Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates

Strieker, Toni; Adams, Megan; Cone, Neporcha; Hubbard, Daphne; Lim, Woong

doi:10.1080/2331186x.2016.1251075

Cited by 21 publications

(18 citation statements)

References 17 publications

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“…Glickman et al (2001) also defined developmental model as "the match of initial supervisory approach with the teacher or group's developmental levels, expertise, and commitment" (p. 190). Strieker et al (2016) in their studies reported the evidences of equal engagement in directive, the collaborative, and the nondirective approach which were inherently more collegial.…”

Section: Introductionmentioning

confidence: 99%

Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

Hoque

Kenayathulla

et al. 2020

Sage Open

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This study was carried out to determine the relationships between supervision and teachers’ performance and attitude in secondary schools in Kuala Lumpur, Malaysia. This is a quantitative study where the 5-point Likert-type-scale questionnaire was used to analyze data using descriptive and inferential statistics. Simple random sampling was used to select the respondents. This study entailed respondents from various schools in one of the districts in Kuala Lumpur which comprises 200 teachers and 50 supervisors. Descriptive statistics were used to describe the status of supervision practices, teachers’ attitude toward supervision, and teachers’ level of performance after supervision. Multiple regression analysis was used to test the relationships between supervision (supervisory practices–directive, collaborative, and nondirective approach) and teachers’ performance and attitude. The current status of supervisory practices, teachers’ attitude toward supervision, and teachers’ performance after supervision is found at moderate level in secondary schools in Malaysia. As a whole, supervisory practices are not correlated with teachers’ performance and attitude. But worthy to mention, directive supervision is positively and significantly related to teachers’ performance and attitude. This study result will benefit the policy makers, school supervisors and headmasters to choose the right kind of supervisory practices which can contribute to better teaching performance.

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Section: Introductionmentioning

confidence: 99%

Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

Hoque

Kenayathulla

et al. 2020

Sage Open

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“…Giving tasks, responsibilities, and autonomy to teachers can improve and develop the ability of teachers to develop the quality of the learning system in schools [17]. Collaborative and nondirective approaches play an important role in enabling teachers to demonstrate self-directed and self-regulated learning [18]. Teachers will be more effective and meaningful when studying together in a collegial study group [19,20].…”

Section: Collegial Discussion As An Instructional Supervision Techniquementioning

confidence: 99%

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

et al. 2022

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Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.

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“…The variable constructs used by researchers in collegial supervision is partnership principles, co-planning, co-teaching, co-assessment, co-reflection, and closure of supervisory sessions [14]. As for teaching performance, research examines the cognitive activization, classroom management and clarity of instruction, and student support.…”

Section: Methodsmentioning

confidence: 99%

Improving Teaching Performance Through Collegial Supervision in Schools

Wariah¹,

Sa’ud²

2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

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This research focuses on the implementation of collegial supervision of teachers and their impact on teaching performance. Specifically, this study is for: 1) knowing the description of the implementation of collegial supervision, 2) exploring a number of factors that support and inhibition in the collegial supervision of teachers, as well as 3) the impact of collegial supervision on teacher teaching performance. The results of this study are expected to provide a comprehensive overview in implementing effective collegial supervision activities, and be informed for the principal in improving teacher teaching performance through collegial supervision programs implemented in schools.

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Supervision matters: Collegial, developmental and reflective approaches to supervision of teacher candidates

Cited by 21 publications

References 17 publications

Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

Improving Teaching Performance Through Collegial Supervision in Schools

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