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.

This quantitative study aims to identify the supervisory performance in the elements of teaching and learning supervision in secondary schools in the Kubang Pasu district, Kedah. Theory of classroom teaching and learning supervision by Glickman (2004) is the basis of the study. Research instruments are adapted and modified from teaching and learning supervision by Ebmeir (2003), while teacher's attitude towards supervision was taken from the questionnaire by Ramin (2014) and teacher's teaching competency instruments were taken from the questionnaire by Sayer (1992). The research instrument involved a set of questionnaire consisting of 23 items. The respondents of the study involved 120 teachers in secondary schools in Kedah. The data were analyzed using descriptive statistics and inferential statistics. The results of the analysis showed that there was no significant relationship between the elements of confidence in the classroom teaching and learning supervisor, supervisor support towards teaching with student participation. However there is a significant positive relationship between confidence in the supervisor, supervisor support towards teaching with teacher attitude towards supervision. The findings of this study can be used as a guide for educators to improve classroom teaching and learning supervisory performance in order to improve the teaching profession in the school.

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