Supervision as an instrument of teaching – learning effectiveness: challenge for the Nigerian practice

Bessong, Fidelis Ejar; Ojong, Felix E.

doi:10.4314/gjedr.v8i1-2.53763

Cited by 10 publications

(9 citation statements)

References 1 publication

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“…The results of research related to the professionalism of vocational school supervisors are still far from expectations as professional figures. This situation is inversely proportional to what is expected in research by Bessong and Ojong (2009), that in order to improve teaching, a supervisor is needed, because a supervisor or supervisor is a person who is considered to have competence in knowledge, commitment, and is wise enough to feel 'whatever is desired/questioned 'by the teacher. Besides that, the supervisor is able to provide suggestions and various appropriate solutions, and also the supervisor has the capability to evaluate the progress of the teaching program and the corrections that must be made in order to improve and improve the quality of teaching.…”

Section: Discussion On the Professionalism Of Vocational School Supervisorsmentioning

confidence: 99%

The professionalism of vocational high school supervisors: a study of qualitative analysis

Tasrif

2021

IJRICE

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Supervisors carry out educational supervision to develop a better quality learning environment, including vocational high schools (VHS). This research is qualitative research with a case study research design. The main target of the research is VHS supervisors in Padang City. This research is limited to describing the professionalism of supervisors qualitatively. The data sources of this research were crucial informants, who were determined purposively. Data collection techniques with interview and observation techniques. Data analysis by collecting data, coding, linking, and interpreting themes. The results showed that the professionalism of VHS supervisors in carrying out their duties is still not following the quality standards of supervisors. The conclusion is that the supervisor's low professionalism is indicated by the supervisor's low motivation, lack of pride in his profession as a supervisor, the supervisor is not independent, and the supervisor's verbal communication is not good.

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Section: Discussion On the Professionalism Of Vocational School Supervisorsmentioning

confidence: 99%

The professionalism of vocational high school supervisors: a study of qualitative analysis

Tasrif

2021

IJRICE

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“…Newly qualified teachers may also need help from a supervisor (ibid). Supervisors must be flexible and respectful; moreover, they must be fair in their dealings, as well as honest, friendly, and ready to help teachers solve their problems while keeping a peaceful atmosphere that encourages teachers to work well together (Bessong & Ojong, 2009). Moreover, supervisors must make sure they have knowledge about how to supervise in order to enhance teachers' competence (Darishah et al, 2017).…”

Section: Supervisionmentioning

confidence: 99%

Supervising English Teachers: Saudi Principals and the English Language Barrier

Alzamil

2020

Int. J. Appl. Linguist. Engl. Lit.

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Principals’ supervision has been an important aspect of school leadership, which has aimed to improve the overall quality of teaching in schools by improving the work of individual teachers. This study has identified a need to fill an existing gap in the teaching supervision literature, as researchers have overlooked the possibility that principals’ mastery of the English language may affect the supervision of English language teachers. It therefore examines whether Saudi female principals who did not major in English language face difficulties supervising English language teaching in secondary schools. This study was carried out over a week. The data was collected from five female principals working in secondary schools by means of semi-structured interviews. The results showed that the main obstacle faced by principals supervising English language classes was understanding the English language itself. Data collected by the study show the need for Saudi Arabian principals to be aware of their limitations in understanding English when supervising English language teachers; having this information can be crucial for improving supervision and planning successful supervisory practices. Moreover, it can help principals evaluate themselves and review the way they supervise English language teachers.

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“…According to Segun (2004), supervision stimulates professional growth and teacher development, revisions to educational goals, selection of learning materials, teaching methods, and evaluation of learning (Bessong and Ojong, 2009). The supervision of modern education, as stated by Bailey (2006) is a technical process that seeks to improve teaching and learning through continuous care, guidance and simulations not only for teachers but also for everyone who has an impact on the educational context.…”

Section: Introductionmentioning

confidence: 99%

Omparative Study of Academic Supervision, Achievement Motivation and Teacher Performance at Southeast Maluku Regency

Rahabav

Rumfot

2020

edusciences

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The purpose of this study was to test the significance of differences in academic supervision by principals on achievement motivation and teacher performance in elementary, junior high and senior high school / vocational high schools in Southeast Maluku Regency. The study population was 136 schools. Teacher samples were taken using a purposive sample technique based on criteria that had 10 years of teaching experience and were certified. The total sample of teachers was 160 people with the following details: elementary school: 52 teachers; Junior High School: 52 teachers; Senior High School: 52 teachers and Vocational High School: 4 teachers. In addition, 6 teachers and 3 principals became participants to be interviewed. Those interviewed did not include the number of samples. This research approach uses mixed methods. Data collection techniques used were questionnaires, interview guides and study documentation. Data analysis techniques used were descriptive statistics, ANOVA 1 lane and qualitative analysis. The results showed that there were no significant differences in the mean of academic supervision and teacher achievement motivation in the three sample groups and there were significant differences in teacher performance in the three samples. Based on the results of the qualitative analysis it was found that academic supervision was carried out without a program, the frequency and intensity of academic supervision conducted by the principal was very less. Supervision of school principals without using standard instruments, and the absence of the results of the analysis of supervision implementation Supervisors still use the bureaucratic-autocratic approach and are not participatory. Teacher achievement motivation is still very dominant triggered by welfare factors. The teacher has shown discipline, not delayed work. However, teachers have not displayed creative, innovative attitudes, independence in work, adaptability and have not reached high performance standards. The results of qualitative analysis of teacher performance variables, it was found that most teachers do not prepare their own lesson plans but copy and paste lesson plans from network sources or other colleagues; teacher copy paste Basic Competencies and indicators exactly as contained in the Minister of National Education Regulation. The teacher does not understand the preparation of HOTS (Higher Order Thinking Skill) questions and also has not been able to compile an assessment rubric. The lesson plans prepared by the teacher are only prerequisites for teaching; so it is only to fulfill formal-administrative demands and not be seen in class performance

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Supervision as an instrument of teaching – learning effectiveness: challenge for the Nigerian practice

Cited by 10 publications

References 1 publication

The professionalism of vocational high school supervisors: a study of qualitative analysis

The professionalism of vocational high school supervisors: a study of qualitative analysis

Supervising English Teachers: Saudi Principals and the English Language Barrier

Omparative Study of Academic Supervision, Achievement Motivation and Teacher Performance at Southeast Maluku Regency

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