Concerns of Teachers and Principals on Instructional Supervision in Three Asian Countries

Sharma, Sailesh; Yusoff, Marohaini; Kannan, Sathiamoorthy; Baba, Suria

doi:10.7763/ijssh.2011.v1.37

Cited by 17 publications

(21 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some educational supervisors may tend to visit the educational setting only during the final period of academic study, which doesn't reflect the real picture of teachers' performance (Ayodele & Oyewole, 2012). Sharma et al (2011) found that instructional supervision directed to teachers wasn't effective as it didn't help in developing a sense of ownership or professional skills of teachers, but instead concentrated on punishing, insulting, or demoralizing teachers. Moradi, Sepehrifar, and Khadiv (2014) stated that teachers felt that they weren't being sufficiently challenged, and that the observation and feedback were only superficial.…”

Section: Objectives Of the Studymentioning

confidence: 99%

“…Human-relations supervision places an emphasis on engendering satisfaction in teachers by showing interest in them as people, with the assumption that satisfied teachers will be more productive and more open to leadership and control (Ndebele, 2013). Sharma, Yusoff, Kannan, and Baba (2011) showed that effective and meaningful supervision depends on involving all stakeholders (e.g., teachers, principals, subject teachers, subject specialists) in the supervision process. To ensure consistent professional growth and development of teachers, supervision must be continuous.…”

Section: Objectives Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools

Aldaihani

2017

ASS

View full text Add to dashboard Cite

Purpose: This study sought to identify the importance of supervision in Kuwaiti high schools from the viewpoints of heads of departments and school teachers, as well as identifying the gap between ideal and prevalent supervisory styles in Kuwaiti high schools and determining the effects of supervision on teachers' professional performance. Methodology: The researcher took a qualitative approach, using structured interviews with a study sample represented by six heads of departments and six teachers from two high schools in Kuwait. Findings: It was found that supervision as a tool for continuous improvement in the school system positively affected the school climate. There was a gap between actual and ideal supervisory styles in the schools studied. Supervision had a positive effect on the professional performance of teachers; supervisors' notes and observations helped teachers in identifying their shortcomings and modifying their behavior accordingly. Challenges to the effective implementation of supervision in high schools included unsuitable supervisory practices, loss of connection between the teacher and the supervisor, teacher resistance to support, and lack of meaningful feedback. Recommendations: It is necessary to employ advanced supervisory styles in order to cope with the changes in the surrounding environment. Further study will help to determine the effect of supervision on the relationship between teachers and students.

show abstract

Section: Objectives Of the Studymentioning

confidence: 99%

Section: Objectives Of the Studymentioning

confidence: 99%

Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools

Aldaihani

2017

ASS

View full text Add to dashboard Cite

show abstract

“…This is seen in the change or improvement of pedagogic competence of teachers after the supervision of the results of development. Second, a study entitled '' Competence [17]. This study aims to describe the nature of instructional supervision conducted in schools in three Asian countries namely India, Malaysia and Thailand.…”

Section: Discussionmentioning

confidence: 99%

Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School

Pujihandayani¹

2017

Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

View full text Add to dashboard Cite

Abstract--Teacher development is one of the main tasks of school supervisors. In practice, teacher training has not been implemented optimally. One of the causes is the untapped use of media in supporting the implementation of teacher development. The purpose of research and development is to develop teacher development model. The method used is research and development. Implementation of teacher coaching model begins with programming. Furthermore, the supervisor gives a schedule whenever he will carry out teacher training. School supervisors in carrying out guidance of teachers performed consistently, especially in providing guidance through programmed coaching. Data obtained through observation, interviews, and tests. Data were analyzed descriptively qualitative and quantitative. The results showed that: (1) the model of teacher development by the school supervisors developed was tested feasible and effective; (2) the model has also been tested to have a high degree of stability; (3) the model of teacher training by school supervisors has an impact on improving the professional ability of teachers; (4) teacher development model can support the implementation of task of school supervisor especially in conducting programmed teacher development; (5) the developed model can support the implementation of school supervisor's duties in conducting teacher training.

show abstract

“…There are several authors that have discussed and supported the roles of school principals as leaders, supervisors and agents of change. Some of these had focused on discussing the supervisory roles of school principals which showed its importance as an integral part of the daily process and operation in schools (Sharma, Yusoff, Kannan, & Baba, 2011). Several authors also included discussion on the development of supervision from traditional to modern practices (Sullivan and Glanz, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Instructional Supervision Factors Affecting Organizational Commitment of Thai Teachers: A Case Study of Amphur Mueang, Prachinburi Province, Thailand

Madriaga¹

2014

JEVR

View full text Add to dashboard Cite

This study is a descriptive research. The main purpose and objectives of this study were: 1) To determine the level of commitment of the teachers in terms of the three organizational commitment components namely affective, normative and continuance commitment; 2) To determine the level of instructional supervision as perceived by teachers in terms of its six factors namely inspection, assistance and support, oversight responsibilities, leadership skills, professional development, and collaboration; 3) To investigate the significance of instructional supervision factors affecting organizational commitment of Thai teachers. This study utilized descriptive method. The instrument employed for collecting the data was an opinionnaire regarding the factors of instructional supervision and components of organizational commitment developed by Baffour-Awuah (2011) and Meyer and Allen (1991).The statistics used for the treatment of data were mean, standard deviation (s.d.), standard error mean (s.e.mean), coefficient of variation (C.V.), and Multiple Regression Analysis. Results showed that two of the components of organizational commitment namely Affective Commitment and Normative Commitment are above the expected level or in high level, while Continuance Commitment is within the expected level or in moderate level. All six factors of instructional supervision are above the expected level or in high level. It was also found that among the six factors of instructional supervision, only two of them namely â€œAssistance and Supportâ€ and â€œLeadership Skillsâ€ significantly affect the organizational commitment of Thai teachers. The predictive equation is: Z (Organizati onalCommit ment ) = 59.506* + 1.748* (Assistance and Support) + 1.697* (Leadership Skills); R = 0.4710, F= 51.202* (10.025) (0.576) 2 (0.515)

show abstract

Concerns of Teachers and Principals on Instructional Supervision in Three Asian Countries

Cited by 17 publications

References 1 publication

Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools

Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools

Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School

Instructional Supervision Factors Affecting Organizational Commitment of Thai Teachers: A Case Study of Amphur Mueang, Prachinburi Province, Thailand

Contact Info

Product

Resources

About