scholarly journals Exploring the Instructional Supervision Practices of School Principals in the Midlands Province of Zimbabwe

2020 ◽  
Vol 8 (9) ◽  
pp. 474-481
Author(s):  
Willard Nyathi ◽  
Caxton Shonhiwa
Keyword(s):  
School Principals ◽  
Instructional Supervision ◽  
Midlands Province ◽  
Supervision Practices

scholarly journals Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

2018 ◽  
Vol 14 (28) ◽  
pp. 128
Author(s):  
Rose Mwanza ◽  
Lucia Musyoka
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Secondary Schools ◽  
Random Sampling ◽  
School Principals ◽  
Poor Performance ◽  
School Principal ◽  
Instructional Materials ◽  
Instructional Supervision ◽  
Supervision Practices

This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

scholarly journals Comprehensive or Implementable? A Review of Y. Bouchamma, M. Giguère and D. April’s, Pedagogical Supervision Standards: A Conceptual Framework

2021 ◽  
pp. 95-99
Author(s):  
Darryl Hunter
Keyword(s):  
Conceptual Framework ◽  
School Principals ◽  
Instructional Supervision

I argue in this book review that the authors have created a readily implementable framework for school principals' in their instructional supervision tasks, by virtue of not attempting to become comprehensive.

scholarly journals MANAGEMENT SUPPORT PRACTICES TO PROMOTE TEACHERS’ INSTRUCTIONAL IMPROVEMENT FOR SUSTAINABLE DEVELOPMENT IN SECONDARY EDUCATION

2020 ◽  
pp. 170-175
Author(s):  
Akinfolarin Akinwale Victor ◽  
Professor Uche Grace Emetarom
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
School Principals ◽  
Instructional Improvement ◽  
Secondary School Principals ◽  
Management Support ◽  
Anambra State ◽  
Supervision Practices ◽  
Support Practices

This study ascertained the principals’ management support practices to promote teachers’ instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six education zones in Anambra Statenamely:Aguata,Awka,Nnewi,Ogidi,Onitsha and Otuocha.The study population comprised 257 principals in public secondary schools in the six education of the State. No sampling was used due to the manageable size of the population. The instrument used for data collection is a structured 15 items researchers’ developed instrument titled; Principals’ Management Support Practices to Promote Teachers’ Instructional Improvement Questionnaire (PMSPTIIQ). The face validation of the instrument was established by three research experts. The Cronbach alpha was used to determine the reliability of the instrument. Coefficient value of 0.84 was obtained. Data were analyzed using mean and standard deviation. The findings of the study revealed among others that secondary school principals in Anambra State do not engage in instructional supervision practices of observing classroom instruction to ensure curriculum coverage, monitoring teachers’ compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation. The study also found out that secondary school principals’ do not engage in adequate motivational practices to promote teachers’ instructional improvement for sustainable development in secondary education in Anambra State. Based on the findings, it was recommended that school administrators’ should always engage in instructional supervision practices by observing classroom instruction to ensure curriculum coverage, monitoring teachers’ compliance to school schedules, meeting regularly with teachers to discuss instructional challenges and providing feedback to teachers after class observation among others. Conclusion was drawn. KEYWORDS: principals’, management support practices, instructional improvement, sustainable development

scholarly journals Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

2018 ◽  
Vol 8 (2) ◽  
pp. 115-124
Author(s):  
Ngemunang Agnes Ngale Lyonga
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Instructional Supervision ◽  
Head Teachers ◽  
Supervision Practices ◽  
Descriptive Survey ◽  
The Impact

Abstract This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

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