School Supervision Research Articles

Influence of Quality Assurance Services towards Improving Supervision of Public Secondary Schools in Arusha City Council, Tanzania

Influence of Quality Assurance Services towards Improving Supervision of Public Secondary Schools in Arusha City Council, Tanzania

Supervisi Pendidikan di Sekolah Inklusif: Tantangan dan Solusinya

Educational supervision in inclusive schools faces various challenges, particularly in addressing the diverse needs of students, the lack of specialized training for teachers, and the limitations of resources and supporting facilities. The aim of this research is to identify the challenges of supervision in inclusive schools and to seek effective solutions to improve the quality of supervision within the context of inclusive education. This study employs a library research method, using data sources from books, journals, and relevant previous studies. Data analysis is conducted qualitatively through literature review. The findings indicate that enhancing teacher competency through continuous training, implementing collaborative supervision methods, and strengthening supporting facilities are effective solutions to address the challenges of supervision in inclusive schools. In conclusion, educational supervision in inclusive schools can operate more optimally when supported by a comprehensive approach, both in terms of teacher competency development and the provision of adequate facilities

Training Needs of Ward Education Officers for Ensuring Quality Education a Study of Primary Schools in Mkuranga District, Tanzania.

This study was set to find out the training needs of Ward Education Officers` in ensuring Quality Education in Tanzania. It mainly focuses on determining WEO`s supervisory training needs that will enable them to ensure quality education provisions in schools in Mkuranga District, highlighting the challenges that WEO's face while carrying out supervision of schools and establish the remedial measures to the identified challenges WEO's face in Mkuranga District. The study sample comprised of 26 informants made up of 25 WEO`s and 1 District Education Officer (DEO). A concurrent transformative mixed method approach was applied because each method of data collection complements each other. Questionnaires and interview guide questions were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach- Alpha where by (r=0.828 for WEO`s questionnaire) while reliability for qualitative data was established through trustworthiness. Quantitative data was analyzed by using descriptive analysis to generate frequency, means and percentages by using the Statistical Package for Social Science (SPSS) version 25 Computer while Qualitative data was analyzed thematically and presented in words by verbatim quotations. The study concluded that, WEOs are facing the challenges that hinder their ability to provide effective supervision for ensuring quality education in schools. Such major challenges include lack of training, inadequate resources and lack of cooperation from the community in which they work. WEOs are in dire need for training in order to enable them supervises school for ensuring quality education. The study therefore recommends that, the program designers plan for supervising training to the WEOs either before being appointed or the inset training if they want WEOs to fit into there jobs. Also WEOs should only be selected among teachers who have the knowledge of education management and supervision.

Challenges and strategies of instructional supervision in senior secondary schools in Yola north local government area of Adamawa state

Challenges and strategies of instructional supervision in senior secondary schools in Yola north local government area of Adamawa state

Big administration reforms against Catholic reformist traditions: fusion of state and church mid-level school administrations in early nineteenth-century Prussian Silesia

ABSTRACT In what are often described as modern Western school systems, the supervision of elementary schools generally shifted from the hands of clerical administrators to genuine state officials during the nineteenth century. The Prussian state, like other predominantly Protestant states, relied on clerical personnel and church supervision structures to establish its school supervision administration. Yet, this was also true for the more Catholic parts of the Prussian monarchy, where integration of church structures into state administration caused friction between state and church authorities. Hence, this contribution focuses on appointments of school inspectors in early nineteenth-century Prussian Silesia, when friction arose between the state and the prince-bishop concerning appointment rights. These frictions are reflected in the process of newly introduced mid-level state school administrations taking over episcopal appointment rights, which has been described as a nationalisation or secularisation of Silesian school administration. The article proposes a more nuanced approach to the restructuring of Silesian school administration, driven by consecutive administration reforms resulting in a fusion of church and state administration, rather than a traditional secularisation narrative. It traces the subtle ties between the Prussian state, episcopal administration, and clerical inspection personnel that led to the gradual assertion of state over ecclesiastical structures.

Role of Principal’s Supervision in Improving Teacher’s Competency

The problem in this study was the learning process not optimal at SMA Negeri 5 Palembang. This article aims to analyze the role of school’s supervision in improving teacher’s competency. In this study I use a qualitative approach. By using data collection techniques in the form of observations, interviews and documentation studies. The results showed that academic supervision of school’s principals can improve teacher’s competency at SMA Negeri 5 Palembang. Academic supervision activities at SMA Negeri 5 Palembang are carried out in several stages, planning, implementation, and evaluation. In improving teacher’s competency, it will be assessed and observed the goals of supervision, the objects of supervision and the techniques that will be used in supervision. Next, the implementation of supervision is carried out by visiting classrooms, observation the activities of teachers and students in the learning process, how to use learning media, and the determination of methods with materials. Finally, the evaluation program carried out on the results of the implementation of supervision. This article recommends to do routinely the supervision in order to get quality teacher’s competency.

Superwizja w edukacji: nowy model wsparcia i rozwoju zawodowego nauczycieli

Introduction: Supervision appears relatively infrequently in the school environment and still functions as an innovative practice. Consequently, with the steadily increasing number of students with specific educational and developmental needs, teachers have faced new challenges and had to redefine existing ones. This has led to a growing interest in educational supervision as a new form of support and professional and personal development for teachers. This article presents basic information about supervision and the conditions for its incorporation into the teacher's work system. Research Aim: This article introduces discussions on supervision in education, taking on a review character and relying on theoretical analyses and research findings available in the literature. Over the past fifteen years (2008-2023), numerous interesting publications on teacher supervision can be found, emphasizing the significance of this issue. Evidence–based Facts: Introducing supervision into schools is a time-consuming process that requires meeting specific conditions, including the substantive preparation of teachers to utilize this form of support. Modern teachers face complex tasks that exceed their capabilities, necessitating a team of specialists and engaging in reflective analysis of their professional experiences. Summary: The implementation of teacher support in schools requires legal, organizational, and theoretical changes. This approach is becoming increasingly popular as a way to address growing educational difficulties. It is worth noting that social work supervision came before educational supervision, and this topic is increasingly being discussed in various scientific publications. These publications serve as a valuable source of inspiration for implementing supervision in schools and educational institutions.

School inspectors’ perspectives of their instructional leadership support to schools in Zimbabwe

Over the past 2 decades, worldwide research has established that the district office of education matters. Various policy initiatives are directing district offices to shift from limited managerial functions and begin to directly support learner instruction. The intention of this article, therefore, was to tease the question: How do school inspectors provide instructional leadership support to schools in Zimbabwe? Guided by the instructional leadership conceptual framework, we employed a qualitative research methodology in which we used 2 case studies focusing on 6 officers purposively drawn from 2 district offices in the Masvingo province of Zimbabwe. Data collection tools used were document analysis and semi-structured interviews. The findings indicate that school inspectors carried out school staffing; spearheaded need-driven circuit-level and district-level professional development; instituted supervision of schools; supported school development efforts; and ensured stakeholder and partner engagement. But school inspectors provided limited support to scaffold learner instruction. To improve district instructional leadership support at school level, we recommend strategic human and material resource mobilisation and utilisation. Inevitably, more research is needed to allow deeper insight into the observed inadequacies of the current district office in Zimbabwe.

Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools

The teachers do not agree that the principal's supervision is more bureaucratic and autocratic, emphasizing hierarchy. The fact is that 44% of teachers do not like the supervision carried out in the classroom by either the principal or his deputy, and 58.8% of secondary school teachers disagree with teaching observations. This is urgent to research because there is a difference between theory and reality. This research aimed to evaluate the effect of clinical supervision on the teaching performance of teachers in secondary schools. Quantitative research method using a combination of teaching and learning observation instruments that have been adapted from all schools in assessing. The subjects were 38 secondary school teachers. Data collection techniques using observation instruments. The instrument was developed from indicators used as a tool to measure teacher performance. The instrument is given a score from point 1 to point 5. Analysis technique using SPSS Version 25.0 with measurements based on Learning Plans, induction tools, material delivery, questioning techniques, student involvement, reinforcement, training, and student assignments, checking training and student assignments, closing learning, and classroom management before and after clinical supervision. The results and findings of this research help teachers in schools to know the strengths and weaknesses when teaching is delivered in class. Clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Clinical supervision can also be used as a guide for high school students to improve their knowledge.

INFLUENCE COMPETENCY BASED CURRICULUM HAS ON LEARNERS’ CREATIVE THINKING SKILLS AMONG GRADE THREE LEARNERS IN KISUMU WEST SUB COUNTY

This research investigated the influence of the Competency Based Curriculum on attainment of 21st century competencies among learners in Kisumu West Sub-County. The research problem was based on a growing concern among researchers and educators that the learner centred curriculum had initially been largely flawed, hurried and lacking proper strategies as well as wide consultation. Major education stakeholders such as parents also received the Competency Based Curriculum with a lot of negativity and resistance claiming that the system is financially oppressive and burdensome. Learners too were caught in between and almost lost confidence in the curriculum due to the cynical talks about it from their parents, social media and the general public. The study therefore strived to identify the degree to which the competency-based curriculum has improved learners’ creative thinking. The study was guided by the constructivist theories. Mixed research methodology was adopted. A descriptive survey design was used. Purposive sampling was used to identify 32 schools out of 105 primary schools. A total of 133 respondents were involved in various segments of data collection tools; focus group discussion schedules, questionnaires, observation schedules and document analysis schedules, mainly to elicit information from school principals, teachers and parents within public, private, special and integrated schools. The study instruments were found to be reliable with a Cronbach’s Alpha 1.0. Collected data was analysed using both descriptive and inferential statistics. The data was presented in tables and figures. The coefficients the independent variable was positive and statistically significant. The study found creative thinking the most significant variable (97.5%). The study findings indicated that the independent variable was the predictor of acquisition of 21st century competencies among learners. The study recommended that supervision in schools should be intensified and appropriate support rendered to ensure effective and efficient implementation of the curriculum in order to help the curriculum fully achieve its objectives. KEY WORDS: Competency Based Curriculum, Learners’ Creative Thinking Skills, Grade Three Learners, 21st Century Competencies

Supervision in schools the perspective of supervisors

Supervision in schools the perspective of supervisors

Teacher Performance Supervision in International Elementary Schools: Principal Challenges

Supervision conducted by school principals is an important element in improving the effectiveness of teaching and learning in schools. Through the supervision process, principals provide support, feedback and guidance that are essential for teachers' professional development. This collaborative approach to supervision that focuses on improving the quality of learning plays an important role in achieving the educational goals of the school. This study aims to describe and analyze the challenges faced by principals in conducting teacher performance supervision in international primary schools. This type of research is qualitative research with a narrative approach. Data were collected through observation, interviews, and document analysis of seven principals of international primary schools in Surakarta. The results of this study showed that principals in international primary schools face several challenges, including (1) the time of supervision; (2) communication; (3) the consistency of assessment; (4) perceptual differences; and (5) the skill for conducting supervision. This research provides an in-depth insight into the complexity of the principals’ challenges in conducting teacher performance supervision in international primary schools. This research is expected to help understand the dynamics of supervision in the international primary schools, which can be applied more broadly in improving teacher professionalism in the academic process.

Examining the use of teaching and learning aids in the classrooms: An empirical analysis

The importance of using Teaching and Learning Aids (TLAs) is strongly emphasised in the secondary school curriculum documents of Tanzania. Despite this, many in-service teachers appear reluctant to incorporate them into their teaching practices. This research aims to explore the factors influencing this reluctance to use TLAs. The study also proposes strategies to encourage their effective utilisation. Conducted using a phenomenographic design, the research is based on 30 in-depth interviews with teachers purposefully selected from eight public secondary schools in the Njombe Urban district. Eventually, the collected data were subjected to the thematic analysis approach to unearth the key findings emerging from the study. In terms of the reasons for teachers' reluctance to use TLAs, the thematic analysis identified three main themes- long experience syndrome and lack of professional commitment, lack of government support, and lack of professional support. As for the suggestive strategies to reverse the situation, four major themes were identified namely teachers’ professional development, availability of resources, and effective follow–up strategy. The findings suggest that regular seminars should be organised by school leaders and the Ministry of Education, Science, and Technology to increase teachers’ awareness of the importance of using TLAs in teaching. Furthermore, both internal and external quality assurers in charge of school supervision should ensure that all teachers use instructional resources as recommended by the Ministry.

The Quality of Implementation of Academic Supervision in Vocational Secondary Schools in Teaching Factory Based Learning

This research aimed to get an idea of how academic supervision activities are implemented in learning at SMK Negeri 2 Business and Management, Jayapura based on a teaching factory in the Marketing Department. The resource persons in this research were the school principal, teaching factory field coordinator teacher majoring in marketing, the deputy principal for the curriculum department, and female students majoring in marketing. The method used in this research is a descriptive qualitative approach, through observation, in-depth interviews, and documentation studies. The data obtained was analyzed using data reduction, data presentation, and conclusion. The results obtained from this research are that supervision activities have been carried out through class visits and work practice activities which have been carried out even though they have not been carried out on a scheduled basis and have only taken the form of monitoring. Apart from that, there is an assessment of student performance which the coordinator provides, there are efforts to develop learning programs by dividing block schedules and adjusting the curriculum according to industry needs, and there is feedback provided as input for improvements including transparency of profits from Esemkamart as well as monitoring of facilities and infrastructure, although there needs to be continuous improvement and more awareness regarding the implementation of occupational safety and health when carrying out the teaching factory learning process at SMK Negeri 2 Business and Management, Jayapura.

The Principal’s Efforts in Implementing Coaching-Based Academic Supervision for Mobilizing Teachers

The aim of this research is to describe the coaching-based academic supervision model used by school principals to improve teacher’s professional abilities. Apart from that, it is known how well the driving teacher instructors apply learning tips in coaching-based academic supervision in schools. It is an effort to improve the quality of teachers and maintain the quality of the process, which can be achieved by optimizing the role of the school principal as an academic supervisor. This research was conducted using a qualitative approach and the descriptive method with data collection techniques of observation, interviews, and documentation. This model aims to increase the competency of teachers in implementing coaching-based academic supervision activities using pre-supervision, supervision, and post-supervision stages in schools. The model developed and implemented in coaching-based supervision uses the GPAR (Goal, Problem Identification, Action Plans, and Responsibilities) model, namely goals, identification, action plans, and responsibilities, namely preparation for learning supervision and counselling management. A model developed with passion, independence, and teaching. With the help of learning guidance based on the GPAR Coaching model, it should be easier for school principals to communicate with driving teachers so that the teacher’s possibilities in implementing learning activities can be explained well. This can be seen in the results of increasing initial supervision and final supervision scores, which show that the effectiveness between school principals and driving teachers is increasing. The main results of this research show that there are problems with academic supervision based on coaching for driving teachers and school principals, such as supervision by the principal and lack of follow-up by the principal. Additional assistance can help teachers improve their presentations.

Dilemmas of Teachers Related to the Supervision in Schools: A Case Study

School supervision is generally defined as the process of determining the realization level of performance indicators in schools, and evaluating the quality of education. Supervisors are not directly involved in these activities, and are appointed by the Ministry to assess fulfilment level of these educational activities. In current study, teachers’ perspective related to the supervision in Türkiye was examined in a qualitative research design. A single case study model was adopted to explore the case in depth. The aim of this research was to explore views of 28 teachers on supervision. The study group was chosen through maximum variation sampling technique. Data were collected via semi-structured interviews, observations, and focus group interviews. Thematic content analysis technique was adopted to analysis of raw data. Four themes emerged based on the analysis. These themes were low stakes inspection, high stakes inspection, decentralization, and decreasing in quality. The results revealed that the participants were in a dilemma about the supervision in schools. Moreover, this dilemma was related to the audit of teacher performance by school principal and the supervision of school by ministry inspectors. In addition, through the focus group interviews, the suggestions of the participants with different perspectives on inspection were explored and thus more generalizable themes were produced.

Basic Prerequisites of Primary Schools’ Classrooms Ambience for Excellent Teaching and Learning

Primary education is the foundation of the entire education system in Nigeria. Excellent teaching and learning is unavoidably inevitable for good and solid foundation to be laid for other levels. The classroom is the room where this all important activities take place. The paper unveiled the worrisome status of primary school classroom environment that discourages and mitigates excellent teaching and learning. The purpose of the paper was to examine basic prerequisites of primary schools’ classroom ambience for excellent teaching and learning. The design of the study was review of previous and pertinent literature relevant to the study. Stimulation, Individualisation and Naturalness (SIN) were identified as prerequisites of classroom ambience for excellent teaching and learning in primary schools. Based on this, the paper recommended strict compliance to SIN as compulsory for pupils’ classroom before approval is granted and routine supervision of schools as a measure to ensure compliance.

Counseling Service Activities to Improve Guidance and Counseling Supervision in Vocational High Schools

Differences in the perceptions of guidance and counseling teachers and subject teachers cause student learning activities to be less than optimal. The limitations of guidance and counseling teachers in providing classical services have an impact on the potential for academic activities in schools. The aim of this research is to improve the performance of guidance and counseling teachers by supervising guidance and counseling activities. Guidance and counseling supervision activities are to develop the potential of guidance and counseling teachers so that they can carry out counseling services effectively and efficiently. The general implementation is to conduct direct contact sessions with the individual being analyzed over several time periods. This research approach uses qualitative methods using a phenomenological approach . The data collection instrument technique uses periodic interview and observation instruments . The research location was carried out at SMK N 2 Kuningan . S main subject in study This that is consisting of Supervisors , Principals and subject Guidance Teachers . Data analysis techniques use analytical techniques descriptive . The results of this research illustrate that BK supervision activities are running well based on the school's vision and mission. ISO limitations provide changes to the service instrument. The implementation of BK supervision with individual counseling services is going well. Collaboration between students, guidance and counseling teachers, supervisors is carried out in accordance with work program guidelines and instruments.

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

The Influence of Academic Supervision and Organizational Culture on the Professionalism of Public Middle School Teachers in Pemulutan District

Supervision in schools helps teachers and supervisors learn about daily tasks, providing better services to students and schools as effective learning communities. Teacher professionalism is the teacher’s ability to manage learning well. A teacher can manage learning if he masters the subject matter, manages the class well, understands various learning strategies and methods, and uses existing learning media and resources. The principal’s leadership and school organizational culture also play a role in increasing teacher professionalism. A conducive working atmosphere greatly influences the quality of teacher work. Organizational culture influences the performance and systems in schools, influencing school effectiveness. This quantitative research with a descriptive approach aims to reveal the influence of academic supervision and organizational culture on the professionalism of SMP Negeri teachers in the Pemulutan District. The research results show that academic supervision has a significant effect on teacher professionalism, while organizational culture has a significant effect.