Educational 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.

Lived Experiences Of Senior High School Students Under Modular Learning In English Subject

The COVID-19 Pandemic brought a major change in the Philippine educational system and resulted to the shift of learning modality from in-person learning to distance learning. Ensuring the continuity of education, modular distance learning was implemented in the Philippines. This study explored the lived experiences of the senior high school students in Laguindingan National High School during the school year 2021-2022 under modular learning in English subject. Its primary purpose was to find out the difficulties encountered by the students and their ways of coping with these difficulties. These experiences were identified through a qualitative approach by conducting an online survey involving 60 participants who were selected through random sampling; 30 students from 11 HUMSS A and 30 students from 12 HUMSS A. Thematic analysis was used in coding and analyzing the data. The main difficulties that emerged in this study were students’ difficulty in understanding the lessons and activities; lack of discussion from teachers; insufficient time in answering the modules and poor connectivity. The study also revealed the coping strategies including time management; asking supervision from their teachers; relying on gadget and Internet and seeking family support. These difficulties inverted modular learning into a complex experience for students. Coping strategies involving time management, teacher supervision and family support addressed their difficulties in understanding the lessons and having insufficient time answering the activities. With this, it is encouraged that students and parents should have an open communication and come up with schedules to make sure that students can maintain balance between their studies and household responsibilities. Poor connectivity remained a problem which negated the effectiveness of relying on gadgets and internet. It is recommended that students should be given load assistance to assist them with their problem on poor connectivity. This may be done through an issuance of a loaded sim-card to the students. Additionally, teachers may also employ home visitation to scaffold students with difficulty catching up with the lessons. The result of the study may serve as a ground for the improvement of the existing guidelines and programs on the implementation of modular learning.

Pre-Professional Placement Intervention Models in the Social Work programmed at the Technical University of Manabí in 2024

Introduction: pre-professional placements are a fundamental component of Social Work students' education, as they enable them to apply theoretical knowledge in real-world contexts. However, at the Technical University of Manabí, no prior research has been conducted on the intervention models utilized. Objetive: the objective of the research was to determine the intervention models currently employed in the pre-professional placements of the Social Work programmed at UTM. The study aimed to characterize the models in terms of their objectives, structure, activities and evaluation mechanisms. Methods: the study adopted a quantitative approach with an exploratory-diagnostic design. The population consisted of 510 students in the seventh and eighth levels. The sample comprised 426 students, selected through non-probability sampling. A 17-item questionnaire on intervention models was designed. Results: the main results identified 10 applied models, with Case Management, Crisis Intervention and Behavior Modification being the most prevalent. Most include clear objectives, action plans and teacher supervision. Conclusion: the effectiveness of the intervention models applied in the pre-professional practices is corroborated, however, systematic evaluation needs to be improved, the models need to be adapted to local needs and the articulation between theory and professional practice needs to be strengthened for a comprehensive training

Empowering Creative Education: Applying Chat GPT for Enhancing Student Engagement in Senior Teacher-Driven Instructional Design in the Philippines

Within the dynamic realm of education, the integration of technology has significantly transformed conventional pedagogical approaches, thereby advocating novel tactics to enhance student involvement. The present study delves into the efficacy of ChatGPT technology in amplifying student engagement within the educational landscape of the Philippines, specifically under the supervision of experienced educators. Acknowledging the pivotal significance of student participation in facilitating effective teaching and learning processes, this investigation examines the perspectives and strategies of adept instructors in integrating ChatGPT into their pedagogical frameworks. By conducting semi-structured interviews with ten senior educators hailing from Mindanao City, this study gathered qualitative data on the utilization of ChatGPT to foster interactive and stimulating educational activities, which were subsequently scrutinized using content analysis techniques. The results illuminate a diverse range of attitudes towards ChatGPT, spanning from enthusiasm to skepticism, and unveil specific approaches such as tailored prompts, structured inquiry, and diverse modes of expression. This research addresses a conspicuous void in the existing literature concerning AI-infused education by offering insights into the pragmatic deployment and potential hurdles of utilizing ChatGPT to nurture creativity and student engagement in the Philippine context. It accentuates the imperative need for further exploration of innovative technological instruments to enhance educational methodologies and outcomes.

Early phase clinical trials in pediatric oncology: Swedish pediatric oncologists' experiences of balancing hope and expectations in life-threatening illnesses.

To study Swedish pediatric oncologists' practical and emotional experiences of referring, including and/or treating children in early-phase clinical trials. A nationwide study was conducted using a mixed-method approach. Structured interviews based on a study-specific questionnaire and participants' personal reflections were utilized. Survey responses were analyzed using descriptive statistics, while participants' comments were analyzed using thematic analysis. All interviews were recorded and transcribed verbatim. In total, 29 physicians with 4 to 32 years of experience in pediatric oncology participated, with 19 (66%) having > 10 years of experience. Three themes appeared: 1) Optimization-based approach focused on finding the most suitable treatment and care for every child with a refractory/relapsed cancer eligible for an early-phase clinical trial; 2) Team-based approach aimed at establishing local and national consensus in decision-making for treatment options, including early-phase clinical trials and palliative care; 3) Family-based approach in which the physicians provided families with actionable information, listened to their desires, and endeavored to maintain hope in challenging circumstances. Several participants (40% with ≤ 10 years of experience and 58% with > 10 years of experience) viewed the early-phase clinical trial as a potential "chance of cure". A majority (80%) of physicians with ≤ 10 years of experience, reported that they often or always felt personally and emotionally affected by communication regarding early-phase clinical trials. Delivering difficult news in cases of uncertain prognosis was identified as the major challenge. None of the study participants felt adequately prepared in terms of sufficient knowledge and experience regarding early-phase clinical trials. The physicians expressed a need for guidance and training in communication to address these challenges. Working with early-phase clinical trials highlight a field where physicians cannot solely rely on their expertise or past experiences, and where they are likely to be deeply emotionally involved. Physicians who care for children eligible for such studies require targeted educational initiatives and supervision.

Development and Implementation of Training Resource Package for School Heads

This study aimed to develop a training resource package and implement and evaluate the training program for Western Visayas school heads based on their priority competency needs, according to the Philippine Professional Standards for School Heads (PPSSH). Using the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model, this descriptive developmental study identified the priority competency needs of school heads, assessed the quality of the Training Resource Package, measured participants' learning before and after the program, and evaluated their satisfaction with the training sessions, venue and accommodation, program management, and resource persons. Statistical analyses included mean and Wilcoxon Signed Rank Test with a significance level 0.05. Results showed that school heads' needs covered learning assessment, teaching standards, school planning, professional development, learner discipline, school facilities, learning environment, teacher performance feedback, and learner achievement. A Training Design and Proposal encompassed program title, description, prerequisites, duration, management level, target participants, budget, activity requirements, funding sources, rationale, objectives, outputs, training methods, and action plan. The Training Resource Package was rated high quality (M=3.0). Among 104 randomly selected school heads from 21 School Divisions in Region VI, participants' competence increased from "highly competent" (M=66.99%) to "very highly competent" (M=96.19%) post-training, with a significant improvement (p=0.00 < α). Participants reported strong satisfaction with sessions (M=3.99), program management (M=3.99), venue (M=3.99), accommodation (M=3.98), and resource speakers (M=3.99). It is recommended that school heads should apply the competencies acquired from the training program to improve instructional supervision practices, enhance school leadership, and advocate for opportunities for teachers and staff to participate in similar training programs to foster continuous growth and improvement within the school community. Furthermore, as instructional leaders, school heads should design and implement relevant and needs-based professional development programs for teachers.

The Development of Daily Used English Instructional Supervision Model by Using Task Based Learning of Internship Students to Enhance Communicative Ability for Basic Education Students in Northern Area

The Development of Daily Used English Instructional Supervision Model by Using Task Based Learning of Internship Students to Enhance Communicative Ability for Basic Education Students in Northern Area

The Degree of Contribution of Educational Supervision in Enabling Teachers to Possess Teaching Competencies from the Point of View of English language Teachers in the Schools of the Northern Mazar Directorate of Education

The Degree of Contribution of Educational Supervision in Enabling Teachers to Possess Teaching Competencies from the Point of View of English language Teachers in the Schools of the Northern Mazar Directorate of Education

Evaluation of the role of educational supervision in improving environmental awareness: A survey study in the education of Salah al-din governorate

Evaluation of the role of educational supervision in improving environmental awareness: A survey study in the education of Salah al-din governorate

Science and Math Teachers’ Satisfaction Level towards the Electronic Educational Supervision

The study aimed to identify the satisfaction level of Jordanian science and mathematics teachers toward electronic educational supervision and their relationship with educational supervisors. The study population included all Jordanian teachers of science and mathematics. The sample size of the study was 184 male and female teachers. The data was collected using a questionnaire that the researchers built and ensured its validity and reliability, and then published it to the study community electronically according to the snowball method. The study concluded that the average level of Jordanian science and mathematics teachers’ satisfaction with electronic supervision and their relationship with educational supervisors was within the middle category. The results indicated statistically significant differences in the satisfaction of Jordanian science and mathematics teachers with the educational supervisors of the school type in favor of private schools. The results did not indicate statistically significant differences in the level of Jordanian teachers’ satisfaction with the electronic supervision of the rest of the study variables (the teacher’s gender, the number of years of experience, and the teacher’s possession of technical skills). Accordingly, the study reached several recommendations: maintaining a culture that fosters distance learning by promoting mechanisms for the use of technology in teaching, learning, and supervision at the course level or at the school level annually.

我国高等教育督导体系建构逻辑与路径探究

我国高等教育督导体系建构逻辑与路径探究

Evaluating the Impact of an Augmented Reality App on Geometry Learning in Kazakh Secondary Schools

Aim/Purpose: This paper aims to evaluate the influence of an augmented reality mobile application on improving secondary students’ visualization and comprehension of geometric concepts. Background: The study involved developing an AR app named Geometria to enhance geometry education. Methodology: In a specialized boarding school in Kokshetau, Kazakhstan, 82 tenth-graders were randomly split into control (n=42) and experimental groups (n=40), underwent either traditional instruction or lessons incorporating the AR Geometria app, and were subsequently assessed using a 20-question test spanning spatial relationships, 3D visualization, and advanced geometry concepts, complemented by a feedback questionnaire on the app’s impact and usability, all under consistent teacher supervision. Contribution: The research serves as an exploration into the realm of AR in education, offering a detailed assessment of how the Geometria application can revolutionize traditional teaching methodologies in secondary geometry education. Findings: Upon analysis, the experimental group demonstrated significant advancement in their geometry proficiency, especially in competencies like 3D visualization, suggesting that augmented reality tools like Geometria can substantially bridge the conceptual gaps often encountered in conventional teaching settings. Recommendations for Practitioners: Teacher training on augmented reality should be provided, equitable student access should be ensured, and ongoing feedback should be gathered. Recommendation for Researchers: Larger, longer-term studies across diverse educational settings and technologies should be conducted. Impact on Society: Geometry instruction can be strengthened through the effective use of augmented reality to improve STEM outcomes. Future Research: Future studies should focus on best practices for augmented reality implementation and comparisons to other technologies.

科学推进高校教育督导工作走深走实

科学推进高校教育督导工作走深走实

LAS PECULIARIDADES DEL LENGUAJE DE VINO y SU TRADUCCIÓN DEL ESPAÑOL AL UCRANIANO

This research presents the results of the analysis of the translations of different information materials (from Spanish into Ukrainian) carried out by the students of the Faculty of Translation and Interpreting of the University of Granada (Spain) under the teaching supervision for the II Conference on the Interpretation of the Language of Wine (24-25 April, 2023). In this article we would like to present the results of that enriching experience in many ways, since it offered us a perfect opportunity to approach the study of the peculiarities of the language of wine. It is a specialized language characterized by a series of unique and singular features that make its texts heterogeneous and hybrid. These texts fulfil multiple functions (informative, appellative, aesthetic, to name but a few) and, as a consequence, they bring together the peculiarities of different registers (legal and artistic, among others). Seen from a translatological perspective, the same relevant features make the translation of this typology of specialized texts a challenge, since their uniqueness is based on the fact that they combine a high percentage of terms specific to the field of wine with the complicated syntax and metaphorization of the text.

Towards effective administration and supervision of technical and vocational education in Nigeria

The world all over is of the opinion that quality and functional education is a pre requisite for the attainment of a country's development economically and technologically. Monumental studies and achievements in various spheres of life by developed and developing Nations of the world are often attributed to products of high standards of education. The efficacy and efficiency of educational system lies in its ability to deliver quality education in cost effective ways, For such educational system to stand tall in attaining these goals, reinvigorated or repositioned administrative and supervisory functions in all our educational systems in general and vocational and technical education in particular must be put in place. This paper focuses on the administration and supervision of technical and vocational education. It observes the challenges to effective administration and supervision of technical and vocational education. Far-reaching recommendations are proffered to address these challenges.

Training and Training Based on Field Training Model (Internship)

Internship is training or practice to master certain skills under the guidance and supervision of experienced instructors. Apprenticeship training is organised and directed to equip, improve, and develop work competencies in order to improve capability, productivity, and welfare. The learning concept of apprenticeship is student-centred, prioritising the activities of learners as apprentices through active student learning and providing opportunities for learners to self-direct their learning activities. The benefits obtained in the implementation of apprenticeship are not only felt by the company that can produce labour in accordance with industry standards and company needs, but also the apprentices themselves get the opportunity to receive training, not only to hone skills in accordance with industry / company standards, but also to get direct technical training and core work skills that can improve their performance. The conceptual model underlying the apprenticeship programme falls into the category of the implementative learning model. Where this model requires initiatives that are able to strive and realise the curriculum from potential or written to actual or realisation by conducting a series of implementation activities in the form of learning processes.

Examining professionals’ opinions on effective educational management and supervision for the gifted education

The aim of this research is to find out the characteristics of effective educational management and supervision in gifted education. Qualitative research method was used in the study. The data collected from supervisors, managers, assistant managers, lecturers, teachers, coordinators, specialists, consultants in 2020-2021 academic term were analyzed using content analysis technique. As a result of the research, the themes and contents for the effective educational management and supervision were defined under the following titles: Educational program management, communication, human resource management, leadership, organizational targets, organizational behaviors (Educational Management); accountability and efficiency, professional development, organizational development, technology-based development, qualifications of supervision and supervisors (Educational Supervision).

Practices, Challenges, and Perceived Impact of Professional Development Activities among Senior High School Teachers

Professional development is a critical aspect of education for teachers in the Philippines, who encounter various challenges in addressing the evolving needs of their students and the education system. Using the descriptive cross-sectional technique, the study aimed to identify the practices, challenges, and perceived impact of professional development activities among senior high school teachers. While there are similar studies on the subject, there are few to none which present the specific situation of senior high school teachers in the Philippines. The results showed that the respondents utilized professional development practices in terms of graduate/post-graduate studies to a great extent; FGDs, LACs, and other trainings to a very great extent; research and publication to a very great extent; education innovations to a very great extent; membership in professional organizations to a very great extent; and community service involvement to a very great extent. Of these practices, those in terms of community service involvement were utilized the most while those in terms of graduate/post-graduate studies were utilized the least. In addition, the respondents experienced professional development challenges in terms of teacher-related factors to a great extent; professional development availability, cost, and design to a great extent; and instructional supervision and assistance to a moderate extent. Of these challenges, those in terms of professional development availability, cost, and design were experienced the most while those in terms of instructional supervision and assistance were experienced the least. Furthermore, the respondents perceived the impact of professional development activities to a very great extent. The results also imply the need to underscore involvement in graduate/post-graduate studies in the proposed action plan and to improve the job satisfaction of teachers after engaging in professional development activities. Future researchers may conduct a similar study with the inclusion of the views and experiences of administrators and students as a means of validating the supposed impact of professional development activities as perceived by senior high school teachers.

THE SPECIAL GUIDE TEACHER CLASS MANAGEMENT ON CREATING INCLUSIVE STUDENT LEARNING MOTIVATION IN URBAN AREA

This research objective was to analyse the influence of special supervising teachers' classroom management on creating inclusive student learning motivation in urban areas. This research used quantitative methods with a case study approach. A sampling of special supervisor teachers for inclusive classes in Serang City or urban areas. Data analysis used hypothesis testing with SPSS software version 23.00 with correlation between variables. The research results showed a positive influence between the class management of the class supervisor on creating inclusive student learning motivation with an influence contribution of 70.9%. The results showed a significant influence between accompanying teachers' classroom management and student learning motivation in inclusive elementary schools throughout urban areas. The research implied that the better the accompanying teacher's classroom management, the higher contribution to inclusive student learning motivation and vice versa; the less good the accompanying teacher's classroom management, the lower the creation of inclusive student learning motivation.

Strategic Plan for Enhancing the Quality of Educators in Deli Insani Integrated Islamic Primary School

This research aims to describe how the Strategic Plan for Teacher Quality Improvement is implemented in Deli Insani Tanjung Morawa Integrated Islamic Private Elementary School, Deli Serdang Regency. School quality improvement is one of the tasks and functions of the school principal as a leader, which is a crucial factor in enhancing teacher quality in the school. As the highest authority in the school, the principal's leadership style and strategies significantly influence the school's progress. Planning for the utilization of school resources by the principal involves the involvement of all available resources and facilities within the school. Data collection for the research was obtained through observation, interviews, and documentary studies. The steps of data analysis included data collection, data reduction, and drawing conclusions from the data. To ensure data validity, techniques such as credibility, transferability, dependability, and confirmability were employed to examine the data. The findings of this research can be summarized as follows: 1) The Strategic Plan for Teacher Quality Improvement in the School includes educational planning, school program planning, principal's strategies, and teacher quality enhancement in the school. 2) The Implementation of the Strategic Plan for Teacher Quality Improvement in the School entails teacher supervision, involving educators in meetings, workshops, and teacher workgroup activities, as well as recognition. 3) The Supporting Factors and Obstacles of the Strategic Plan for Teacher Quality Improvement in the School involve good cooperation among all educational personnel, while obstacles include inadequate facilities and welfare.