The Attitude of Basic School Efl Teachers and Supervisors Towards the Process of Supervision in Sulaimani City

Abstract

The current study is an extracted paper from an MA thesis that aimed to find out how Kurdish EFL instructors saw the effectiveness of their role as supervisors and how that perspective influenced their cognitive, behavioral, and affective scale of attitudes toward the decisions, made in the classroom concerning challenges which in this study, organically paves the way to examine the relationship between instructors' experiences as teachers and their views, feelings, and attitudes toward instructional leadership in Sulaimani City in Kurdistan region - Iraq. To conduct the study, a descriptive survey research design was employed and a concurrent type of mixed research method was used to enrich the data. The study was carried out in public basic schools in Sulaimani city using a simple random sampling technique. 365 randomly selected teachers filled out questionnaires and 8 supervisors were also included for the interview. Questionnaires and interviews were the main data gathering instrument for this study. Quantitative data collected through the questionnaire was analyzed by using mean scores, frequency, percentage, and independent sample t-test and SPSS version 20 was used for the analysis. Moreover, it aims to highlight the supervisors' perceptions and challenges they face in the implementation of this process, they are explored through a semi-structured interview. Findings of the study indicated that some supervisors display optimism regarding new supervision projects aimed at enhancing the educational system in Sulaimani city. Despite acknowledging certain drawbacks teachers exhibited a negative attitude towards basic school supervision in Sulaimani City and expressed dissatisfaction with how school-based instructional supervision was carried out, highlighting discrepancies in their approaches to fulfilling its objectives. Also, the results unveiled that teacher perceived their supervisors as inadequate in effectively carrying out school-based instruction supervision, leading to their dissatisfaction with the approaches employed in their schools. Furthermore, the study confirmed that various factors negatively impacted teachers' attitudes towards this process. These factors encompassed inappropriate supervisory approaches, supervisors' lack of essential skills and knowledge, diminished trust between teachers and supervisors, teachers' limited awareness of the importance and benefits of the process of supervision, inadequate feedback from supervisors, inadequate communications among teachers and supervisors, the influence of age and gender, as well as a lack of motivations and commitment among experienced teachers to engage collaboratively in implementation of basic school supervision.