Principal as Instructional Supervisor: Role of Supervisory Practices in Professional Development of APS&CS and FGEIS Teachers
Abstract
Abstract Views: 196
The process of supervision directly impacts teachers and students in a school. The current study revolved around the comparison of instructional supervision practices carried out by the principals of APS&Cs and FGEIs in Pakistan and its impact on professional development of teachers. A quantitative approach was used to conduct the current study. Sampling was carried out through multi-stage stratified random sampling technique. The study comprised 600 teachers and 120 principals from APS&Cs and FGEIs. The data was collected through questionnaires and the reliability was .871 and .766 respectively. Statistical techniques for instance, t-test, standard deviation, and mean were used for the analysis of acquired data. The findings of the study revealed that the concept of supervision is a much broader phenomenon than inspection. Moreover, it is the duty of the heads of institutions to develop interactive, healthy, and accommodating environment for teachers. The principals need to utilize available resources in institutions in such a way that it results in overall enhancement of teaching-learning process. Moreover, the head of institutions should collaborate and guide the teachers. It would help the teachers to reinforce their competencies in field of teaching which would ultimately result in overall performance.
Downloads
References
Ali, M. A. (2000). Supervision for teacher development: An alternative model for Pakistan. International Journal of Educational Development, 20, 177-188. https://doi.org/10.1016/S0738-0593(99)00020-6
Alkrdem, M. (2011). School-based instructional supervision in Saudi Arabian public secondary schools [Doctoral dissertation, University of York]. White Rose eTheses Online. https://etheses.whiterose.ac.uk/2335/1/Mofareh%27s_Thesis.%28Final_Version%29.pdf
Arong, F. E., & Ogbandu, M. A. (2010). Major causes of declining quality of Education in Nigeria administrative perspective: A case study of Dekina local government area. Canadian Social Science, 6(3), 183-198. http://dx.doi.org/10.3968/j.css.1923669720100603.021
Atnafu, T. (2014). Instructional leadership practices and challenges in government primary schools of Woreda five in Arada sub city [Master’s thesis]. Addis Ababa University, Ethiopia.
Beach, D. M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction. Allyn & Bacon.
Benigno, D. S. (2017). Improving the supervision process: Trust, presence, empowerment and recognition. Advances in Social Sciences Research Journal, 4(3), 1-4. https://doi.org/10.14738/assrj.43.2689.
Bernard, N. E. (2015). Influence of head teachers’ instructional supervision practices on pupil’s performance in Kenya certificate of primary education, kakuma refugee camp schools, Kenya [Master’s thesis, University of Nairobi]. University of Nairobi Archive. http://erepository.uonbi.ac.ke/handle/11295/90839
Beycioglu, K., & Donmez, B. (2009). Rethinking educational supervision. Inonu University Journal of the Faculty of Education, 10(2), 71-93. https://www.acarindex.com/dosyalar/makale/acarindex-1423903346.pdf
Bovalino, J. W. (2007). The role of the principal in the change process: The road to inclusion (Publication No. 3270099) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/98761f6f3c12ead2611084c5d999d8a0/1?pq-origsite=gscholar&cbl=18750
Clabo, B. T. (2010). The high school principal as instructional leader: An explanatory, mixed methods case study examining principal leadership within the context of rural secondary schools [Doctoral dissertation]. University of Tennessee. https://trace.tennessee.edu/utk_graddiss/872/
Collins, B. J. (2016). A high school as a learning organization: The role of the school leadership team in fostering organizational learning (Publication No. 10041787) [Doctoral dissertation, George Washington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/a0f206f0ed30fbc5d61c6c7356518a58/1?cbl=18750&pq-origsite=gscholar&parentSessionId=j9Ci%2Bu173sF9Ch0OfRFC5ABg4IVYiO1Spbm%2BsRziBL8%3D
Comighud, S. M., Futalan, M. C., & Cordevilla, R. P. (2020). Instructional supervision and performance evaluation: A correlation of factors. International Journal for Research in Social Science and Humanities, 6(4), 1–21. https://doi.org/10.5281/zenodo.3782708
Dangara, U. Y. (2015). The impact of instructional supervision on academic performance of secondary school students in Nasarawa State, Nigeria. Journal of Education and Practice, 6(10), 160–167. https://iiste.org/Journals/index.php/JEP/article/view/21451
Farley, G. C. (2010). Instructional supervision: A descriptive study focusing on the observation and evaluation of teachers in cyberschools (Publication No. 3433441) [Doctoral dissertation]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/ffed8ae495814b56549e84af441b5bb2/1?pq-origsite=gscholar&cbl=18750
Ghavifekr, S., Ibrahim, M. S., Chellapan, K., Sukumaran, K., & Subramaniam, A. (2015). Instructional leadership practices of principal in vocational and technical college: Teachers’ perception. Malaysian Online Journal of Educational Management, 3(1), 48–67. https://ajap.um.edu.my/index.php/MOJEM/article/view/6094
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and
instructional leadership. Allyn & Bacon.
Halima, L., Buanga, N. A., & Meerah, T. S. (2010). Action research as instructional supervision: Impact on the professional development of university based supervisors and science student teachers. Procedia Social and Behavioral Sciences, 2(2010), 2868–2871. https://doi.org/10.1016/j.sbspro.2010.03.430
Hoque, K. E., Kenavathulla, H. B., Subramaniam, M. V., &Islam, R. (2020). Relationships between supervision and teachers’ performance and attitude in secondary schools in Malaysia. Sage Open, 10(2), 1–11. https://doi.org/10.1177/2158244020925501
Kamindo, C. M. (2008). Instructional supervision in an era of change: policy and practice in primary education in Kenya [Doctoral dissertation, Durham University]. Durham E-Theses Online. http://etheses.dur.ac.uk/2195/1/2195_204.pdf?UkUDh:CyT
Khan, A. (2012). Instructional management of a private and a government secondary school principal in Northern Pakistan. International Journal of Educational Development, 32, 120–131. https://doi.org/10.1016/j.ijedudev.2010.12.003
Kotirde, I. Y., & Yunos, J. B. (2015). The processes of supervisions in secondary schools educational system in Nigeria. Procedia Social and Behavioral Sciences, 204, 259–264. https://doi.org/10.1016/j.sbspro.2015.08.149
Kursunoglu, A., & Tanrıogen, A. (2009). The relationship between teachers’ perceptions towards instructional leadership behaviors of their principals and teachers’ attitudes towards change. Procedia Social and Behavioral Sciences, 1, 252–258. https://doi.org/10.1016/j.sbspro.2009.01.046
Kutsyuruba, B. (2003). Instructional supervision: Perceptions of Canadian and Ukrainian beginning high-school teachers [Master’s thesis]. University of Saskatchewan.
Lang, M. L. (2017). Planning for differentiated instruction: Comparing instructional leadership practices as perceived by administrators and teachers in middle school [Doctoral dissertation, Kennesaw State University]. Digital Commons Kennesaw State University. https://digitalcommons.kennesaw.edu/educleaddoc_etd/6/
Mackey, K. H. (2016). The relationships among instructional leadership, school culture, and student achievement in Kentucky elementary schools (Publication No. 10599883) [Doctoral dissertation, Western Kentucky University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/4a9cacef0dd6a2a7afa92c79b3ed5073/1?pq-origsite=gscholar&cbl=18750
Maisyaroh, W, B. B., Hardika, Valdez, A. V., Mangorsi, S. B., & Canapi, S. P. (2021) The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials. Cogent Education, 8(1), 1–30. https://doi.org/10.1080/2331186X.2021.1962232
Mannan, F., Sharma, S., Hoque, K. E., & Veeriah, J. (2016). Predictive validity of gender and experience of teachers into Malaysian women principal’s instructional leadership practices. Malaysian Online Journal of Educational Management, 4(3), 52–67. https://doi.org/10.22452/mojem.vol4no3.4
Martinez-Valiukenas, M. (2011). Illinois administrator's perception of the existence and implementation of school policies and practices in teacher classroom supervision in schools having kindergarten to fifth grade (Publication No. 3456079) [Doctoral dissertation, Loyola University Chicago]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/1bb66727bb47f2a826ef1a78c8c32a1f/1?pq-origsite=gscholar&cbl=18750
McQuarrie, F. O., & Wood, F. H. (1991). Supervision, staff development, and
evaluation connections. Theory into Practice, 30(2), 91–96. https://doi.org/10.1080/00405849109543483
Morki, M. (2010). An assessment on the status of school-based instructional supervision in secondary schools of West Arsi Zone of Oromia Region [Master’s thesis]. Addis Ababa University.
Nasreen, S., & Shah, M. (2019). Effect of Instructional supervisory practices on teacher motivation in private secondary schools of Lahore, Pakistan. Advanced in Social Sciences Research Journal, 6(11), 192–203. https://doi.org/10.14738/assrj.611.7301
Rahayu, S., Ulfatin, N., Wiyono, B. B., Imron, A., & Wajdi, N. B. N. (2018). The professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security. Journal of Social Studies Education Research, 9(2), 210–227. https://jsser.org/index.php/jsser/article/view/266
Salvador, J. D., &Tovera, S. J. (2016). Transforming organization through instructional leadership and supervision. European Scientific Journal, 12(31), 1857–7881. https://doi.org/10.19044/esj.2016.v12n31p189
Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition. McGraw Hill.
Sindhvad, S. P. (2009). School principals as instructional leaders: An investigation of school leadership capacity in the Philippines (Publication No. 3373426) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/b2250bdb8d55733f7361820417025336/1?pq-origsite=gscholar&cbl=18750
Tesfaw, T. A., & Hofman, R. H. (2012). Instructional supervision and its relationship with professional development: Perception of private and government secondary school teachers in Addis Ababa [Master’s thesis]. University of Groningen.
Toprakci, E., Beytekin, O. F., & Chipala, H. C. (2016). A case study of instructional leadership in Malawian secondary schools. Journal of the Faculty of Education, 17(3), 169-176. https://doi.org/10.17679/inuefd.17314606
Tyagi, R. S. (2010). School-based instructional supervision and the effective professional development of teachers. Compare: A Journal of Comparative and International Education, 40(1), 111–125. https://doi.org/10.1080/03057920902909485
U-Sayee, C. R. & Adomako, E. B. (2021). Supervisory practices and challenges faced by senior high school principals in Greater Monrovia, Liberia: Implications for quality education. Heliyon, 7(1), 1–9. https://doi.org/10.1016/j.heliyon.2021.e06895
Wairimu, M. J. (2016). Teachers’ perception on classroom observation and checking of pupils’ exercise books by head teachers on performance of duty in primary schools in Nakuru North District, Kenya. Journal of Education & Social Policy, 3(3), 80–87. http://www.jespnet.com/journals/Vol_3_No_3_September_2016/11.pdf
Wiyono, B. B. & Burhanuddin, M. (2020). Comparative effect of the supervision of the principal and quality of organizational management in school education. Utopia y Praxis Latinoamericana, 25(10), 365–380. https://produccioncientificaluz.org/index. php/utopia/article/view/34387
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
