Supervision Practices Research Articles

School heads’ clinical supervision practices in Tanzania: implications for teachers’ professional competency development

School heads’ clinical supervision practices in Tanzania: implications for teachers’ professional competency development

Effectiveness of Teacher Supervision Practices in the Implementation of the Early Years Education Program

Early Years Education (EYE) is the crucial stage in the child’s physical, social, emotional, and intellectual development. This study, therefore, sought to evaluate the effectiveness of teacher supervision practices in the implementation of the EYE program in the Khwisero Sub-county. The study which targeted key education stakeholders in EYE adopted a cross-sectional survey research design. Stratified random sampling and purposive sampling were used to select 10 schools, 10 head teachers, 10 teachers in charge, 1 program officer, 4 ward representatives and 50 assistant teachers. The questionnaire, interview guide and document analysis guide were used for data collection. Frequency of supervision is key to the effectiveness of teacher supervision practices because it affects the adequacy of teaching resources, the development of necessary learning skills, and effective time management. From the findings, it was noted that there are various areas of teacher supervision, which are not adequately addressed as indicated by some respondents, including teaching and learning resources, time management and teacher professional records. By implementing effective supervisory practices, schools can create an environment that supports high-quality education and fosters continuous improvement in learning outcomes. Preparedness ensures that teachers have the necessary skills, resources, and time management capabilities, hence directly influencing the adequacy of teaching resources, learning skills, and time management. Generally, respondents thought that supervisory practices in place were effective, though the degree or intensity of effectiveness varied. Therefore, the study recommended that Early Childhood Development and Education (ECDE) stakeholders support the supervision initiatives in place for effective curriculum implementation of the EYE program.

Modern Leadership and Work Balance: Academic Supervision of Higher Education Performance

This study aims to determine the impact of transformational leadership, organizational culture, and work-life balance on the performance of lecturers and teaching staff, as regulated by academic supervision. Using an associative approach, the research sampled one hundred lecturers and utilized questionnaires and observations as research instruments. The findings reveal that academic supervision does not moderate the effect of transformational leadership on performance. However, it can moderate the effect of organizational culture on performance, while it does not moderate the effect of work-life balance on performance. This indicates that academic supervision does not entirely attenuate the impacts of transformational leadership, work-life balance, and organizational culture on the performance of lecturers at various tertiary institutions within LLDIKTI III. The implications of these findings are significant for the management and administration of tertiary institutions. Institutions should recognize that while academic supervision is a valuable tool for enhancing performance, its effectiveness is contingent upon the broader organizational context. Tailoring academic supervision practices to align with the specific cultural dynamics of the institution can maximize its positive impact on performance. Moreover, ensuring that lecturers maintain a healthy work-life balance is crucial for sustaining high performance, independent of supervisory practices.

The Role of Administration and Supervision in Improving the Success of Achieve the Vision and Mission Goals of Higher Education at Pertiba Pangkalpinang University

The research method used is qualitative with a descriptive approach which is a study to determine facts with appropriate interpretation to recognize phenomena that accurately describe the characteristics of the phenomena that are occurring. The research results show that higher education administration has a significant role in facilitating effective supervision practices by coordinating communication between higher education management, lecturers and support staff, providing necessary resources, and facilitating training and professional development for supervisors. It is hoped that this research will provide insight for educational practitioners and other related parties regarding the importance of the role of administration and supervision in higher education environments in improving the quality of education through effective administration and supervision practices. This research aims to investigate the role of campus administration in encouraging effective supervision practices. Data was collected through in-depth interviews with campus administration staff, supervisors, lecturers and leaders at Pertiba University. The research results show that the Pertiba University campus administration has a significant role in facilitating and coordinating effective supervision practices. Factors such as good communication, accurate data management, and a deep understanding of the needs of higher education institutions are key in creating an environment conducive to effective supervision practices.

Educating custom officers supervisors: how do they experience their role?

PurposeThis study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.Design/methodology/approachA questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.FindingsFour categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.Originality/valueTo the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

Supervisees’ perspectives on countertransference-focused practices and processes in clinical supervision: an exploratory study

ABSTRACT This study examined 78 counseling and psychology supervisees’ perceptions of supervision practices and processes focused on identifying and managing countertransference (CT). They reported that most supervisors paid some attention to CT. They (a) rated supervisors who neglected it entirely as lower on effectiveness and (b) rated supervisory alliance higher when CT was addressed in at least 50% of the sessions. The study also categorized respondents’ reports of (a) what cues had signaled a CT event to them (12 categories: clustered into those concerning feelings, cognitions, and in-therapy behaviors) and (b) how their supervisors had responded to that event (seven categories).

The establishment and value of peer group clinical supervision: A qualitative study of stakeholders' perspectives.

Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision. The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities. Qualitative descriptive. Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected. Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop. Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions. Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace. This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well-being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person-centred care. The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed. Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting).

Beyond the dyad: Broadening the APA supervision guidelines to include group supervision.

Group supervision is an extensively used format across many training agencies, yet it has been largely disregarded in theory and research within the supervision literature. In fact, the Guidelines for Clinical Supervision in Health Service Psychology (American Psychological Association, 2015a) mentions group supervision only one time, despite the fact that supervision within a group context includes competencies and considerations that are both unique and essential to the effective and ethical practice of group supervision. Because supervision conducted with multiple supervisees is multilayered and-as a result-more complex, group supervisors need to develop special skills that go beyond the supervision dyad. This article looks to the literature on supervision-both individual and group modalities-and on group psychotherapy to highlight the practices and processes that set group supervision apart. Building upon the seven supervision competencies outlined by the American Psychological Association (Supervisor Competence; Diversity; Supervisory Relationship; Professionalism; Assessment/Evaluation/Feedback; Professional Competence Problems; and Ethical, Legal and Regulatory Considerations), which currently concentrate exclusively on individual supervision, we extend each area to include distinct features of group supervision. We include recommendations for supervisor training and for the application of effective group supervision practices, as well as ideas on how best to approach the formal adoption of group supervision guidelines for psychotherapists. Our hope is that, either in a revision of the Guidelines for Clinical Supervision in Health Service Psychology or in a freestanding supplement to the Guidelines, guidance for group supervision will be more explicitly included. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Forms, Practices and Ramifications of Abusive Supervision in Universities: A Social Justice Scrutiny

Abstract Universities have experienced a phenomenal increase in the incidences of abusive supervision. The practices of abuse in leadership are manifested in different forms and shapes. These unjust and unfair practices are perpetuated in different divisions and sections of the university leadership and are counterproductive. The overarching purpose of this study is to scrutinize the different kinds of abusive supervision practices and their ramifications. This examination takes the form of the extensive and intensive analysis and synthesis of extant and apposite authoritative literature. In addition, to strengthen the scientific rigor and soundness of this examination, I deploy the three-dimensional social justice theory of Nancy Fraser as a framework. This study is significant in that it provides epistemological insights into abusive supervision in universities. The findings confirm scholarly evidence of the prevalence of acts of abuse in various forms such as sexual harassment, exclusionary decision-making practices, designed and strategic isolation of dissenting voices, and selective promotional practices.

TOGA education: Introduction of eco orphanage concept in Bekonang, Sukoharjo

The community service was conducted at the Putri Aisyiyah Orphanage in Bekonang, Sukoharjo, Central Java. This orphanage has yard space that has not been utilized for Family Medicinal Plants (TOGA) and is not yet familiar with the concept of an eco orphanage. The main objective of this service is to provide education about TOGA to the children at the Putri Aisyiyah Bekonang Orphanage. The service activities comprise six phases: pre-test, socialization, TOGA planting, practices in processing traditional medicinal products, post-test, and maintenance and supervision. The outcomes of the service activities include the planting of twenty types of medicinal plants in the orphanage's yard. Participants' knowledge increased after receiving education about TOGA, encompassing basic knowledge of TOGA (12.4%), types of TOGA and their characteristics (38%), and the health benefits of TOGA (33%). There was an enhancement in participants' knowledge regarding the types and benefits of TOGA, with an average total increase of 27.7%. Thus, this service has succeeded in providing education about TOGA to the children at the Putri Aisyiyah Bekonang Orphanage and enhancing their understanding of the types of TOGA and their health benefits.

"I Am Not Taking Sides as a Female At All": Co-Facilitation and Gendered Positioning in a Domestic Abuse Perpetrator Program.

The facilitation of domestic abuse perpetrator programs (DAPPs) by mixed gender co-facilitation pairs brings different facilitator perspectives and enables the modeling of egalitarian and respectful male-female relationships. This study analyzed 22 video and audio recordings of community-based DAPP groups featuring male participants, and male and female facilitators. Using thematic analysis, we aimed to understand how facilitators engaged participants and whether the facilitator's gender affected this. We found an asymmetry in the positioning of the facilitators. Group participants challenged both facilitators, but especially the female facilitators. Facilitator strategies toward behavior change included softening direct challenges (female facilitators) and mobilizing the shared category of men (male facilitators). Implications from this study are for reflective practice in facilitator management and supervision specifically focused on gendered power dynamics. Skilled facilitation is key to behavior change and the gendered interplay within groups may be a crucial element in the reduction of interpersonal violence and abuse.

Effect of School Leadership Practices on the Commitment of Secondary School Teachers in Musanze District, Rwanda

This study examined the effect of school leadership practices on the commitment of secondary school teachers in public schools within Musanze district, Rwanda. The specific objectives were to assess the influence of teachers' motivation, supervision, evaluation, and training and development practices on teachers' commitment to work. This research was guided by two theories: Herzberg two factor theory and Max Weber bureaucracy theory. By using a correlational research design, the study employed a quantitative research approach in collecting and analyzing data. The closed-ended questionnaire was filled out by 167 teachers and 44 school leaders, who were randomly selected from a target population of 305. Reliability was confirmed by a pilot study using Cronbach's alpha coefficient. Data for the first, second, third and fourth research questions on school leadership practices and teachers’ commitment to work was analyzed through descriptive statistics (frequencies, percentages, mean, and standard deviation) and regression analysis, while qualitative data was analyzed thematically. The findings revealed significant effects of all four leadership practices on teachers' commitment in Musanze district. Notably, motivation practices (β=0.469, P value <0.05), supervision practices (β=0.368, P-value < 0.05), evaluation practices (β=0.495, P value < 0.05), and training and development practices (β=0.081, P value < 0.05) all exhibited positive linear relationships with teachers' commitment. This study recommends that the leadership in schools under examination should foster teachers' commitment to their work in order to improve student outcomes, which is essential for overall school success.

Exploring remote supervision in higher education: Lecturers’ experiences

ABSTRACT As remote learning continues to play a significant role in higher education, the practice of remote supervision has become a critical component of academic and research activities. This research explores lecturers’ experiences in remote supervision, shedding light on challenges and strategies to ensure effective guidance and support. A qualitative approach was adopted using a semi-structured interview guide data collection from randomly selected lecturers and analysed thematically. The study generated three themes to address the research questions. Findings revealed the multifaceted nature of remote supervision, highlighting both the advantages of flexibility and the hurdles posed by technology, communication barriers, and time management. To navigate these challenges, lecturers have developed innovative strategies, including leveraging digital tools, enhancing communication, and prioritising self-discipline. The outcomes of this research provided valuable insights for colleges seeking to strengthen remote supervision experience, thereby improving the quality of higher education in this digital age.

Nurses’ and midwives’ experiences of clinical supervision in practice: a scoping review protocol

ObjectiveTo outline and examine what evidence exists related to nurses’ and midwives’ experiences of participating in clinical supervision.IntroductionThe practice of clinical supervision is increasingly prevalent in nursing and midwifery, yet...

О методическом обеспечении совершенствования государственного надзора за состоянием промышленной безопасности на объектах ведения горных работ, металлургических производств и обращения взрывчатых материалов

Since the 2000s, the activities of the state supervision over industrial safety at hazardous production facilities of mining and metallurgical production in Russia have been reoriented. Fiscal methods in control and supervision practices are substituted with preventive measures, which outlines the development of new approaches to the supervision organization. The modern methodology aiming to improve the state mining supervision has been historically based on the Russian system of scientific and technical methods and organizational and administrative measures aiming at sustainable and long-term improvement of industrial safety level at hazardous production facilities of the Russian metallurgical and mining industry in conditions of internal production growth and external sanctions. The long-term experience of ensuring industrial safety at hazardous production facilities of the mining and metallurgical industry provides the key methodological ways to improve the state mining supervision: i.e., verification of reliability of identification of hazardous production facilities; broad public awareness of causes and consequences of accidents and occupational injuries and the necessary preventive measures; identification and elimination of intrasystem shortcomings in the control and supervision activities; updating and improving industrial safety norms and rules. The efficiency of such methods is tested with practical activities and the successful reduction of accident and injury rates at the facilities under supervision. The introduced mandatory requirements as defined based on the results of control and supervision activities and the analysis of accidents and fatal injuries as well as the strict compliance with such requirements have gradually led to the reduction of the accident and injuries level. This can be considered the main achievement of the methodological activity of the organization of the state supervision over the industrial safety condition at the facilities under the supervision. This also indicates the quality of the developed methods of the state supervision and their applicability for the further control, preventive, licensing and permitting, and normative activities. In recent years, new planning and checking methods based on indicators of risk of mandatory industrial safety requirements violation have been developed and implemented.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives

With the United Nations’ Sustainable Development Goals in place, the quality of teacher education is a global concern. With so much talent mobility and brain circulation, any migration of low-quality educators from one region will affect the quality of education in the destination part of the global village. The study examined how the interplay in the aftermath of the cyclones, COVID-19, supervisors’ quality, and student characteristics impacted student-teachers' experiences during the scrambled teaching practice supervision model. Thematic and content analyses of data from document analysis and semi-structured interviews from purposefully sampled Southern Africa Development Community countries revealed that relying on physical teaching practice supervision negatively impacts assessment, especially when even non-specialists are involved in the supervision. Educators’ inadequate pedagogical content knowledge, space effect, and multiple exposures to assessment compromise teacher education amidst pandemics and natural disasters. The study recommends migration to computer-based online supervision strategies as a mitigation strategy. Recommendations for an educational policy, practicum, and architectural adaption are discussed.

Uloga supervizije u obrazovanju studenata socijalnog rada

ABSTRACT This paper presents some of the key organisational aspects of conducting field practice for the students of social work in six study programs of social work in the Republic of Croatia and the region in the light of the results of current research and key understanding of experiential learning and the demands imposed by the Global standards for the education of social workers. The purpose of the paper is to deepen our understanding of the representation and the role of supervisory support to students during experiential learning in the field practice but also to provide insight into the context within which field practice is conducted within individual study programs. Social work as a profession puts great demands on experts and raises numerous questions about how to act and why to act in casework, what are the values and standards connected to a particular situation and decision, and to what extent are we aware of our blind spots and how to address the norms and rules of an individual role, position, organisation and wider environment, both professional and social one. Social workers can find the answers to these and many other questions that derive from immediate practice in supervision. Supervision, as a specific manner of providing professional support, aims to find answers to such questions through the reflection of one’s actions, promotion of professionalism and finally, through the preservation of quality of service provided to the ultimate user. Supervision has proved to be not only an effective way of monitoring and providing support to students during practice, but also an appropriate way to acquire new knowledge and skills. Additionally, due to its theoretical and ethical essence, given specific features of learning in adult age, supervision provides a good place for reflection and it encourages the development of the professional identity of future social workers. These are also the processes that are intensely taking place during the study, so this paper will focus on the supervision of the students of social work as an approach and tool that is important for facing new challenges of study and work. Key words: supervision; field practice; experiential learning; students of social work.

Procesi u superviziji studenata socijalnog rada

ABSTRACT Supervision of social work students as an integral part of the educational process is an integrated way of learning in which social work students apply their theoretical knowledge to field practice, and by reflecting on their experiences from practice in supervision, they improve their professional and personal development. This paper presents part of the results of qualitative research into the process of supervision of students. 10 supervisors of social work students who supervised undergraduate and graduate studies at the Social Work Study Center, Faculty of Law in Zagreb, University of Zagreb participated in the research. The research was conducted using a semi-structured interview method, and data processing used a thematic framework analysis. The results of the research show that supervisors use numerous methods, techniques, models and concepts in their work, emphasizing the educational function of supervision, which ranges from focus on the task to focus on the process of supervision. In terms of feedback, the supportive aspect of supervision dominates. Specific difficulties in supervision are mainly related to the organizational model of conducting field practice and coordination of activities with the educational institution. Also, the paper describes the peculiarities of the student supervision process in relation to other types of supervision that student supervisors recognized in their work. Key words: supervision of social work students; field practice; supervision process.

The efficacy of implementing family-centered care in child feeding practices

Nutrition is a basic need for a child to grow optimally. Improper child feeding practices are still found in the community, leading to malnutrition. The incidence of malnutrition has increased sharply in children aged 6 to 18 months in various countries, primarily due to ignorance and/or an inability to prepare food. The family plays a crucial role in the prevention and treatment of child nutrition problems. Families can provide education and practical supervision in addressing nutrition-related issues, including promoting healthy lifestyle patterns. The objective of this study was to determine the effectiveness of implementing family-centered care in changing child feeding practices. The research design employed was true experimental analysis with a pre-posttest group design. The population consisted of 130 respondents, infants aged 6 to 23 months, selected using a probability sampling technique with purposive random sampling. The research was conducted in Wonokromo, Surabaya, Indonesia, from March to June 2023. The measuring instrument utilized was a family-centered care-based child feeding guide. The independent variable in the study was family care, while the dependent variable was the change in the child's feeding practices. Test analysis was performed using the Mann-Whitney test. The results of the Mann-Whitney test indicated a significant difference in feeding practices before and after counseling with the family-centered care approach (p = 0.043). Thus, family-centered care was found to be effective in changing child feeding practices.