The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers

Veloo, Arsaythamby; Komuji, Mary Macdalena A.; Khalid, Rozalina

doi:10.1016/j.sbspro.2013.09.148

Cited by 58 publications

(52 citation statements)

References 2 publications

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“…Oye (2009) observed that teachers' classroom performance was highly affected by the use of instructional supervision as well as by the material suggested by the instructional supervisors. Veloo, Komuji, and Khalid (2013) also supported that clinical supervision makes teaching and learning more effective. Ghavifekr and Ibrahim (2014) verified that the head of departments' instructional supervisory role was positively correlated with teachers' job performance.…”

Section: Literature Review Instructional Supervisionmentioning

confidence: 80%

“…The school leaders as instructional supervisors are believed to bring improvement in their schools (Leithwood, Harris, & Hopkins, 2008). Researchers have linked educational instructional supervision with teachers' professional development (Kutsyuruba, 2003), teachers' effectiveness (Ikegbusi, Gloria, Eziamaka, & Nonye, 2016;Ghavifekr, & Ibrahim, 2014;Veloo, Komuji, & Khalid, 2013;Oye, 2009), quality enhancement (Samoei Sr.,2014;Mukoro, & Ogheneovo, 2013;Archibong, 2012) and teacher motivation (Esia-Donko, & Baffoe, 2018;Ariffin, Idris, & Abdullah, 2015;Ghavifekr, & Ibrahim, 2014). Kutsyuruba (2003) claimed that effective matching of supervision models to teachers' needs resulted in enhanced professional development.…”

Section: Literature Review Instructional Supervisionmentioning

confidence: 99%

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Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

Nasreen¹,

Shah²

2019

ASSRJ

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Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising of two scales, Instructional Supervisory Practices Scale (ISPS) and Work Extrinsic and Intrinsic Motivation Scale (WEIMS), was used to collect data from 530 teachers. Descriptive as well as inferential statistics were used to obtain results. The teachers’ perceptions regarding their leaders’ instructional supervisory practices and the level of teacher motivation were determined by computing mean and standard deviation. The Pearson Correlation (r) was computed to explore the relationship between six sub-scales of instructional supervisory practices and teacher motivation. The results of the study indicated a significant positive relationship between instructional supervision and teacher motivation. It is concluded that instructional supervision significantly contributes to teacher motivation.

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Section: Literature Review Instructional Supervisionmentioning

confidence: 80%

Section: Literature Review Instructional Supervisionmentioning

confidence: 99%

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

Nasreen¹,

Shah²

2019

ASSRJ

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“…Mette, Range, Anderson, Hvidston, & Nieuwenhuizen (2015); Mette et al, (2017) found in their study that supervision is very important to improve teachers' classroom instruction and it also relates to students' achievement. Another study conducted by Veloo, Komuji, & Khalid (2013) confirmed that supervision program helps teacher design a more effective teaching and learning process.…”

Section: Introductionmentioning

confidence: 87%

EFL Teachers’ Perceptions on Supervision Program as a Tool to Develop Teachers’ Professionalism

2018

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Teachers hold a very crucial role in education. Students’ success in academic life is very much influenced by teachers’ quality. One of the ways applied by most schools in Indonesia to assure their teachers quality is by conducting supervision program at the end or in the middle of semester. This study investigated teachers’ perception on the effectiveness of supervision program in relation to their professional development. This qualitative case study involved 4 EFL teachers teaching at various school levels; elementary school, junior high school and senior high school. The data were collected through interview and document analysis. The result of data analysis revealed that teachers hold positive attitude toward supervision program in helping them develop their professionalism in teaching. Schools need to maintain supervision program to make sure their teachers are well prepared in performing their duty. The participating teachers suggested for its meaningfulness, supervision program should be well designed. Teachers being observed and supervisor should have the same educational background.

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“…When a complete experience and perceive perform are carried out, the teacher can act as a canvasser in ongoing education. The selection of learning stratagems has an essential role in delivering learning material [33] [34]. Material appearances and physiognomies of students will resolve what strategies and learning methods are most suitable to be applied in a learning process [35].…”

Section: Figure 2 Lesson Study Cyclementioning

confidence: 99%

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

Rahardjanto¹

2019

Proceedings of the 6th International Conference on Community Development (ICCD 2019)

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Lesson Study (LS) which developed in Japan, has been adopted by various countries as a means of improving the learning process. The development of Lesson Study in Batu, East Java, is an effort to develop the quality of learning in schools on an ongoing basis. The research that has been carried out is a mix method research by observing informants, and school stakeholders who develop Lesson Study in Batu city and strengthened by quantitative field data. Questionnaire sheets for quantitative data give to the model teacher, observer, and headmaster. The results of this study concluded that the implementation of LSLC in Batu City qualitatively had several implementation constraints, but quantitative data showed that the application of lesson study in Batu city was able to improve the process and quality of learning.

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The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers

Cited by 58 publications

References 2 publications

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan

EFL Teachers’ Perceptions on Supervision Program as a Tool to Develop Teachers’ Professionalism

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

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