Teaching and Learning Supervision, Teachers’ Attitude towards Classroom Supervision and Students’ Participation

Abstract

This quantitative study aims to identify the supervisory performance in the elements of teaching and learning supervision in secondary schools in the Kubang Pasu district, Kedah. Theory of classroom teaching and learning supervision by Glickman (2004) is the basis of the study. Research instruments are adapted and modified from teaching and learning supervision by Ebmeir (2003), while teacher's attitude towards supervision was taken from the questionnaire by Ramin (2014) and teacher's teaching competency instruments were taken from the questionnaire by Sayer (1992). The research instrument involved a set of questionnaire consisting of 23 items. The respondents of the study involved 120 teachers in secondary schools in Kedah. The data were analyzed using descriptive statistics and inferential statistics. The results of the analysis showed that there was no significant relationship between the elements of confidence in the classroom teaching and learning supervisor, supervisor support towards teaching with student participation. However there is a significant positive relationship between confidence in the supervisor, supervisor support towards teaching with teacher attitude towards supervision. The findings of this study can be used as a guide for educators to improve classroom teaching and learning supervisory performance in order to improve the teaching profession in the school.

Development of an Instrument for Teachers’ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

“…This dimension consists of 12 valid items with a reliability level of 0.96. Several research results showed that supervisors' support for the teaching and learning processes has a significant relationship with teachers' attitudes towards supervisors (Daud et al, 2018;Khumaedi, 2012;Ryan & Gottfried, 2012). It was further stated by Kazi, et al, (Hoque et al, 2020) that in an effort to improve the quality of teaching, supervision can be used as a strategy that allows teachers to achieve high quality learning goals.…”

“…The assessment dimension encompasses a set of assessments on the implementation of teaching and learning processes by teachers (Directorate General of Teachers and Education Personnel, 2016). The supervision for school principals and teachers in assessing the learning process is an important thing that must be performed continuously and consistently to make professional teachers (Ajasan et al, 2016;Daud et al, 2018;Khun-Inkeeree et al, 2019 ). To find out the teachers' attitudes towards the dimension of assessment, 15 validated items were developed and resulted with a reliability level of 0.97.…”

“…The main tasks of school supervisors are to carry out the academic and managerial supervision in schools which includes: preparing supervision programs, performing coaching programs, monitoring the implementation of the eight National Education Standards, assessing, and giving some practical guidance and professional training for teachers (Rahmah, 2018) Teachers are the main target of the academic supervision; it is the teachers who directly feel the implementation of this academic supervision the most (Daud et al, 2018). Thus teachers can be a source of some accurate information in evaluating the academic supervision carried out by supervisors.…”

Increasing Teachers' Self-efficacy through Regular Teaching and Learning Supervision

“…This partnership exists because teachers are committed to and trust their teaching and learning supervisors. Teachers are also pleased with school leadership, as supervisors use a variety of communication strategies, have fair supervision decisions, have comprehensive knowledge of successful teaching techniques [43]. Their supervisors also have a background in supervisory techniques and supervisors are also able to improve the standard of teaching in the classroom and are in line with the elements described in [29] questionnaire.…”

Identifying Improvements in Teaching and Learning via Supervision Support: A Pragmatic Perspective

“…In this regard, studies affirm that the quality of education to some extent depends on the quality and quantity of supervision support offered to teachers in schools (De Grauwe & Carron, 2011a;UNESCO, 2015b). Furthermore, supervisory support to teachers has the potential to improve classroom practices by improving the quality of teachers' teaching skills, leading to student success by way of improving teachers' professional growth and work performance (Baffour, 2011;Daud et. al., 2018;Kholid & Rohmatika, 2019;Mofareh, 2011;Mukoro & Pupu, 2013;Pajak, 2001).…”