Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia

Abstract

This study was carried out to determine the relationships between supervision and teachers’ performance and attitude in secondary schools in Kuala Lumpur, Malaysia. This is a quantitative study where the 5-point Likert-type-scale questionnaire was used to analyze data using descriptive and inferential statistics. Simple random sampling was used to select the respondents. This study entailed respondents from various schools in one of the districts in Kuala Lumpur which comprises 200 teachers and 50 supervisors. Descriptive statistics were used to describe the status of supervision practices, teachers’ attitude toward supervision, and teachers’ level of performance after supervision. Multiple regression analysis was used to test the relationships between supervision (supervisory practices–directive, collaborative, and nondirective approach) and teachers’ performance and attitude. The current status of supervisory practices, teachers’ attitude toward supervision, and teachers’ performance after supervision is found at moderate level in secondary schools in Malaysia. As a whole, supervisory practices are not correlated with teachers’ performance and attitude. But worthy to mention, directive supervision is positively and significantly related to teachers’ performance and attitude. This study result will benefit the policy makers, school supervisors and headmasters to choose the right kind of supervisory practices which can contribute to better teaching performance.

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

“…In this dimension, supervisors were tasked with providing motivation, support, and direction in order to help teachers grow more professionally and independently (Directorate General of Teachers and Education Personnel, 2016;Sudjana, 2012). This is in line with an opinion put forward by Brunelle et al (Hoque et al, 2020) that academic supervision aims to make teachers autonomous in running their teaching and learning processes. However, not all teachers are ready, this depends on their personal maturity and professionalism.…”

“…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.…”

“…However, not all teachers are ready, this depends on their personal maturity and professionalism. In another study, Brunelli et al (Hoque et al, 2020) categorize teachers into four types: first, teachers who depend on their supervisors and need to be directed to do whatever they need to do to solve problems; second, teachers who prefer to work with their supervisors in overcoming problems; third, teachers who use their supervisors as a theoretical resource for solving problems; Lastly, teachers who prefer to improve their own teaching through their experiences. This shows that the needs of each teacher are different.…”

The Effect of Training and Supervision on Teacher Performance through Teacher Competence as a Mediating Variable in Primary Schools

“…Supervision must be able to help and solve the problems experienced by the teacher (Altunay, Arlı, Öz, & Yalçınkaya, 2013). Supervision is an effort to improve teaching, including stimulating, selecting job growth and teacher development, and revising educational goals, teaching materials and teaching methods, and evaluations (Hoque., et al, 2020.…”

The Effect of Academic Supervision in Improving Teacher Performance: A Literature Review

“…Teacher performance is the ability and success of the teacher to carry out learning. There is a significant effect of teacher performance on teacher teaching abilities [12], [31]. Teacher performance can be seen through several indicators 1) ability to compile lesson plans; 2) the ability to carry out learning; 3) the ability to do interpersonal relationships; 4) ability to assess learning outcomes; 5) ability to carry out enrichment programs; 6) ability to implement improvement programs [33].…”