School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Abstract

Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania

“…The measure is expected to make teachers feel their professional skills and image preserved. The study findings are consistent with prior studies like [ 38 , 142 ], which address that teachers' professional support should be mainly cultivated to teachers' professional needs to impart teaching professional image in teachers. The study found that school heads must conduct regular teacher-learning programmes through workshops and seminars.…”

“…With this claim, [ 141 ] states that when school heads constantly implement classroom observation, teachers improve competencies that support a satisfactory teaching-learning process. Previous research studies indicate that school heads should regularly oversee teachers’ classroom learning activities [ 43 , [141] , [142] , [143] ]. [ 142 ], for example, argue that consistent actual classroom observation helps school heads identify teachers with sound, average, or weak pedagogical skills for service delivery.…”

“…Previous research studies indicate that school heads should regularly oversee teachers’ classroom learning activities [ 43 , [141] , [142] , [143] ]. [ 142 ], for example, argue that consistent actual classroom observation helps school heads identify teachers with sound, average, or weak pedagogical skills for service delivery.…”

Indikator Tantangan Efektivitas Supervisi Instruksional Kepala Sekolah

“…Dengan demikian, kinerja guru dalam sistem sekolah dapat dipengaruhi secara positif atau negatif oleh gaya kepemimpinan kepala sekolah mereka (ROUL, 2012). Menurut (Mbon et al, 2021) guru dipengaruhi oleh supervise instruksional yang ikut berpengaruh pada capaian pembelajaran peserta didik.…”

Pengaruh Supervisi Pengajaran dan Motivasi Berprestasi Terhadap Kompetensi Prosesional Guru SMP Advent Sulawesi Utara

“…Kepala sekolah memiliki pengaruh yang menentukan pada praktik kurikulum sekolah dan merupakan pemimpin dalam pengajaran. Jika kepala sekolah mempromosikan sikap positif pada guru, pengawasan instruksional lebih efektif (Barrie & Walwyn, 2021;Mbon et al, 2021;Wahyudi, Bella Ghia Dimmera, 2016). Jika kepala sekolah menginginkan guru untuk berpartisipasi dalam supervisi instruksional, mereka harus memungkinkan para guru untuk memiliki pandangan positif terhadap supervisi instruksional.…”