Supervisory Practices Research Articles

Experiences and evaluation of the new standards for student supervision and assessment.

The Nursing and Midwifery Council's Standards for Student Supervision and Assessment (SSSA), introduced in 2018, shifted from a mentorship model to a coaching model, creating new roles for practice supervisors, assessors, and academic assessors. This study explores the experiences of nursing students, practice assessors, and supervisors working with the SSSA. Using a qualitative approach, 14 semi-structured interviews were conducted with nursing students and staff. Thematic analysis identified three key themes: SSSA-related training, organisational support, and expectations from students and staff. Findings suggest time constraints, inconsistent training, and use of the electronic practice assessment documentation (e-PAD) platform require attention to improve the learning experience.

Investigating principals’ roles in stem teachers’ effectiveness

This study aimed to assess the impact of principals' role on STEM teachers’ effectiveness among public senior secondary school teachers in the southern region of Nigeria. The research was guided by four key objectives: to evaluate the influence of principals' supervisory practices on teacher effectiveness, to examine the impact of principals' communication practices on teacher effectiveness, to investigate the correlation between principals' involvement of teachers in decision-making and teacher effectiveness, and to determine the overall level of teaching effectiveness among the teachers in the area. An ex-post-facto research design utilizing correlational and descriptive methods was employed, with data collected from 180 teachers selected through simple random sampling from a population of 328 teachers in public secondary schools in the southern region of Nigeria. The Principals’ Role in Teacher Effectiveness Questionnaire (PRTEQ) was used for data collection. The findings revealed a significant relationship between the quality of supervisory practices provided by principals and teacher effectiveness, a significant correlation between principals' communication practices and increased teacher effectiveness, and a significant relationship between principals' involvement of teachers in decision-making and their effectiveness. Additionally, the study found a high level of teaching effectiveness among the teachers in the area. Based on these findings, it is recommended that principals enhance their supervisory practices, communication, and involvement in decision-making to further improve teacher effectiveness in public secondary schools.

Удовлетворенность студентов-медиков дистанционной формой организации практики: уроки пандемии COVID-19

This study focused on the assessment of medical students' satisfaction with the organization of practical training in pandemic conditions through the identification of discrepancies between the conditions of the actual implementation of practical training of medical students and their expectations. The study contributed to the identification of problems in the organization of educational and industrial practice in a distance format during the COVID-19 pandemic. The research design was based on the application of an internet survey using Google Forms and the processing of quantitative data using descriptive statistics. Data visualization using histograms and comparison with Gaussian curve was used to interpret the results. Difficulties of practice supervisors in organizing practical activities of students in the distance format were revealed, as to solve the set tasks of practice supervisors had to use, in a very short period of time, developed digital educational resources with accompanying online counseling and using the capabilities of the simulation center, taking into account sanitary and epidemiological requirements for maximum immersion to real medical cases. The results of the study can become a tool for collecting reliable feedback on the suddenly changed format of medical students' practical training on the example of Kazan Federal University. The study reflects the results of the new format of internship organization, which allows supervisors of practical training to rethink the possibility of this format for future times.

Enhancing Academic Supervision of Madrasah Principals through Lesson Study Initiatives

This study investigates the utilization of Lesson Study as a medium for academic supervision by the Head of MTs Negeri Rejoso, focusing on its role in improving teaching quality and fostering professional development among educators. A qualitative case study approach was adopted, employing data collection methods such as observation, interviews, and document analysis. These techniques provided comprehensive insights into the implementation and outcomes of Lesson Study activities in the madrasah context. The findings reveal that the Lesson Study is an effective academic supervision tool utilized by the Head of Madrasah. Key patterns of its application include collaborative lesson planning, classroom observation, and reflective discussions. This approach enables the Head of Madrasah to engage with teaching processes directly, identify teacher strengths and areas for improvement, and offer constructive feedback. Furthermore, Lesson Study fosters a collaborative culture, enhances teacher ownership of instructional practices, and strengthens involvement in continuous professional development initiatives. These findings emphasize the potential of Lesson Study to transform supervisory practices in educational settings. By integrating collaboration and active participation, Lesson Study supports the development of a shared commitment to improving teaching quality. The approach aligns with the goals of participatory supervision, enhancing both individual teacher performance and collective educational outcomes. Lesson Study serves as a sustainable and impactful medium for academic supervision in madrasahs. Future initiatives should focus on expanding its application and exploring its long-term effects on professional development and educational quality improvement.

PhD candidates’ and supervisors’ wellbeing and experiences of supervision

AbstractPhD candidates’ wellbeing has become a global concern over the past decade, and the topic has been addressed in several studies. At the same time, PhD supervisors’ wellbeing has remained largely unexplored. Also, most studies about supervisors’ and supervisees’ wellbeing have focused on negative aspects, such as stress and burnout, and they have generally ignored positive aspects, such as work engagement. For this study, we explored the variations in PhD candidates’ and supervisors’ occupational wellbeing regarding experienced burnout and engagement. In addition, we explored whether the perceptions of the quantity and quality of supervision were related to such variations among PhD candidates and supervisors. Overall, 768 PhD candidates and 560 supervisors from a research-intensive, multidisciplinary university participated in this quantitative study, and questionnaire data from the study were analysed using latent profile analysis. Four engagement–burnout profiles were identified among PhD candidates and supervisors, each showing unique combinations of the levels of the dimensions that were measured. The results showed that the supervisory experience was related to the wellbeing of both the PhD candidates and the supervisors, in terms of engagement and burnout, but in slightly different ways. The findings imply that developing functional supervisory practices is an investment not only in degree completion, but also in supervisors’ and supervisees’ wellbeing.

School Heads’ Competence, Technology Integration and Supervisory Practices

This study assesses the competence, technology integration, and supervisory practices of public elementary school heads in the Schools Division of Antique during the 2023-2024 school year. Utilizing a descriptive-correlational research design, data are collected from 218 randomly selected school heads through a validated questionnaire. Findings indicate high levels of competence, varying degrees of technology integration, and effective supervisory practices among school heads. Significant relationships emerge among these variables, highlighting the potential of enhanced technology use and leadership training to further improve overall school performance. Keywords: School Heads, Competence, Technology Integration, Supervisory Practices, Educational Leadership

Research Culture at Public Universities in Pakistan: Academics’ Perspective

The study was designed to explore research culture at public universities in Pakistan. Faculty members of general public sector universities were approached for data collection by using a questionnaire. By adopting multistage cluster sampling method, 382 faculty members were selected from six delimited universities of Punjab, Pakistan. Cronbach Alpha value (0.961) showed high level of reliability. The collected data was analyzed by using various statistical tests with the help of Statistical Package of Social Sciences (SPSS). Teachers’ opinions were divided and close to neutral value but respondents were vaguely accepting that research culture at public universities was improving. Teachers had positive perception about supervisory practices, available physical facilities, management support, dissemination of research and policies for improving research culture at universities. Whereas, respondents believed that human resources capacity building activities to develop research skills, collaboration and funding were less than the requirements of the universities to establish a rich research culture. There was no significant difference among the perception of teachers about research culture by gender and age. It is recommended that there was need to conduct trainings for researchers, develop academia-industry linkage, update laboratories and libraries, revise policies; and provide consultancy services to the private sector for earning funds.

Exploring the Supervision Experiences of LGBTQ+ Social Workers in Taiwan

This study adopts an ecological systems perspective to explore the multifaceted experiences of LGBTQ+ social workers under workplace supervision. It examines how gender identity, workplace culture, social environment, and time influence their professional growth. The findings underscore the importance of supervisors' gender sensitivity in fostering psychological safety and professional development for LGBTQ+ social workers. While the implementation of gender-friendly policies can improve workplace conditions, their effectiveness is often constrained by institutional culture. Additionally, gender identity emerges as both a strength and a challenge in supervisory relationships, with client acceptance significantly impacting professional identity and competency. As Taiwan progresses in addressing diverse gender issues, LGBTQ+ social workers are learning to balance their identities with professional roles. This study fills a gap in research on the workplace experiences of LGBTQ+ social workers and provides practical recommendations for improving gender-friendly policies, enhancing supervisory practices, and fostering inclusive workplace cultures.

Towards a process model of supervision in social work– a bibliometric analysis

Supervision plays a pivotal role in social work, ensuring ethical practices, professional growth, and the delivery of quality services. This study conducts a bibliometric analysis to explore the evolving conceptualizations and applications of supervision in social work. Using the Web of Science Core Collection, a search for studies with "supervision AND social work" in their titles yielded 246 works. Full bibliographic records were downloaded and analyzed using VOSviewer software. A co-occurrence analysis of all keywords, with a minimum occurrence threshold of one, identified 89 keywords relevant to the topic. Excluded terms included regional and cultural-specific terms such as "England," "Ontario," and "Maori concepts," to maintain a focused and universal scope. The analysis revealed several thematic clusters encompassing clinical supervision, external supervision, crisis management, and child welfare supervision, among others. Notable themes include the intersection of supervision with burnout, cultural competence, and outcomes, highlighting its complex nature. The study emphasizes the significance of supervision frameworks tailored to diverse contexts and professional roles within social work. The findings contribute to the development of a process model for supervision, offering insights for researchers, educators, and practitioners to enhance supervisory practices. By identifying critical trends and gaps, this bibliometric analysis provides a foundation for future investigations aimed at refining supervision processes in social work.

Internal and external supervision in social work - outline framework for intervention in supervision

This paper explores the evolving domain of supervision in social work, emphasizing the distinction between internal and external supervision and their implications for professional practice. Internal supervision involves supervisors embedded within organizations, navigating both managerial responsibilities and supervisory roles, while external supervision brings an independent perspective but is subject to organizational constraints. The framework for conducting effective supervision draws on the foundational work of Watkins, Cădariu, and Vișcu (2024) in psychotherapy supervision, adapted for the specific needs of social work. Key elements include the preparation of supervisors and supervisees, fostering positive supervisory relationships, and setting dynamic, collaborative objectives. The framework also highlights the importance of addressing power dynamics, multicultural considerations, and the professional development trajectories of supervisees. Practical implications extend to aligning supervision with organizational values, supporting psychotherapist-social workers, and enhancing resilience and adaptability in the social work field. The study advocates for structured, competency-based training programs for supervisors to ensure ethical, culturally sensitive, and effective supervision practices. Recommendations for future research include examining the long-term impacts of structured supervision frameworks and integrating digital tools into supervisory practices to address the challenges of hybrid and remote environments.

Strategic initiatives to address greenwashing

AbstractThis article examines the December 2023 report by the International Organisation of Securities Commissions (IOSCO) titled “Supervisory Practices to Address Greenwashing,” alongside the European Union’s regulatory framework aimed at curbing greenwashing in sustainable finance disclosures. Greenwashing—defined as the misrepresentation of sustainability credentials to attract investors—poses significant threats to investor protection and market integrity, potentially leading to a loss of trust in financial providers. Despite efforts by IOSCO and the EU to improve transparency, the persistence of greenwashing is fueled by fragmented regulations, complex disclosure requirements, and the rapid growth of Environmental, Social, and Governance (ESG) investing. This article argues for greater international harmonization, proportionate regulation, and effective enforcement of oversight mechanisms to preserve the credibility of sustainable finance. It highlights the crucial role of global cooperation and national initiatives, specifically those by the Malta Financial Services Authority (MFSA), in addressing these challenges. Structured into four sections—covering the role of IOSCO in the ESG regulatory landscape, EU initiatives for sustainable finance, supervision and enforcement against greenwashing, and MFSA’s local efforts—the article provides a comprehensive review of current ESG investment practices and the ongoing struggle for enhanced transparency and accountability in financial markets.

To do or not to do: Teaching the skill of deciding what to do in the face of uncertainty.

The management of uncertainty is a coregeneral practice skill best learnt in clinical practice. This article outlines strategies a general practice supervisor can implement to help registrars acquire the skills of managing and coping with uncertainty. The medical education literature recommends supervisors being explicit about the different paradigm operating in primary care and normalising the existence and tolerance of uncertainty. Fundamental consultation skills used in the management of uncertainty should bedemonstrated. These include shared decision making, safety netting and arranging follow-up. During teaching sessions, problem cases can be explored using Murtagh's diagnostic model to develop clinical reasoning and avoid missing important diagnoses. This paper introduces a model to explore uncertainty by considering management options, easily remembered as the '3Rs': review; refer; and Rx (treat). This model complements the diagnostic model and reflects that a general practitioner must still decide what to do when a diagnosis cannot be made.

Supervisory Practices and the Profile of the Ideal Supervisor from the PhD Student’s Perspective

Implementing qualification frameworks in response to the Bologna process during the latter part of the 20th century prompted considerable change regarding Higher Education. Such alterations brought up apprehensions concerning the acquisition of competencies following each cycle of studies, as well as the means employed to oversee and assess teaching and learning procedures. The NOVA University of Lisbon (UNL) has recently researched Doctoral Education, focusing on supervisory practices. Since 2018, surveys regarding doctoral supervision have been conducted across multiple schools at UNL. This research report presents an overview of the national numbers regarding doctoral education enrollment, and the results of a study conducted at four schools within the UNL: the National School of Public Health (ENSP), Technological Institute of Chemistry and Biochemistry (ITQB), NOVA Medical School | FCM NOVA, and NOVA School of Science and Technology | FCT NOVA. The study presents data regarding part-time PhD students' and full-time PhD students' views of the supervisor rule and focuses on examining the characteristics of an ideal supervisor and the supervision practices experienced by doctoral students throughout their PhD programs. The findings suggested that supervision practices were slightly different considering the type of attendance, the enrolment year (during all doctoral research projects), and the schools' culture and field (Health or Science and Technology). Furthermore, the supervisor's role (mentor or coach) was similar within the school field, but the “ideal” supervisor varied depending on the school attendance type.

Strategy To Increase The Competence Of Practical Supervisors In The Learning Process Of Midwifery Students

Higher education has the function of developing the ability in order to educate the life of the nation in accordance with the vision, mission and goals of Higher Education. In producing competent and competitive graduates, every university must adjust to the national standards of education that have been set. The scope of the national standard of education, the standard of educators and Educational Personnel states that, educators must have academic qualifications and competencies as learning agents, be physically and spiritually healthy, and have the ability to realize the goals of National Education. As vocational education, in the core curriculum of Diploma III Midwifery Education, the percentage of practical learning experience is set at 60 %. Competent practice mentors will contribute to producing midwifery graduates who can be used to become midwifery professionals. In order to improve the competence of the practice supervisor, one of them is the development of skills through education and training. This study aims to describe the management of education and training as improving the competence of practice supervisors in the College of Health Sciences. Improvement of the competence of the practice supervisor through the practice supervisor learning training is carried out through several stages, namely 1) analysis of the needs of the practice supervisor Learning Training, 2) design and planning of the practice supervisor Learning Training, 3) curriculum development of the practice supervisor learning training, 4) implementation of the practice supervisor learning training, 5) evaluation of the practice supervisor learning training, 6) obstacles and carrying capacity of the practice supervisor learning training. To achieve this goal, the research was conducted using a qualitative approach with a case study method on STIKes Abdi Nusantara and STIKes BPI. Data were collected using in-depth interviews, observations, and documentation studies. The data of this study were checked for correctness, reliability through triangulation process. The results showed that the process of implementation of the teaching and learning practice supervisor in the College studied went well. Education and training provided to the practice supervisor contributes positively to the competence of the practice supervisor.

Beyond 'spray on' professional development: Enhancing supervision in a tertiary teaching hospital.

Short 'programmes' of professional development can have limited impact on clinical supervisors' practices. This paper reports on an innovative programme of professional development, implemented in a tertiary teaching hospital, that was designed to build clinical supervision capacity, improve the educational practice of frontline clinical supervisors and cultivate future educational leaders. The programme was a partnership venture between St. Vincent's Hospital Melbourne and the University of Melbourne. It has a three-tiered tapered design: a foundational self-paced online course; online, interprofessional learning communities; and a Graduate Certificate in Clinical Education. Participants progressed from one tier to the next, with the largest number of employees participating in the primary tier (N = 112). We adopted a utilisation-focused approach to evaluation, collecting multiple data sets across the tiers. Participants reported greater consciousness of their teaching practices, made changes to their practice, and the interprofessional learning communities allowed better integration of practical knowledge with the formal knowledge from the foundational course. Systemic outcomes included the creation of informal educator networks and the diffusion of ideas and practices within the hospital. Managers and clinical education leaders at the hospital concluded that funding this programme of professional development provided significant benefits, with a high return on investment, which may be transferable to other health care settings that place value on clinical education. For the outcomes to be sustainable, an ongoing programme of professional development needs to be built into the institution's fabric so that the resultant supervisory practices become strongly embedded in the organisational culture.

ACADEMIC PERFORMANCE OF STUDENTS: BASIS IN DESIGNING AN INSTITUTIONAL COMPETENCY ENHANCEMENT PROGRAM

This study aimed to assess teachers' pedagogical approaches in Technology and Livelihood Education (TLE) and their impact on students' academic performance, informing the design of an institutional competency enhancement program. Participants included 90 junior high school students from La Salette of Ramon, Inc., in Ramon, Isabela, during the 2021-2022 school year. The study utilized frequency and percentage counts to describe student profiles and means for data analysis. To examine differences in the use of 2C-2I-1R pedagogical approaches based on gender, the Mann-Whitney U test was employed, while the Kruskal-Wallis H test assessed differences by grade level. Kendall’s Tau-b determined significant relationships between variables. The gender distribution was equal, with 45 male and 45 female participants. For grade levels, there were 24 students in each of grades 8-10, while grade 7 had 18 participants. A validated two-part questionnaire collected demographic data and assessed pedagogical approaches using Likert-type items, demonstrating strong reliability through Cronbach's alpha. Results indicated that students achieved high marks in TLE, attributed to effective pedagogical strategies. Perceptions of the frequency of various teaching methods were consistent across genders and grade levels. Notably, some constructivist, collaborative, and reflective pedagogical approaches exhibited a statistically significant but modest correlation with student grades, identifying the strongest links between these strategies and academic performance. To enhance teaching techniques, school administrators should implement targeted programs for reinforcement and incorporate these into supervisory practices for better monitoring. Additionally, including this program in In-Service Training can help keep teachers updated on their competencies. The Institutional Competency Enhancement Program should also focus on enrichment strategies to further support teacher development.

Online Instructional Supervision in an Advanced Higher Education

The continuity of learning in graduate and post-graduate education was ensured through online instructional supervision during the COVID-19 pandemic. This initiative aligns with the fourth Sustainable Development Goal (SDG 4), emphasizing the preservation of quality education amidst unprecedented challenges. The pandemic-induced shift to online learning environments underscored the critical need for robust supervisory practices that promote equitable and inclusive education for all students in the graduate studies. Employing a phenomenological approach, this study explored the experiences of 15 internal stakeholders involved in online instructional delivery at a state-funded university. The thematic analysis yielded five key insights: the lived experiences of internal stakeholders during the pandemic, transformative shifts in work and learning dynamics, perceptions of the internal stakeholders on online supervision, strategies for effective online supervision, and the opportunities and challenges inherent in this modality. Despite inherent limitations, online instructional supervision in advanced higher education during the pandemic proved to be both complex and transformative. The study recommends ongoing investment in human capital and technological infrastructure by educational institutions to secure sustainable educational outcomes for graduate and post-graduate students in the long term.

A Students' Perceptions Group 20 About Competence Lecturer Of Experience Practice (PPL) In PAUD & RA Tunas Qurrata A'yun Garon Village, Balerejo District, Madiun Regency

Perceptions of PIAUD Group 20 Students regarding the Competence of Practice Supervisors (PPL) in PAUD and RA Tunas Qurrata 'Ayun in Garon Village, Balerejo District, Madiun Regency. The DPL's ability assessment in accompanying PPL students is expected to be a valid enough reference to determine the level of competency ability possessed by the DPL. The researcher chose this type of research as field research because research on the Perceptions of Group 20 PIAUD Students regarding the competence of PPL field supervisors is not only sufficient with theoretical studies, but requires direct research on those being researched, which is known as observation and uses a systematic approach which is called qualitative. . Based on the findings of research conducted at RA Tunas Qurrata A'yun, Garon Village, Balerejo District, Madiun Regency, it can be concluded that the pedagogical competence of DPL PPL group 20 is good, in accordance with what is stated in law number 14 of 2005 concerning Teachers and Lecturers.

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

An evaluation of practice supervisor training for final-year healthcare students.

Practice supervisors are fundamental in the development and upskilling of the future workforce in health care. This article outlines a new initiative for one higher education institution, which integrated practice supervisor training into the curriculum for third-year students across several healthcare programmes. The training consisted of two pre-recorded sessions, which were delivered by the students' personal tutors. A final face-to-face session was then facilitated, where students were supported to consolidate their learning and build on their knowledge. Evaluation data were collected via an anonymous questionnaire. In total, 352 questionnaires were returned. Data were managed and analysed using descriptive statistics within Excel. The qualitative comments received were collated and analysed using simple thematic framework analysis. Most attendees found the content and the delivery of the programme and their opportunity for discussions to be good, very good or excellent, showing overall that content was positively evaluated by 98.4% of attendees, delivery at 97.4% and opportunity for discussion at 97.9%. The evaluation data results show that practice supervisor preparation can be effectively delivered when located in the final year for undergraduate healthcare students. The importance of the content being interactive and allowing for plenty of opportunities for group discussions has been highlighted by the feedback.