Supervision In Secondary Schools Research Articles

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.

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.

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.

Supervision of Science Teaching in Secondary Schools in Rivers State – A Rethink and Application of Scientific Supervision Model (Stoner, Freeman & Gilbert 2007)

The paper examined the current practice of schools’ supervision in Rivers State as applied to science teaching/learning. Based on the nature of science teaching which involves experimentation, demonstration, fieldtrip, guided inquiring, use of process skills and laboratory methods. The use of Personnel Supervision Model (PSM) is inadequate, exclusively for science teachers for lack of integration of supervision with respect to areas of specialization; inability to probe teacher creativity, use of process skills and verification of products of science hence supervisors should differentiate supervision strategy between the social and management science subjects from that of pure sciences. It is suggested that the Scientific Supervision Model [1] be used to assess teaching and learning of science in order to inject adequate behavioral change among supervisees and anchor science supervision specialty-specific. The Model offers probe of instructional methods, processes and management of personnel in science. Supervisors for science teaching should be trained on the proposed Scientific Supervision Model (SSM) modified for Science Supervision in Secondary Schools.

The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools

This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.

The reality of the application of creative educational supervision in secondary schools according to the vision of 2030 from the point of view of the Arabic language supervisors in Dammam

The reality of the application of creative educational supervision in secondary schools according to the vision of 2030 from the point of view of the Arabic language supervisors in Dammam

Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission

The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.

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

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

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

Attitude of Teachers Towards School-Based Instructional Supervision at Secondary Schools of Wolaita Zone

The purpose of this study was to examine the attitude of teachers towards school-based instructional supervision in secondary schools of Wolaita Zone. To conduct the study, a descriptive survey research design was employed and concurrent type of mixed research method was used to enrich data. The study was carried out in 9 selected secondary schools of Wolaita Zone using simple random sampling technique. 200 randomly selected teachers and 30 principals (9 main and 21 vice) were filled questionnaires. From 200 teachers, 18 (9%) were not properly filled the questionnaire. All the available 4 woreda quality assurance heads and 9 supervisors were also included for the interview. Questionnaire was the main data gathering instrument for this study. Quantitative data collected through questionnaire was analyzed by using mean scores, standard deviation, frequency, percentage and independent sample t-test and SPSS version 20 was used for the analysis. Interview and document analysis were also used to substantiate the data gathered through questionnaires. Findings of the study revealed that, teachers had negative attitude towards school-based instructional supervision and they were not satisfied with the function of school-based instructional supervision and the way they behave to realize the function of school-based instructional supervision is different. The finding of the study also revealed that, teachers believe that their supervisors were incompetent to carryout effective school-based instructional supervision and they feel dissatisfied with the approaches of school-based instructional supervision used in their schools. The finding of the study confirmed that, the major factors that negatively affect teachers attitudes towards school-based instructional supervision were: inappropriate approaches of supervisors; lack of basic skills and knowledge in supervisors to carry out effective school-based instructional supervision; lack of awareness of teachers to the importance and usefulness of school based supervision; low trust between teachers and supervisors; lack of pre and post observation conference and inadequate feedback from supervisors; influence on age and gender; poor communication among teachers, principals and supervisors; lack of motivation and commitment in experienced teachers to work collaboratively with conduct of school based supervision. The findings of the study indicated that teachers have negative attitude towards school-based instructional supervision. To solve this, school-based instructional supervisors should encourage teachers and principals to participate actively in school-based instructional supervision by: motivating them to work in groups to solve instructional problems; initiating them to engage in professional activities like mentoring and coaching; assisting them in the evaluation and production of instructional and curricular material and conducting action research to solve instructional problems. In order to mitigate the above problems, the Woreda Officials and school supervisors must have strong relationship and use appropriate approach in the process of instructional supervision to identify the gaps of teachers, principals and supervisors that affect all activities of the schools and how to solve and minimize those gaps. Keywords : Attitude; teacher; School; instruction and supervision DOI : 10.7176/RHSS/9-15-05 Publication date : August 31 st 2019

Effects of Teaching and Learning Supervision on Teachers Attitudes to Supervision at Secondary School in Kubang Pasu District, Kedah

This study was conducted to identify the influence of teaching and learning supervision on the attitude of teachers towards the supervision in secondary schools in Kubang Pasu District, Kedah. The supervisory model developed by Glickman, Gordon and Ross-Gordon (2004) and the research instrument involves a set of questionnaires containing 23 items. Respondents of the study involved 372 teachers in secondary schools in Kubang Pasu District, Kedah. The data were analyzed using descriptive statistics using Statistical Packages of Social Sciences and inferential statistics using the Partial Least Squares software through the SMART PLS 3.0 software. The result shows that there is a significant influence between the dimensions of knowledge and the technical skills with the teachers’ attitude towards supervision while the dimensions of interpersonal skills do not have a significant influence on teachers' attitudes. The findings can be used as guidance to the Ministry of Education, to overcome all the shortcomings and weaknesses in the existing teaching supervision practices based on the established supervisory regulation

De eerste inspecteurs van het middelbaar onderwijs. 'Het toezicht zal vooral op hem aankomen, het zal zijn onverdeelde zorg vorderen.'

The new Act on Secondary Education of 1863 contained a chapter on supervision of secondary schools. A system of local supervision by the council was combined with national supervision by a few inspectors. This paper discusses the work of the first three inspectors for secondary schools: Daniel Jan Steyn Parve, Johannes Bosscha and Winand Staring. The inspectors were to visit all secondary schools, Higher Burger Schools (hbs) and others, to become and remain well-informed about the situation of those schools. They had additionally to stimulate the growth and the quality of secondary education and they were to inform and advise the Minister. Furthermore, the inspectors had an important role in the establishment of new schools, especially the hbs. During the first decades of the existence of the hbs they exerted a large influence on the development of the organisation and teaching of this new type of school. They had outspoken ideas on pedagogy, didactics, homework and other matters of relevance in education. Their influence had probably at least as much to do with their personalities as with their formal tasks.

Stakeholders’ Perceptions on the Adequacy of External Supervision in Secondary Schools in Chamwino District, Tanzania

Stakeholders’ Perceptions on the Adequacy of External Supervision in Secondary Schools in Chamwino District, Tanzania

English

The study focused on enhancing the standard of teaching and learning in the 21st century via qualitative school-based supervision in secondary schools in Abuja municipal area council. To guide the study, two null hypotheses were formulated. A descriptive survey research design was adopted. The sample of the study constituted of 270 secondary schools teachers in Abuja municipal area council. The study employed questionnaire for data collection while Chi-square was used as statistical analysis technique. Findings from the study indicated that school-based supervision significantly enhanced teachers’ performance in secondary school. The finding further revealed that school-based supervision significantly promoted students’ academic performance in secondary school. Based on the findings, it was recommended that since supervision enhanced the performance of both teachers and students, the quality of school-based supervision in secondary schools should be intensified in order to promote the quality of teaching and learning. Key words: School-based, supervision, qualitative, standard and teaching and learning.

The Processes of Supervisions in Secondary Schools Educational System in Nigeria

The process of supervision in secondary school (SS) in Nigeria is of paramount to the attainment of monitoring secondary schools activities for national development and the administration of the schools entirely. The aim of this paper is necessitated to relate the need for the process of supervision of both human and materials resources for achieving the ultimate goals of secondary school system in Nigeria. However, this paper highlights some certain basic concepts such as supervisions, needs of supervision, and process of supervisions, who is a supervisor, importance of a supervisor and responsibility of a supervisor. The problems associated with supervision and the way forward. However, in Nigeria both supervisors and Teachers use different strategies of supervision to monitor the activities of the students when they are in the school. Though the strategies may differ from one another but they are out to achieve the same goal and objective. The data was analysed descriptively and using basic means aimed at giving a clear and detailed overview of the situation. Based on the findings it can be concluded that process of supervision is becoming a serious problem that is yet to be properly addressed in Nigeria Secondary School. In conclusion, Supervision at every local, national and international level should take their responsibilities seriously by engaging on educational activities that could enhance their skills. These include, among others, strategic seminars, workshops, regular visits and exchange programs pursuit of higher educational qualification and Supervisors that excel in their assignment should be rewarded accordingly either in kind or cash.

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

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

Instructional Supervision as a Catalyst for Quality Improvement in Secondary Educational Settings

A lot of inputs have gone into the creation and establishment of supervisory unit through organization and planning in our educational system. These inputs have been channeled towards the purpose of realizing the stipulated goals and objectives in the National Policy on Education. Thus, a quality school must provide its students with sufficient, current and detailed content in every subject areas. To do this effectively, the teachers have to utilize the appropriate teaching methods and materials that will enhance improved instructional materials, hence the urgent need for instructional supervision in the school. Instructional supervision must, therefore, be efficiently created and properly mapped out to help interaction that will foster quality improvement in the process of teaching and learning. This paper examines instructional supervision, quality education and the do’s and don’ts of effective and quality supervision of instruction. The paper also examine instructional supervision as catalyst for quality improvement in secondary schools. Finally, the paper concludes that there should be modalities in place to ensure inspectors of the Ministry of Education monitor school heads to ascertain their appropriate use of the various techniques of instructional supervision in secondary schools. DOI: 10.5901/jesr.2013.v3n6p59

Democratic Supervision in Secondary Schools. Charles W. Boardman , Harl R. Douglass , Rudyard K. Bent

Democratic Supervision in Secondary Schools. Charles W. Boardman , Harl R. Douglass , Rudyard K. Bent

A Practical Guide to Supervision in the Secondary SchoolSupervision in Secondary Schools. Harl R. Douglass , Charles W. Boardman

A Practical Guide to Supervision in the Secondary School<i>Supervision in Secondary Schools</i>. Harl R. Douglass , Charles W. Boardman

How To Improve Supervision in Secondary Schools

How To Improve Supervision in Secondary Schools