His Office, The Principal Must See His School Which Is The Primary Place Of Assignment As A Ground For Action Research And The Implementation Of Findings, The School Principal Should Employ Enough Corporation And Motivation As Well As Mentorship Skills In Order To Endear His Subordinates To Him, The Principal Should Attend Conferences And Workshops Organized For People In His Category In Order To Share And Network Among Contemporaries And The Application Of Clinical Supervision Skills By The Principal Would Enhance His Capacity And Build His Teachers Up To Support Him More.

Teachers' Problems and Concerns in Teacher Education

The objective of this study is to find out the major problems and concerns of teachers in teacher education. This is a literature review based study. The descriptive method was employed in this study. The goal of a program called "teacher education" is to help educators become more effective and competent so they can fulfill the demands of their jobs and the problems posed by globalization. We must try to improve our teacher preparation program if we want to have good teachers. The findings indicate that teachers in Nepal confront a number of difficulties in their line of work. It was found that traditional curricula, a lack of developing creativity, life skills, and a lack of training in teaching skills, and traditional teaching strategies, low school supervision, insufficient empirical research, profit-oriented education, a lack of ICT-based teaching and learning, etc. are the main issues and problems in teacher education. Additionally, there is a serious issue due to the imbalance between the supply and demand for teachers. To improve the standard of teacher education, it is crucial to empower teachers to perform well. The corrective actions to enhance teacher education include proper scheduling and use of human resources, management of qualified staff, provision of adequate facilities and equipment, appropriate techniques, effective teaching practices, quality improvement, research skills, changes in the role of teachers, integration of ICT in teacher education, and other things. However, effective action should be taken by the central and local governments to strengthen the programs for teacher education.