Implementation of Instructional Supervision in Secondary School: Approaches, Praspects and Problems

Abstract

Article InformationSupervision is critical in the development of any educational program in both developed and developing countries including Ethiopia. In education, the role of educators has undergone dramatic shifts in the recent past. Many teachers, especially pupil-teachers and newly qualified teachers may not have mastered or developed sufficient skills for effective teaching; hence, there is a need for instruction in the live classroom to be supervised. This paper included and discuss different possible approaches/technique i.e. Clinical Supervision, Collegial Supervision, Self-directive supervision, Informal Supervision etc. With regards to this, it is also discussed about prospects and problems of instructional supervision in various aspects. The teachers' perception also reflects towards implementation of instructional supervision. Teachers may perceive supervision as a worthwhile activity if supervisors give teachers security by backing their judgments even though at times a teacher's judgment can be wrong. Teachers must feel that the supervisor is there to serve them and to help them become more effective teachers. Indeed in secondary schools the nature of instructional supervision is constrained by the subject specialization of the supervisor. Supervisors who have been teachers of languages cannot assess the students' performance in mathematics, nor offer teachers of mathematics the kind of professional support they need. For many teachers, supervision is a meaningless exercise that has little value other than completion of the required evaluation form performance for decision of their promotion, transfer and to stop their increments if necessary.

Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana

“…The study found regular classroom visitation by school heads provided opportunity for headteachers to interact with teachers to know what exactly goes on in the classroom and ensured teachers performed instructional delivery activities as expected. The study by Panigrahi (2012) also established that feedback offered by school heads, helped teachers to rectify anomalies in their instructional delivery process and high standards in their role performance. In the Ghanaian context, the findings imply that effective lesson planning and lesson delivery supervision by school heads is likely to enhance teacher role performance and improve students' academic performance in public senior high schools.…”

“…Considering the case of Kenya, findings of a study by Wanzare (2011) on instructional supervision in public secondary schools showed that school heads' direct supervision improves the quality of teachers and teaching, facilitates students' academic performance and provides the opportunity to monitor teachers' instructional work. Panigrahi's (2012) study on implementation of instructional supervision in secondary schools in Ethiopia found that classroom visits enable head teachers to interact with teachers, determine whether teachers are issuing sound instruction and provide feedback to help teachers correct highlighted issues. In the case of Nigeria, a study by Asiyai (2009) showed that regular instructional supervision practices of the school head through direct supervision of teachers led to improvement in teacher lesson preparation, regular and punctual class attendance and participation in school community relations.…”

School Inspection Practices - Evidence from Secondary Schools in Western Uganda

“…A question therefore arises as to whether these inspectors have the expertise to improve each teacher's pedagogical practice. This practice contradicts Panigrahi's (2012) finding that indicated "… instructional supervision is constrained by the subject specialisation of the supervisor." (Pg.…”

Towards Enhancing Effective Instructional Supervision in Technical Colleges in Ogun State, Nigeria

“…Similarly, Oyewole and Alonge (2013) affirm that instructional supervision is one of the several techniques employed in achieving educational objectives. Therefore, instructional supervision enables teachers to discover self with reference to pedagogy, improvisation and use of relevant instructional materials (Panigrahi, 2012). Also, Eze cited in Onumah (2016) sees instructional supervision as all the programme activities and actions initiated by the school administrator to improve instructional process.…”