A STUDY ON INSTRUCTIONAL SUPERVISION BY PRINCIPALS IN TYPE 1C AND TYPE 2 SCHOOLS IN SRI LANKA
DOI:
https://doi.org/10.20319/pijss.2019.53.406422Keywords:
Instructional Supervision, Type 1C Schools, Type Two Schools, PerceptionAbstract
The main purpose of this study was to examine how principals’ engage in instructional supervision in Type 1C and Type 2 school in Sri Lanka. Three research questions were used to guide the study to a rational conclusion. Mixed Method was adopted in the study in order to triangulate data. Both questionnaire and semi structured interview schedules were used to obtain relevant data from 150 teachers, 10 principals and 10 sectional heads in 10 selected Type 1C and Type 2 schools using the simple random sampling techniques. Tables, percentages and graphs were used to analyze quantitative data and the qualitative data was analyzed by using thematic analysis and answer the research questions. The findings revealed that all the principals in the type 1C and Type 2 schools have positive perception about the role of instructional supervision and have formed an instructional supervisory team including the principal. However, the study revealed that the majority of principals in the type 1C and Type 2 schools do not engage in role of instructional supervision due to the major challenge of having engage in general administration roles than the instructional roles. The study further revealed that the existing internal supervisory team engage in instructional supervision role rarely and do not conduct post observational discussions which facilitate teachers to identify their strength and the areas that need further improvement. It is, therefore, recommended that, the principals need to carry out an adequate instructional supervision of teachers so as to improve their teaching skills and professional development.
References
Akinbode, A. I. & Al Shuhumi, S. R. A. (2018). The Principalship in the Twenty First Century. PUPIL: International Journal of Teaching, Education and Learning, 2 (2), 137 148. https://doi.org/10.20319/pijtel.2018.22.137148
Alfonso, R. J., & Firth, G. (1990). Supervision: Needed research. Journal of Curriculum and Supervision, 5(2), 181-188.
Andrews, R., & Soder, R. (1987). Principal leadership and student achievement. Educational Leadership, 44, 9-11.
Blase, J. and Blasé, J. (2004). Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning. Thousand Oaks, CA: Corwin Press.
Blasé, J. and Blasé, J. (2000). Effective Instructional Leadership: Teachers' perspective on how principals promote teaching and learning in schools. Journal of Educational Administration, 38 (2), 130-141. https://doi.org/10.1108/09578230010320082
Blase, J., (2004). Handbook of instructional leadership: How successful principals promote teaching and learning. 2nd ed., Thousand Oaks, CA: Corwin Press.
Blasé, J., Blasé, J. & Phillips, D.Y. (2010). Handbook of school improvement: How high performing principals create high-performing schools. Thousand Oaks, CA: Corwin Press. https://doi.org/10.4135/9781483350349
Clarke, V. B. (1995). Teacher evaluation policy: Impacts study. The Canadian School Executive, 14(7), 8-13. https://doi.org/10.1080/0332331950140105
Cogan, M. (1973). Clinical supervision. Boston: Houghton Mifflin.
Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th Edition).
Cohen, L., Manion, L. and Morrison, K. (2013). Research Methods in Education, Taylor & Francis.
Creswell, J.W, (2007) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Prentice Hall, 3rd Edition, 2007.
Creswell, J. (2003) “Mapping the developing landscape of mixed methods research”, in in Sage Handbook of Mixed Methods in Social & Behavioral Research, Tashakkori, A. and Teddlie, C. (Eds) 2010, Sage, California, pp 45-68. https://doi.org/10.4135/9781506335193.n2
Creswell, J.W. (2013) Research Design: Qualitative, Quantitative and Mixed Method Approaches, Sage Publications.
Creswell, J.W. and Plano Clark, V.L. (2007) Designing and Conducting Mixed Methods Research, Sage, Thousand Oaks, California.
Darling-Hammond, L., & Youngs, P. (2002). Defining highly qualified teachers: What does scientifically-based research, tell us? Educational Researcher, 31(9), 13–25. https://doi.org/10.3102/0013189X031009013
Farrell, T. S. C. (2011). Keeping SCORE: Reflective practice through classroom observations. RELC Journal, 42(3), 265-272. https://doi.org/10.1177/0033688211419396
Fullan, M. (2005). Leadership & sustainability, systems thinkers in action. Thousand Oaks, CA: Sage Publications
Garman, N. B. (1986). Clinical supervision: Quackery or remedy for professional development. Journal of Curriculum and Supervision, 1(2), 148-57.
Goldhammer, R., Anderson, R., & Karjewski, R. (1980). Clinical supervion: Special methods for the supervision of teachers. New York, NY: Rinehart, and Winston.
Goldsberry, L.F. (1998). In G.R. Firth & E.F. Pajak (Eds.), Handbook of research on school supervision (pp. 428-462). New York: Macmillan.
Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of the empirical research. Educational Administration Quarterly, 32(1), 5-44. https://doi.org/10.1177/0013161X96032001002
Hargreaves, D.H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement,6(1), 23-46. https://doi.org/10.1080/0924345950060102
Kutsyuruba, B. (2003). Instructional supervision: Perceptions of Canadian and Ukrainian beginning high-school eachers (Master’s thesis). Saskatoon: University of Saskatchewan. [Online] http://library2.usask.ca/theses/ available/etd-09052003-134303/
Kvale S, Brinkmann, S (1996) Interviews – Learning the Craft of Qualitative Research Interviewing, Second Edition. London Sage Publication, London: Sage Publications.
Newby, P. (2010) Research Methods for Education, London: Pearson.
Opie, C. 2004. Presenting Data, in Doing Educational Research: A Guide to First-Time Researchers, edited by C. Opie. London: Sage Publications: 131-161. https://doi.org/10.4135/9781446280485
Orbeta , E. D. & Decano, R.S ., (2019). Factors Associated with Students’ Performance in English in the Implementation of Spiral Progression. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 45 -70 https://doi.org/10.20319/pijtel.2019.31.4570
Peretomode, V.F. (2001). Principles and techniques of instructional supervision. In: V.G. Peretomode (Ed.). Instructional to educational administration planning and supervision. Lagos: Joja Educational Research and Publishers, 17-25.
Poole, W. L. (1994). Removing the “super” from supervision. Journal of urriculum and Supervision, 9(3), 284-309.
Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition. Boston: McGraw-Hill.
Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition. New York, NY: McGraw-Hill
Sergiovanni, T.J. & Starratt, R.J. (2006). Supervision: A redefinition. Boston, M.A: Mc GrawHill.
Sergiovanni, T.J. & Starratt, R.J. (2006). Supervision: A redefinition. Boston, M.A: Mc GrawHill.
Smylie, M.A. (2010). Continuous school improvement. Thousand Oaks, CA: Corwin Press.
Spaulding. S. (2001). Supervision and support services in Asia. Comparative Education Review, 45(2), 280-283. https://doi.org/10.2307/1188897
Tashakkori, A., and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage Publications.
Witziers, B., Bosker, R.J., & Kruger, M.L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425. https://doi.org/10.1177/0013161X03253411
Witziers, B., Bosker, R.J., & Kruger, M.L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425. https://doi.org/10.1177/0013161X03253411
Zepeda, S. J. (2007). Instructional supervision: Applying tools and concepts. [Online] www.eyeoneducation.com/
Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purpose: What do teachers need, want, and get from supervision. Journal of Curriculum and Supervision, 14(1), 68-87.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
