Influence of Teachers' Educational Qualification on Their Attitude towards Supervision in Keiyo North Sub County, Kenya 1. Introduction Enlightening observation is the procedure or act of ensuring that the policies, principles and methods established for achieving the objectives of education are properly and successfully carried out (Dor, 2012). It entails employing expert principles to superintend, weigh and collaboratively to promote the prevailing situations of training. According to Sergiovanni and Starratt (2010), supervision constitutes an opportunity for teachers to develop their capacities towards contributing to students' academic success. Supervision helps educators to encirclement all happenings that are concentrating unambiguously towards establishing, maintaining and improving teaching and learning processes in schools. Its aim is to ensure the quality and objectives of Ministry of Education are achieved (Adenaike & Adebanjo, 2013). According to Dor (2012), supervision can be seen as a way of advising, guiding, refreshing, encouraging, stimulating, improving and overseeing people with the aim of enriching their working links. In most cases, school supervisors perceive their duty as an indispensable force to improve teachers' productivity. Conversely, often, instructors being superintended distinguish supervision as provocation by the overseers. These discernments have been accredited to the practice of old-fashioned methodologies of supervision by eminence workforces, which are pigeonholed by fault-finding, objectionable disparagements and denunciation of instructors (Adenokun, 2010). Instructors' insolences towards supervision constitute a significant influential factor of eminence in edification. Instructors' recognition and collaboration with supervision modus operandi, approaches, facsimiles and progressions offer a prospect for charming in operative instructional supervision accomplishments (Wanjiru, 2015). Nevertheless, utmost instructors recognize superintendents with contempt which attends to aggravate their deleterious insolences towards supervision (Okumbe, 2011). In technologically advanced realms, supervision has been recounted as actuality better systematized and well-coordinated. In the United States of America (USA), for example, supervision is done through surveillance of lecture theatre instruction, scrutiny of pragmatic records and face to face interface of the overseer and the instructor (Webb, Metha & Jordan, 2010). In USA, supervisors accentuates on engagement of peer appraisal between school administrators and instructors. Nonetheless, fault-finding and ill-treatment practices apprise instructors' destructive insolences concerning supervision. This is for the intent that instructors feel beleaguered when they are found impromptu, which makes them to disinclination the instructional supervision isometrics (Webb et al., 2010). In France, schools' super vision and scrutiny engross demanding methodologies (Glickman & Gordon, 2010). The instruction progressions are fundamentally well...
Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.
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