2021 HeadTeachersInstructionalSupervisoryPractices Mushtaq Ahmad
2021 HeadTeachersInstructionalSupervisoryPractices Mushtaq Ahmad
2021 HeadTeachersInstructionalSupervisoryPractices Mushtaq Ahmad
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Abstract
Introduction
Literature Review
& Thuo, (2017) discussed that to meet the professional needs of teachers,
help, trust and cooperation by the head teachers is necessary and
performance may be enhanced by advising and helping the teachers by
collaboration.
Professional Development: Schools are the main places where
children and youth go through formal educational process. Improvement
of students’ learning is the major purpose of a school. According to Sheng,
& Basaruddin, (2014) better teaching improves student performance. The
role of head teacher cannot be minimized in the promotion of school
performance. Head teachers monitoring is one of the works that help
teachers for professional development and improvement in teaching
learning process (Chen, 2015).
Leadership Skills: Leadership skill of school head teachers is often
the key factor of difference between effective and ineffective schools
(Laila, 2015). With good leadership skills, school head teachers can
encourage teachers to promote positive school environment with high
quality teaching learning process; educational and non-academic
activities; two-way communication; accountability; teacher-student
relations; Knowledge of behavior; and relationship between schools and
community (Lee, & Li, 2015).
Assistance and Support: The support given by head teachers, other
teachers to their colleagues and the commitment of the teachers are linked
to the improvement in quality of education (Darishah, Daud, & Omar,
2017). It can be concluded that supervision of instruction is directly linked
with the commitment of teachers.
Oversight Responsibility: Instructional supervision is one of the
ways through which school administrators try to achieve the quality
performance and results. It is the quality control tool in the school system
that focuses primarily on achieving the proper expectations of the society
from the school (Cedefop (2015)). Teachers need the necessary help in
implementing instructional programs. Therefore, principal or head teacher
of the school need to be involved in the process of educational programs
through the supervision of teachers' teaching (Fessehatsion, 2017).
Inspection: It is one of the principal's tasks that examine teachers
and students at school (Ampofo, Onyango, & Ogola, 2019). Earlier the
school principal as supervisors was tagged as inspector and they were
responsible to interact directly with teachers to guide them for their
instructions and performance (Comighud, Futalan, & Cordevilla, 2020).
Hindrances: Hindrances are also part of monitoring. Supervisor
and supervision can see conflicts. Conflicts can hinder the partners
positively or negatively. It depends upon Head teachers’ wisdom that he
passes or uses conflicts. It is important for supervisors to learn techniques
Head Teachers’ Instructional Supervisory Practices… 63
Methodology
The study was correlational and data was collected using survey
technique.
Population and Sampling: According to the feasibility of time,
resources and financial constraints this study was delimited to all the
Ahmad, Samee & Khalid 64
Mean score = less than 2.5 = low or poor Mean score = 2.5 – 3 = Satisfactory
Mean score = 3.1 – 3.5 = Good Mean Score = 3.6 – 4 = Very Good
Mean Score = 4.1 – 5 = Excellent
Head Teachers’ Instructional Supervisory Practices… 65
Mean score = less than 2.5 = poor Mean score = 2.5 – 3 = Satisfactory
Mean score = 3.1 – 3.5 = Good Mean Score = 3.6 – 4 = Very Good
Mean Score = 4.1 – 5 = Excellent
Results
The results from the analysis are presented in the following tables.
Table 1
Instructional supervisory practices of head teachers
Factors SA AG UN DA SDA Mean SD
f (%) f (%) f (%) f(%) f(%)
1. Collaboration 101 162 30 59 16
3.69 1.1
26.9% 43.2% 8% 15.73% 4.27%
2. Professional 153 187 17 13 5 4.25 .94
Development 40.8% 49.9% 4.5% 3.5% 1.3
3. Leadership skills 148 182 22 19 4
4.2 .83
39.4% 48.5% 5.8% 5.06% 1.06%
4. Assistance & support 130 197 23 18 7
4.13 0.85
34.6% 52.5% 6.1% 4.8% 1.86%
5. Oversight 141 208 13 9 4 4.26 0.72
Responsibility 37.6% 55.5% 3.5% 2.4% 1.06%
6. Inspection 141 208 13 9 4
4.26 0.7
37.6% 55.5% 3.5% 2.4% 1.06%
7. Hindrances 126 180 37 26 6
4.05 0.92
33.6% 48% 9.8% 6.93% 1.6%
8. Overall motivation 940 1324 155 153 46
4.12 .86
35.9% 50.57 5.9 5.8 1.75
Table 1 shows that 70% of head teachers with supporting mean score
3.69 and SD = 1.1, agreed and strongly agreed for collaboration factor of
head teachers’ supervisory practices. 90.7% of head teachers with
supporting mean score 4.52 and SD = 0.9, agreed and strongly agreed for
professional development factor; 88% of head teachers with supporting
mean value 4.2 and SD = 0.83, agreed and strongly agreed for leadership
skills factor; 87% of head teachers with supporting mean score 4.13 and
SD = 0.85, showed better response for assistance and support to teachers
factor; 93% of Head teachers with supporting mean score 4.52 and SD =
0.69, responded better both for oversight responsibility factor and
inspection factor and 82% of head teachers with supporting mean score
4.05 and SD = 0.92, responded better for hindrances factor of head
teachers’ instructional supervisory practices. Overall 86.6% head teachers
Ahmad, Samee & Khalid 66
with supporting mean score 4.2 and SD=0.86 agreed and strongly agreed
about better instructional supervisory practices.
Table 2
Head teachers’ instructional supervisory practices’ level
Level Mean range Frequency Per cent Mean SD
Table 3
Teachers’ motivation
Factors SA AG UN DA SDA Total Mean SD
f (%) f (%) f (%) f(%) f(%) f(%)
1. Intrinsic 352 642 166 133 57 1350
3.81 1.02
Motivation 26.07% 47.5% 12.3% 9.8% 42.1% 100%
2. Extrinsic 441 610 121 125 53 1350
3.93 1.04
Motivation 32.67% 45.17% 8.96% 9.25% 3.93% 100%
Table 3 shows that 74% of teachers with favouring mean score 3.81
and SD = 1.02, opined for their intrinsic motivation while 78% of teachers
with favouring mean score 3.93 and SD = 1.04, claimed for their extrinsic
motivation.
Table 4
Overall motivation level of Secondary school Teachers
Level Mean range Frequency Percent Mean SD
Poor >2.5 6 2.7%
Satisfactory 2.5 – 3 19 8.4%
Good 3.01 - 3.5 61 27.1%
3.65 0.95
Very good 3.51 – 4 100 44.4%
Excellent 4.01 – 5 39 17.3%
Total 225 100.0%
Head Teachers’ Instructional Supervisory Practices… 67
Table 5
Relationship between head teachers’ instructional supervisory practices
and teachers’ motivation
Variables N Pearson r Sig.
Head teachers’ instructional supervisory
75
practices 0.525 .000
225
Teachers’ motivation
Discussions
Conclusions
The study was carried out to find out the relationship between
Government Secondary school head teachers’ instructional supervisory
practices and teachers’ motivation in teaching in the Government
Secondary schools of District Sargodha. Conclusions drawn from data
analysis and findings are as follows:
i. Majority of the head teachers’ views were that they were performing
excellent in instructional supervisory practices and its factors such
that professional development, leadership skills, assistance and
support, oversight responsibility and inspection factors in
government secondary schools. But head teachers were a bit lesser
in the collaboration and hindrances factor of instructional
supervisory practices.
ii. According to the teachers’ views majority of them had excellent or
very good level of motivation. However, a handsome number of
teachers have good level of motivation.
iii. There was a significant, positive and moderate relationship between
head teachers’ instructional supervisory practices and teachers’
motivation. It means that head teachers’ instructional supervisory
practices motivate the teachers for teaching.
Recommendations
References