This book comprises five chapters. Every chapter focuses on a specific topic. Chapter one defines supervision and describes its classification in details with application. Different empirical studies , theories and models are analysed for clearer understanding on supervision.
Chapter two has the details of contribution of supervision in educational sector especially in the areas teachers’ preparation to become a better classroom teacher. Chapter three portraits the scenario of supervisory practices in Malaysian schools in the areas of supervisory tasks, directive supervision, collaborative supervision, and non-directive supervision.
Chapter four is the result of an inquiry in Malaysia to find the level of engagement of teachers in supervisory practices while Chapter five is the result of investigation of the impact of supervision on teacher development in Malaysian perspective. This book includes Malaysian cases to see to what extents supervisory theories link to practices.
Table of Contents
CHAPTER 1 Supervision and its classification
Concept of Supervision
Models of supervision in Education
Clinical supervision
Developmental Supervision
Differentiated Supervision
Contextual Supervision
Peer Supervision
Supervisional research in Education
Chapter 2: Supervision and Teachers’ Development
Supervision in Education
Supervision and Teachers’ attitude
Supervision and Teachers’ performance
Chapter 3 School Supervision: A case from Malaysia
Supervision in Malaysia
Scenerio of Supervisory Practices in Malaysia
Practices of Directive Supervision in Malaysia
Practices of Collaborative Supervision in Malaysia
Practices of Non‐Directive Supervision in Malaysia
Chapter 4 Supervision and Teachers’ Engagement- A case from Malaysia
Level of Teachers’ Awareness
4.9 Teachers’ Attitude towards Supervision
Supervision and Scenario of Teachers’ Performance
Chapter 5 Impact of Supervision: A case from Malaysia
The impact of supervision on teachers’ attitude
The impact of supervision on teachers’ performance
Conclusion
Research Objectives and Thematic Focus
The primary objective of this work is to explore the impact of various school supervision practices on teachers' professional performance and attitudes, specifically focusing on the educational landscape in Malaysia. The research seeks to identify how supervisors balance administrative requirements with developmental guidance to enhance instructional quality.
- Evolution of supervision models from inspection to developmental support.
- Teachers’ perceptions and attitudes regarding supervision processes.
- Impact of directive, collaborative, and non-directive supervisory approaches.
- The relationship between supervisory practices and teacher classroom performance.
- Assessment of current supervisory challenges in Malaysian secondary schools.
Excerpt from the Book
Clinical supervision
There are many approaches to supervision such as the production, scientific approach, developmental supervision and clinical supervision. Clinical supervision is a people-centered approach (Linde, 1998) which focuses on formative evaluation (Sergiovanni and Starrat, 1998). This model replaces the traditional methods of supervision and aims to assist teachers improve their performance and further professional development (Bouchamma, 2007). At the same time, one of the pioneers of clinical supervision Cogan (1973) defines it as “… the rationale and practice designed to improve the teacher’s classroom performance. It takes its principal data from the events of the classroom. The analysis of these data and relationship between teacher and supervisor form the basis of the program, procedures and strategies designed to improve the students’ learning by improving the teacher’s classroom behavior.”
Coleman (2003) claimed that educational supervisions are known as clinical supervision. This supervision leads to a learning coalition that occurs between the supervisor and supervisee that enables the supervisee to learn therapeutic skills. This aims to teach skills, knowledge and attitude. While Acheson & Gall (1987) propose alternative name for clinical supervision as “teacher-centered supervision” rather than as there are no uncertainties of the process and who is in charge of the process. This is because this model is more like democratic approach which is opposite of directive approach.
Summary of Chapters
CHAPTER 1 Supervision and its classification: Provides an overview of the historical evolution of school supervision, transitioning from administrative inspection to professional development models.
Chapter 2: Supervision and Teachers’ Development: Examines the theoretical relationship between instructional supervision and the professional growth and performance of educators.
Chapter 3 School Supervision: A case from Malaysia: Analyzes the implementation of various supervisory practices within the Malaysian educational context, highlighting challenges and perceptions.
Chapter 4 Supervision and Teachers’ Engagement- A case from Malaysia: Investigates the level of teacher awareness and their specific attitudes towards the supervision they receive in schools.
Chapter 5 Impact of Supervision: A case from Malaysia: Presents the quantitative findings of the study regarding the statistical impact of different supervisory approaches on teacher performance and attitudes.
Key Words
Educational Supervision, Clinical Supervision, Teacher Performance, Professional Development, Instructional Improvement, Malaysia, Directive Approach, Collaborative Supervision, Non-directive Supervision, Teacher Attitude, Classroom Observation, School Leadership, Teacher Engagement, Action Research, Instructional Leadership.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on analyzing the impact of instructional supervision models—specifically directive, collaborative, and non-directive—on teachers' attitudes and classroom performance.
What are the primary thematic fields covered?
The study covers the evolution of supervision, teacher professional development, the influence of supervision on classroom instruction, and specific case studies within the Malaysian education system.
What is the main research objective?
The objective is to determine if supervision, as a mechanism of guidance, enables teachers in Malaysian schools to enhance their instructional effectiveness and professional growth.
Which scientific methodology is employed?
This is a quantitative study involving a sample of 200 teachers and 50 supervisors in Kuala Lumpur, utilizing 5-Likert-scale questionnaires and inferential statistical analysis, including multiple regression.
What does the main body discuss?
The main body discusses the transition from historical "inspection" models to modern "developmental" models, examines teacher perceptions of these roles, and presents data on the efficacy of different supervisory techniques.
Which keywords characterize this work?
Key terms include Educational Supervision, Teacher Performance, Professional Development, Instructional Leadership, and the specific supervisory approaches applied in Malaysian schools.
How does directive supervision differ from other models according to the study?
Directive supervision involves the supervisor taking a lead role in decision-making and providing explicit instructions, which the study suggests is still highly valued by novice teachers.
Why do some teachers exhibit negative attitudes toward supervision?
The study finds that many teachers perceive supervision as a fault-finding "inspection" process rather than a supportive developmental exercise, often leading to anxiety and a preference for working independently.
Does supervision significantly impact teacher performance in this study?
The empirical findings indicate that, overall, the chosen supervisory practices did not show a statistically significant impact on teacher performance, suggesting a disconnect between supervisory intentions and teacher outcomes.
What is the conclusion regarding supervisory impact in Malaysia?
The study concludes that while teachers are aware of the importance of supervision, current practices in many schools need improvement, as the perceived "judgmental" nature of these interactions often hinders professional growth.
- Arbeit zitieren
- Kazi Hoque (Autor:in), Malar Vili Subramaniam (Autor:in), Megat Ahmad Kamaluddin (Autor:in), Abdul Jalil Othman (Autor:in), 2016, Educational Supervision and Development, München, GRIN Verlag, https://www.grin.com/document/321868
