School heads’ clinical supervision practices and emerging teacher emotions in Tanzania secondary schools

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

“…However, supervisory mutual understandings between and among school heads and teachers are substantial for such successes [ [15] , [16] , [17] , [18] , [19] ]. In turn, it increases teachers' positive emotions about the teaching profession [ 20 ], accountability for the profession itself and the society it serves [ [21] , [22] , [23] ]. The study learned that school heads and teachers take the frontline for clinical supervision innovations.…”

Correlation between Headteacher’s Supervision and Academic Achievement in English and Sciences Subject: A Case Study of Ruhango District Secondary Schools, Rwanda

“…This pressure between supervision as a uniform, logical approach to instructing and supervision as an adaptable, dialogic handle between educator and boss including the shared, proficient caution of both were to proceed all through the century (Charry, 2012) Within the half of the century the field of supervision became clinical supervision. At first created by Harvard teachers Morris Cogan and Robert Anderson and their graduate students, numerous of whom though were teachers of supervision in other colleges, clinical supervision mixed components of "objective" and "scientific" classroom observation with viewpoints of collegial coaching, level headed arranging, and an adaptable, inquiry-based concern with student learning (Chaula, 2024) According to Goldhammer (1993) clinical supervision has five stages: a pre-observation conference between supervisor and teacher concerning elements of the lesson to be observed; classroom observation, supervisor's analysis of notes from the observation, and planning for the post-observation conference, post-observation conference between supervisor and teacher and a supervisor's analysis of the post-observation conference. Cogan (1973) insisted on a collegial relationship focused on the teacher's interest in improving student learning, and on a non-judgmental observation and inquiry process.…”

The RISE ME Clinical Supervision Model Based on Microsoft Teams to Enhance Teacher Performance

“…Supervision is carried out to identify the causes and weaknesses in teachers' teaching and learning process (Dwikurnaningsih & Paais, 2022;Sari et al, 2017). The causes and weaknesses are identified to seek professional assistance, which is implemented through dialogue, to overcome the weaknesses in the teaching and learning process (Chaula, 2023;Lestari, 2019). By conducting clinical supervision, which is assumed as a guidance service for teachers, it is expected that it can enhance and develop teachers' performance in delivering instruction.…”