PERCEPTION OF CLASSROOM SUPERVISION BY SECONDARY SCHOOL

TEACHERS IN THE HARARE REGION

by

LILIAN CHIPO MPOFU

Submitted in partial fulfilment of the requirements for the degree

MAGISTER TECHNOLOGIAE: EDUCATION

in the

Department of Educational Studies

FACULTY OF HUMANITIES

TSHWANE UNIVERSITY OF TECHNOLOGY

Supervisor: Dr JL Wydeman

Co-supervisor: Prof C.J. White

November 2007

i

DECLARATION

I hereby declare that the dissertation submitted for the degree M Tech; Education at

Tshwane University of Technology, is my own original work and has not previously been

submitted to any other institution of higher education. I further declare that all sources

cited or quoted are indicated and acknowledged by means of a comprehensive list of

references.

Mpofu Lilian Chipo.

Copyright © Tshwane University of Technology 2007

ii

Dedication

I dedicate this document to:

My husband, Gilbert,

my son, Desmond,

and

all my friends and relatives.

iii

Acknowledgements

It is difficult to mention the names of all the people who, in one way or another, helped to

shape this study.

My first appreciation and gratitude goes to my Supervisor Dr J Wydeman of the

Department of Educational Studies at Tshwane University of Technology for his

guidance. Not only did he help to focus the study but he also heightened its research.

I am also grateful to Professor CJ White also of the Department of Educational Studies

Study at the Tshwane University of Technology for his guidance through lectures which

proved immeasuraby valuable in ensuring that the study met the necessary requirements.

All my colleagues who took part in the data gathering, the teachers and heads of schools

who returned the questionnaires back to me, deserve a collective and big thank you.

I would like to sincerely thank Mr Gudu who typed this study. Without his perseverance,

this study would not have taken shape.

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Abstract

The purpose of the study was to determine how teachers in secondary schools in the

Harare region perceive classroom instructional supervision. This was determined by

examining the supervisory activities and how teachers perceived them.

The study tried to establish teachers’ preferences for the supervisory activities such as the

frequency of supervision preferred, the experience of the supervisor as a teacher, and the

type of supervisor. It also sought to establish whether teachers were satisfied with

supervisory practices in their schools and also whether supervision was of any help to

them. The researcher found the survey method to be the most appropriate. Twelve

schools were randomly selected from the seventy schools in Harare. The major

instruments used were the questionnaire and the interview.

The major findings of the study were that by and large most teachers understood what

instructional supervision is all about. Teachers prefer the head of department to supervise

them and the supervisor should have more than 10 years in the teaching field. Teachers’s

perceptions of supervision were that it helped them if done in the right way and most of

them indicated that they welcomed post-instructional discussion with the supervisor but

did not want pre-lesson observation by the supervisor.

Most of the respondents showed that they were aware of what classroom instructional

supervision is. Here and there respondents could not give reasons when called upon to do

so in the questionnaire. Teachers were more forthcoming in the interviews but then these

interviews were very few.

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TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION PAGE

1.1 Introduction 1 1.2 Background 1

1.3 Preliminary literature study 2

1.3.1 What is supervision? 2

1.3.2 Images of instructional supervision 2

1.3.3 Organisational environment and climate for supervision in school 3

1.3.4 Perceptions of supervision by teachers 3

1.4 Statement of the problem. 5

1.5 Research questions 5

1.51 Grand tour question 5

1.5.2 Subquestions 5

1.6 Objectives of the study. 6

1.7 Research design 6

1.7.1 The qualitative approach 6

1.7.2 Quantitative approach 7

1.7.3 Population and sample 7

1.7.3.1 Population 7

1.7.3.2 Sample 8

1.8 Delimitation 8 1.9 Limitations of the study 8 1.10 Definition of terms 9

1.11 Significance of the study 9

1.12 The organisation of the study. 10

1.13 Summary. 11

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction 12

2.2 Definition of supervision 12

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2.3 Purpose of supervision 13

2.4 Models and theories of supervision 13

2.4.1 The traditional scientific image 14

2.4.2 The human relations image of supervision. 14

2.4.3 The neo-scientific image of supervision 14

2.4.4 The human resources image of supervision 15

2.4.5 Clinical supervision 15

2.5 Organisational environment and climate for supervision in schools 16

2.6 Perceptions of supervision by teachers 17

2.7 Classroom Visitation and Observations. 19 2.8 Post-instructional supervision conference or discussion 20

2.9 Summary 21

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction 22

3.2 Research design 22

3.2.1 A qualitative approach 22

3.2.2 A quantitative approach 23

3.3 Population and sample. 23

3.3.1 Population 23

3.2.2 Sample 24

3.4 Data collection techniques 24

3.4.1 Literature study 24

3.4.2 The questionnaire 25

3.4.3 The interviews 26

3.5 Data analysis 27

3.6 The validity, reliability and trustworthiness of the study 28

3.7 Summary 28

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CHAPTER 4: DATA ANALYSIS AND FINDINGS

4.1 Introduction 30

4.2 Interview data 30

4.3 Questionnaire data 32

4.3.1 Working experience of teachers 33

4.3.2 Meaning of instructional supervision 33

4.3.3 The relationship between working experience and definition of

supervision 34

4.3.4 The relationship between teacher qualification and understanding

of instructional supervision 35

4.3.5 Purpose of supervision of instruction 37

4.3.6 The usual supervisor 38

4.3.7 Supervisors preferred by teachers 38

4.3.8 Teaching experience of supervisors who usually supervise teachers 39

4.3.9 Preferred teaching experience of supervisors by teachers 40

4.3.10 Frequency of supervision of instruction 41

4.3.11 Preferred frequency of supervision by teachers 42

4.3.12 Notification of lesson to be observed 42

4.3.13 Planning lessons with the supervisor 43

4.3.15 Inhibition by supervisor’s presence 44 4.3.16 Post lesson observation discussion 45

4.3.17 New developments in the instructional methods 46

4.3.18 Satisfaction with current supervisory practices in schools 46

4.4 Summary 47

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion 49

5.2 Recommendations 51

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BIBLIOGRAPHY 54

APPENDIX A 56

APPENDIX B 62

APPENDIX C 63

APPENDIX D 64

LIST OF TABLES PAGE

Chapter 4

Table 4.1: Composition of respondents by qualification 32

Table 4.2: Working experience of the teachers 33

Table 4.3: Respondents’ perception concerning the meaning of instructional

supervision 34

Table 4.4: Relationship between working experience and definition of supervision 35

Table 4.5: The relationship between teacher qualification and perception of

instructional supervision 36

Table 4.6: Responses of teachers on purposes of instructional supervision 37

Table 4. 7: Response by teachers on the usual supervisor 38

Table 4.8: Supervisors preferred by teachers. 39

Table 4.9: Teaching experience of supervisors who usually supervise the teachers 40

Table 4.10: Preferred teaching experience of supervisors by teachers 40

Table 4.11: Frequency of supervision of instruction 41

Table 4.12: Preferred frequency of supervision by teachers 42

Table 4.13: Responses by teachers on planning the lesson with supervisor 43

Table 4.14: Inhibition by supervisor’s presence .44

Table 4.15: Satisfaction with current supervisory practices 46

Chapter 5

Table 5.1: Summary of findings 53

1

CHAPTER 1

INTRODUCTION

1.1 INTRODUCTION The practice of teacher supervision has been with us since the introduction of formal

education in Zimbabwe. Until recently, the concept of ‘supervision’ was known as

‘inspection’ which referred to that specific occasion when the whole school was

examined and evaluated as a place of learning. This is how supervision was perceived by

teachers. Whether teachers still perceive supervision in this way is what this study will

investigate.

1.2 BACKGROUND

In education, the role of educators has undergone dramatic shifts in the recent past. Many

teachers, especially student teachers and newly qualified teachers, may not have mastered

or developed sufficient skills for effective teaching; hence, the need for instruction in the

classroom to be supervised. How these teachers perceive supervision is what this study

will examine. The researcher in the course of her duties has heard both favourable and

unfavourable comments made by teachers about classroom instructional supervision. This

aroused her curiosity about whether something could be established about teachers’

perceptions of instructional supervision.

With large classes and a shortage of teachers, especially qualified and experienced

teachers, characterising most of our schools the researcher will examine the frequency of

supervision in schools and the experiences of teachers. Supervision of instruction is

perceived in different ways. In terms of the large classes, coupled with double sessions

and shorter periods of teaching, the researcher will carry out this study to identify and

establish the views of teachers prevailing in secondary schools in the Harare region.

2

Instructional supervision is very important to the development of education and it is

fitting to establish how it is perceived by teachers in the schools.

1.3 PRELIMINARY LITERATURE STUDY

1.3.1 What is supervision?

Supervision may be seen as a positive for programme improvement. Sergiovanni and

Starrat (1983:13) define supervision as a set of activities and role specifications specially

designed to influence instruction. This statement is supported by Martimore and

Martimore (1991:126) in Human Resource Module EMHSOOA (2004:39), who point out

that appraisal is a continuous systematic and purposeful two-way communication

between the appraiser and appraisee. From these definitions it can be seen that appraisal

or instructional supervision refers to the improvement of instruction as well as teacher

growth to improve the learning activities of the students.

Wiles and Lovell (1975) argue that teachers may view supervision or appraisal in

different ways. Some may view it as a positive force for programme improvement, whilst

some see it as a threat to the individuality of the teachers. Others still perceive it as a

source of inspiration, assistance and support.

Jones (1993:7) in Human Resources Module EMHSOOA (2004:39) points out that,

unless appraisal genuinely benefits the staff of the organisation, there is little point in

embarking on the scheme. Staff must feel that they are deriving some benefit from the

process, rather than seeing it as mere paperwork or a superficial exercise. One may

therefore conclude that appraisal should play a central role in the personal and

professional development of teachers, as well as the development of the institution at

large.

3

1.3.2 Images of instructional supervision

Basically, there are four images of instructional supervision. These are the traditional

scientific method image, the human relations image, the neo-scientific management and

the human resources image of appraisal. All these images can be practised at schools.

Cogan (1973:11) gives another image of instructional supervision as the “…clinical

supervision … in class supervision that proves powerful enough to give supervisors a

reasonable hope of accomplishing significant improvement in the classroom instruction”.

Clinical supervision refers to face-to-face contact of supervisors and teachers with the

double intention of improving instruction in the classroom and of improving professional

growth, which is a form of staff development.

1.3.3 Organisational environment and climate for supervision in school Supervision of instruction takes place in the classroom and more widely in the school as

an organisation. Squelch and Lemmer (1994:125) in Human Resources Module EMR500

(2004:49) emphasise the need to ensure that supervision takes place in a comfortable,

non-threatening environment. The success of the supervisory programmes depends on the

realisation by both the supervisor and the teacher that supervision does not take place in a

vacuum, but in an organisation. The school is a complex and unique organisation which

has characteristics of both bureaucracy and professionalism. Hence, it is very important

for teachers to be aware of this so that if certain supervisory activities are done in the

name of bureaucracy they can understand that it is all part of the official and accepted

system.

1.3.4 Perceptions of supervision by teachers

Generally, classroom observation or supervision is seen as a way of gathering

information for appraisal purposes. In this way, classroom supervision also improves the

quality of children’s education by improving the teacher’s effectiveness. Jones (1993:67

4

in Human Resources Module EMHSOOA 2004:39) also sees it as vital to look at what

actually happens within the classroom.

Jones (1993:69 in Human Resources Module EMH500A 2004:39) also emphasises the

need to have an agreed criterion so as to avoid arbitrary judgment. Classroom observation

appears to work best if set in a cycle of preparation, observation and feedback, hence the

need for the appraiser and appraisee to work hand in hand before and even after the

observation process.

In a study of supervision and teacher satisfaction, Fraser (1980:224) says that “… the

improvement of the teacher learning process was dependant upon teacher attitudes

towards supervision”. Unless teachers perceive supervision as a process of promoting

professional growth and student learning, the supervisory exercise will not have the

desired effect.

The need for discussing the lesson observed by the teacher and the supervisor is also seen

as vital. Kapfunde (1990) says that the teachers usually associate instructional

supervision with the rating of teachers.

Wiles and Lovell (1975) state that teachers may perceive supervision as a worthwhile

activity if supervisors give teachers security by backing their judgments even though at

times a teacher’s judgment can be wrong. Teachers must feel that the supervisor is there

to serve them and to help them become more effective teachers. Cogan (1973:16) states

that teachers seem to have some ambivalence about supervision because there is a “…

dramatic contrast between a strong commitment to the principle of supervision and a

stubborn, deep-seated distrust of direct supervisory intervention in the classroom”.

However Marks (1985) states that the concept of the educational supervisor has changed

over the years. Teachers regarded traditional supervisors as inspectors, who came on a

fault-finding mission to the teacher’s classroom. Contrasted with modern supervision,

some teachers manage to see the worthiness of the whole programme if the supervisors

are democratic and fair (Cogan 1973).

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1.4 STATEMENT OF THE PROBLEM.

Since the attainment of independence in Zimbabwe in 1980, the Ministry of Education

has introduced many policies. Some of them are as follows:

Education for all

Education with production

Introduction of more practical subjects, thus expanding the existing curriculum

Educators find it difficult to manage all these educational changes. Although many in-

service courses have been introduced, coupled with some staff development courses at

individual institutions, the need for classroom instructional supervision was seen as vital.

Classroom instructional supervision was put in place to monitor the implementation of

the new changes, to correct and practically adjust the new curriculum and also improve

the education of both educators and pupils. The research therefore aims at finding out the

views of educators in the Harare region on instructional supervision.

1.5 RESEARCH QUESTIONS

1.5.1 Grand tour question

What is the nature of the perceptions of Harare region secondary school teachers

concerning current instructional supervisory practice?

1.5.2 Sub-questions

What does the concept ‘instructional supervision’ mean to teachers?

How often do teachers prefer to be supervised?

Are teachers inhibited by the supervisor’s presence or not?

Should teachers get advance notification of classroom visits by the supervisors?

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Are teachers satisfied with the current supervisory activities at their schools?

1.6 OBJECTIVES OF THE STUDY

The main objectives are

to help teachers realise that supervision is a two-way communication that helps

develop the potential of teaching

to help teachers establish that supervision is a continuous and systematic process

that brings about professional development

to help teachers maintain a positive approach to supervision

to help teachers express their views on appraisal openly

to motivate, build confidence and stimulate interest in both the appraiser and

appraisee during instructional supervision

1.7 RESEARCH DESIGN

Leedy,P.D (1980:4) points out that research design is an outline of the stages designed for

the whole research process and the techniques employed in the data collection process,

together with the steps that will be taken to analyse data. The aim of a research design is

to plan and structure a given research project in such a manner that the eventual validity

of the research findings is maximised.

In this study, qualitative and quantitative approaches will be used.

1.7.1 The qualitative approach

The researcher employed a qualitative approach for this research. Instructional

supervision is happening in the real world of educators. The respondents will be

describing their everyday experiences relating to instructional supervision in their

institutions.

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White (2005:04) describes this type of research as that which is characterised by

interviewing, observation and description of the behaviour of a small number of cases,

hence the need for population sampling. Data collection is mainly collected through

ethnographic interviews. White (2005:104) gives these as “… open-response questions to

obtain participants’ opinions and reactions – how individuals experience their world and

how they explain or make sense of the important events in their lives”. Data analysis is

also mainly interpretive, involving the categorising of findings.

1.7.2 Quantitative approach

Leedy (1993:139) sees a quantitative approach as that which “… deals with data that is

principally numerical”. This approach involves the scientific method of inquiry that is

embodied in the problem-solving process. White (2005:94) describes the quantitative

research design as that which

• uses the idea of probability sampling, simple random sampling or systematic

random sampling

• involves structural observation, standardised interviews or questionnaires

• its data analysis involves inferential statistics or descriptive statistics

A descriptive research method will be used in order to test hypotheses and answer

questions concerning the current status of instructional supervision in the region.

1.7.3 Population and sample

1.7.3.1 Population

McMillan and Schumacher (2001:169) in White (2005) gives a population as, ” … a

group of elements or causes, whether individuals, objects or events, that conform to

specific criteria and to which we intend to generalize the results of the research”.

8

The population of this study consists of 4500 teachers in 70 schools in the Harare region

in Zimbabwe.

1.7.3.2 Sample

Generally, a sample comprises the elements of the population considered for actual

inclusion in the research. Probability sampling will be used to select 12 government

secondary schools. A probability sample is one which is selected according to probability

theory, typically involving the mechanisms of the random selection of elements within a

population. Ten teachers from each of the sample schools will therefore be involved.

1.8 DELIMITATION

The research will try to establish the perception of teachers of instructional supervision.

Therefore, in this study, not all aspects of will be discussed, but specific areas of

instructional supervision will be looked at. These areas are shown under the definition of

terms and objectives of the study. This inevitably leaves out some aspects of the concept

of instructional supervision outside the scope of this study. However, the researcher will

touch on other aspects related to this concept in so far as they will help to clarify the

issues to be discussed.

1.9 LIMITATIONS OF THE STUDY

The researcher faced many problems in carrying out this study. The researcher could not

carry out as many interviews as she wanted because of pressure of work associated with

her normal duties as a teacher. Thus, the researcher had to rely heavily on questionnaire

data.

9

1.10 DEFINITION OF TERMS

Perception

As used in this study “to perceive” means to see through something, to understand, to

become aware of or to take cognisance of something. This definition also incorporates

what Kapfunde, (1990) refers to as the intuitive recognition of something or the action of

the mind by which it refers its sensations to an external objects as their cause.

Teachers

These are teachers who have been trained at University or at Teachers Colleges. In this

study, the word “teacher” does not refer to student teachers or untrained teachers. The

term refers to qualified teachers only.

Instructional supervision

Instructional supervision refers to teacher supervision in the classroom as the teacher

teaches the pupils. In most schools, instructional supervision is popularly known as

lesson observation. Instructional supervision may involve lesson preparation with or

without the supervisor, actual observation of lessons by the supervisor and post-

instructional supervision discussion, if necessary.

1.11 SIGNIFICANCE OF THE STUDY

The importance of this study stems from the fact that it attempted to identify and

establish the views of teachers about supervision that are prevailing in our schools.

Supervision is important in the development of our educational system and the way in

which teachers perceive it is equally important. This study will also help teachers expose

their views about supervision.

10

This study may also be of value to educational offices in the region as they go about their

supervisory activities in the schools. The study is also important to decision makers in the

Standard Control and Curriculum Development of the Ministry of Education.

Supervision of instruction is important in Zimbabwe because it could improve the quality

of education. This is essential because we have very large classes. Because of large

classes there are many untrained teachers in our schools who need as much help as they

can from supervisors. Supervision can be of great benefit to them.

The new knowledge established from the findings can provide a sounder grasp of what

teachers want and how the teachers perceive the supervisory activities. The comparison

this study draws between what actually happens and what teachers want might point to

the direction in which supervisory activities should go in order for them to benefit the

teachers, supervisors and the educational system at large. It is also believed that by

identifying and establishing the perceptions of teachers concerning instructional

supervision, this study could boost their morale and confidence. Furthermore, the study

could stimulate more interest in structural supervision by the teachers.

1.12 THE ORGANISATION OF THE STUDY

The rest of the study will be structured a follows

Chapter 2

This chapter reviews the literature related to classroom instructional supervision and how

teachers perceive it. The chapter identifies the models of supervision and how they are

perceived by teachers and writers. A brief review of teachers’ perception of supervision

in the Zimbabwean context will also be discussed.

Chapter 3

11

Chapter 3 focuses on the method for carrying out the research. The research population

will be identified and the methods of sampling outlined. The two methods of carrying out

the study, that is, the qualitative and the quantitative approaches are discussed.

Chapter 4

This chapter presents data gathered by means of the interviews and questionnaires during

the research. Tables will be used as the main approach of data presentation.

Chapter 5

Chapter 5 dwells on the analysis and discussion of the findings. This chapter discusses

the salient features of the findings based on the questionnaires and the interviews and

gives the summary conclusions and recommendations.

1.13 SUMMARY

Chapter 1 discussed the statement of the problem, which is the perception of classroom

instructional supervision by teachers in the Harare region secondary schools. The

significance of the study has been discussed. Terms used in the study were also defined.

Finally the chapter discussed the population and sampling, delimitations, limitations and

organisation of the study.

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CHAPTER 2

LITERATURE REVIEW

2.1 INTRODUCTION

The chapter discusses what other authors have said about how teachers perceive

instructional supervision in the classroom. Information researched from books, journals

and magazines will be discussed. The chapter will start off by defining the concept of

supervision according to different authors and then discusses the way in which teachers

perceive it. Some models of supervisory behaviour will be briefly discussed as well.

2.2 DEFINITION OF SUPERVISION

Supervision may be seen as a positive force for programme improvement. Sergiovanni

and Starrat (1983:13) define supervision as a “… set of activities and role specifications

designed to influence instruction”. Ben Harris is quoted by Sergiovanni and Starrat

(1985:10) as saying that “… supervision of instruction is directed towards both

maintaining and improving the teaching-learning processes of the school”. Wiles and

Lovell (1975:6-8) have defined supervision of instruction as “… an additional behaviour

system formally provided by the organization for the purpose of interacting with the

teaching behaviour system in such a way as to maintain, change and improve the

provision and actualization of learning opportunities for pupils”. From all these

definitions it can be seen that supervision refers to the improvement of instruction and

also to teacher’s growth so as to improve pupils’ learning activities. Wiles and Lovell

(1975) state that teachers may view supervision differently. One may view supervision as

a positive force for programme improvement while another one may view it as a threat to

the teacher’s individuality. A third may view it as a source of assistance and support.

13

2.3 PURPOSE OF SUPERVISION

Boardman and Bent (1953) indicate that the main purpose of supervision is to bring out a

continuing improvement in the instructional programme. An increase in the numbers of

high school pupils and the scope of secondary education has brought with it instruction

problems which provide strong evidence of the need for supervision of instruction. The

high school teacher of today has more difficult instruction problems to deal with in such

matters as the method and material of instruction for widely different pupils. Therefore

there is a need for supervision of instruction. This means that the increasing complexity

and difficulty of teaching problems of high school teachers and the need for a supervisory

programme will be of assistance to the teacher in carrying out the teaching activities.

Teachers sometimes transfer from different schools; there is then the need to supervise

and orientate these teachers when they come into a new school. This also applies to

newly qualified teachers who need as much help as possible from the supervisor.

However, supervisory activities must be ongoing in the school. Supervision helps

teachers to see the real ends of education, to provide them with specific skills in lesson

delivery and to help them develop a positive attitude about professional development.

Supervision seeks to improve methods of teaching and learning. It aids, inspires and leads

the security that liberates the creative spirit. Harris (1985) states that supervision has the

purpose of influencing the teaching process and promoting pupil learning.

2.4 MODELS AND THEORIES OF SUPERVISION.

Sergivanni and Starrat (1983) identify four images of instructional supervision. These are

the traditional scientific management image, the human relations image, the ‘neo-

scientific management’ image and the human resources image of supervision. Cogan

(1973) gives the clinical supervision image. These images can be practised in schools.

14

2.4.1 The traditional scientific image

This image of supervision stands for dictatorial type of supervision. Sergiovanni and

Starrat (1983) describe this image as being autocratic in nature. The supervisor dictates

what is to be taught, how and when it should be taught. In this image the teacher must

follow what the supervisor does. There are clear lines of superordinate and subordinate.

The teachers are viewed as ‘appendages and subordinates’. This image of supervision is

not favoured by many teachers because it is oppressive and does not bring in the human

relations element. There is no democracy in this image. Briggs and Justiman (1952) refer

to this image as the authoritative or ‘tells’ style. It is prescriptive in nature. Indeed this

style is coercive; it therefore demoralises the teacher.

2.4.2 The human relations image of supervision.

According to Sergiovanni and Starrat (1983) the origins of this type of supervision date

back to the “democratic administration of the 1930s”. This image is a complete reaction

to the scientific management practice because teachers are now seen as human beings and

not as ‘objects or appendages’ of the administration. The most important issue here is to

satisfy the teachers as human beings; in this way it would be quite easy to lead and

control them during the supervisory programme. Teachers are made to feel happy and

comfortable. Sergiovanni and Starrat (1983) talk about “… personal feelings and

comfortable relationship” as the key feature of the human relations image of supervision.

This image can be seen in most supervisory programmes in the schools. However, it has

been criticised for being too permissive and focusing more on winning friends than the

improvement of instruction. It is still widely advocated and practised today although its

support has diminished. Human relations promised much but delivered little.

2.4.3 The neo-scientific image of supervision

This image is a result of the criticism of the human relations image of supervision and

provides a comparison between the traditional scientific management and human

15

relations approaches. There is focus on “control, accountability and efficiency”

Sergiovanni and Starrat (1983) state that this image emphasises the task dimension,

concern for highly specified performance objectives. All these things can be achieved but

it would be at the expense of the human element. Code words are ‘teachers’ competence’,

‘performance objectives’ and ‘cost-benefit analysis’. In this image, impersonal, technical

or rational control mechanisms substitute the face-to-face close supervision.

This image is too scientific and relies heavily on externally imposed authority and thus it

is unfavourable to teachers.

All these images of supervision do not highlight the importance of a teacher and the

teacher’s capabilities as an instructor of the learning programme. They lack trust and faith

in the teacher. This view gave rise to what Sergiovanni and Starrat (1983) refer to as

revisionist or unlighted supervision. This unlighted image of supervision is called the

human resources image of supervision.

2.4.4 The human resources image of supervision

Supervision is viewed as an end towards which teachers might desire to work. This end

can be achieved by doing meaningful work, which is an important aspect in effective

supervision. There is shared decision-making by the supervisor and the teacher. The

teacher is involved in the preparation and planning of the supervisory programme. This

provides the needed integration between persons and organisation as well as personality

and accomplishment.

2.4.5 Clinical supervision

This is another model of supervision, which Cogan (1973) writes about in great detail.

This model of supervision is defined by Cogan (1973:11) as “in-class supervision that

proves powerful enough to give supervisors a reasonable hope of accomplishing

significant improvement in the classroom instruction”. Clinical supervision also refers to

16

face-to-face contact with teachers with the double intention of improving instruction in

the classroom and of improving professional growth, which is a form of staff

development”

The focus of clinical supervision is on formative evaluation, which is intended to increase

the effectiveness of ongoing educational programmes. Clinical supervision involves

several phases which range from the initial planning of the lesson with the supervisor

through to the conference phase and lastly, planning for the next lesson to be observed.

However, the phases will depend on the nature of classroom activities, the time factor and

the beliefs of the teacher and of the supervisor.

Cogan (1973) also talks about the Johari Window where the supervisor must get to know

the teacher thoroughly including the inner self of the teacher. Actually, this model is

called ‘clinical’ in the sense that everything is done in greater detail. However, the

problem with this model is that there may be insufficient time such that the supervisor

might have problems in getting to know the teacher’s behaviour very well. Also, the

supervisor might have problems in protecting the teacher’s dignity when dealing with the

teacher’s inner self and outer self. Nonetheless, this model is very effective, especially for

beginner teachers.

2.5 ORGANISATIONAL ENVIRONMENT AND CLIMATE FOR

SUPERVISION IN SCHOOLS PUPILS

Supervision of instruction takes place in classrooms and more widely in a school

environment, which is an organisation. The classroom is an organisation as well. As a

result both the supervisor and the teacher can find themselves faced with problems that

accompany the life of a formal organisation like a school. The success of the supervisory

programmes depends on the realisation by both the supervisor and the teacher that

supervision does not take place in a vacuum but in an organisation. The school is a

complex and unique organisation, which has the characteristics of both bureaucracy and

professionalism. So it is very important for a teacher to be very aware of these issues so

17

that if certain supervisory activities are done in the name of bureaucracy they can

understand that it is all part of the official and accepted supervisory programme.

2.6 PERCEPTIONS OF SUPERVISION BY TEACHERS

In a study of supervision and teacher satisfaction, Fraser (1980:224) states, “the

improvement of the teaching–learning process was dependant upon teacher attitudes

toward supervision”. He says that unless teachers perceived supervision as a process of

promoting professional growth and student learning, the supervisory exercise will not

have the desired effect. This study came up with several findings about teachers’

preferences of supervisory activities. Many teachers indicated that they preferred

supervisors with more than fifteen years of experience. Most of these teachers were those

who taught higher levels at the high school and these teachers were highly qualified as

well.

Most teachers preferred discussions with their supervisors about the lessons observed.

They also pointed out that the supervisor should be caring, understanding and helpful.

The relationship between teacher and supervisor was expected to be collegial rather than

authoritarian. Kapfunde (1990) says that teachers usually associate instructional

supervision with the rating of teachers. He goes on to say that some teachers still perceive

supervision as a form of “… inspection and evaluation…” or more popularly

“snoopervision”. Kapfunde quotes Blumeng and Amidon (1965) who say that

“supervisors who emphasized indirect behaviour when supervising teachers tended to

receive high rating from teachers”. In Zimbabwe many teachers resent or even fear being

supervised because of the history of supervision, which has always been biased towards

evaluation or inspection. Acheson and Gall (1987) quoted by Kapfunde (1990) indicate

that teachers’ anxieties are almost universally aroused when a supervisor comes to

classroom as a rater or if the purpose of the supervisors’ visits is unknown. These

sentiments are of relevance to our Zimbabwean situation where supervision is usually

done to rate teachers.

18

Wiles and Lovell (1975) state that teachers can perceive supervision as a worthwhile

activity if the supervisor gives teachers security by backing their judgments even though

at times the teacher’s judgments are wrong. Teachers want to be treated fairly in these

supervisory activities. Greenfield (1987) says that teachers can perceive supervisors as

people who control their destiny. Teachers must feel that the supervisor is there to serve

them and to help them to become more effective teachers.

Cogan (1973:15) says that one of the most important factors that affect supervision

effectiveness is the “unclarified, ambivalent relation of teachers to supervisors”. He goes

on to say that “… teachers as a whole saw the supervisor’s job as to effectively bar

himself from many areas of direct action with the teacher out of fear of arousing

resentment and distrust”.

Teachers seem to have an ambivalence about supervision because there is a “dramatic

contrast between a strong commitment to the principle of supervision and a stubborn,

deep-seated distrust of direct supervisory intervention in the classroom” (Cogan 1973:16)

However, Marks (1985) states that the concept of the educational supervisor has changed

over the years. Traditional supervisors were seen as inspectors by the teachers, who came

on a fault-finding mission to the teachers’ classroom. These writers say that “ …

euphemisms have crept into professional vocabulary as though the supervisor by using

new terms could avoid the connotations of snoopervision”. Historically, teachers saw

themselves as instruments that could be closely supervised to ensure that they carried out

methods of procedure determined by the supervisors mechanically.

Over the years this attitude has been noted and still exists among teachers, but some

teachers now see the more positive aspects of supervision. For example, Cogan (1973)

says that some teachers now view supervision as part of the administration of the school

and also as a necessary activity, which must be done. Teachers also see the worthiness of

the whole programme if the supervisors are democratic and fair. Human relations and

human resources should be the key issue in a supervisory programme.

19

On who should supervise the teacher, Kapfunde (1990) who quotes Srgiovanni and

Starrat (1979), Cogan (1973) and Harris (1985), says that education officers, district

education officers, heads of schools, deputy heads and heads of departments must

supervise the teachers in the classroom. In Zimbabwe, there is heavy reliance on local

supervisors in secondary schools. The local supervisors are mostly heads of departments,

deputy heads and the heads of school. However, we find that the head of department is

the usual supervisor and it is for the head of department to establish peer relationships

with the teachers and most new teachers readily come to the head of department for

counselling. If the head of department is an approachable person, teachers will not be

inhibited when the head of department comes into the classroom.

2.7 CLASSROOM VISITATION AND OBSERVATIONS.

According to Neagley and Evans (1964), the conditions under which observations are

made are very important to the teacher. Most teachers prefer the supervisor to notify them

of the visit so that they can prepare their lessons.

Cogan (1973) recommends actual planning and preparation of the lessons with

supervisors when considering clinical supervision. Teachers prefer supervisors who enter

the classroom as unobtrusively as possible and that the supervisor should not participate

in any of the activities in progress. Some experienced teachers can resent suggestions

from the supervisor on teaching methods especially if the supervisor has fewer years of

experience in the teaching field. Neagley and Evans (1964) suggest that the supervisor

should capitalise on the experience of their older teacher by using the supervisor’s

leadership for older teachers to share his skills, information and abilities.

Teachers can be inhibited by the presence of the supervisor in the classroom. Some

teachers feel that they will not do their best if a stranger is in the classroom, especially

education officers who come in once in a while to the unsuspecting teacher. However,

there are teachers who can go on with their work as if there is no visitor in the classroom.

20

In a study of supervisory behaviour and teacher satisfaction by Fraser (1980), several

teachers indicated that they experienced anxiety, uneasiness or resentment due the

presence of a supervisor in their classroom. According to Cogan (1973:19) “… others

may experience a kind of productive stimulation deriving from implicit communication

with a colleague and the gratifying opportunity to teach in the presence of a

knowledgeable professional whose praise would be a genuine reward”. Thus, teachers

can be constrained or liberated and a few remain unaffected.

2.8 POST-INSTRUCTIONAL SUPERVISION CONFERENCE OR

DISCUSSION

After the classroom visit and observation, the supervisory conference is the most direct

procedure for assisting the teacher. The reasons for having such a conference are that the

teacher could be anxious to know the outcome and how the supervisor felt about what

had been observed. Teachers frequently worry about this conference; some may be

fearful that the supervisor was not pleased. On the other hand, some teachers who may be

confident that the lesson observed was a good one will be eager for words of praise.

However, Cogan (1973) says that most teachers prefer a few words about a lesson

observed immediately after that particular lesson. He says that there is little to gain and

little to lose if nothing is said about the lesson in passing until when the actual conference

takes place. This can only happen if the conference takes place. Whether teachers like

these conferences or not depends largely on the way they are conducted.

Kapfunde (1990) says that at times in our Zimbabwean schools the conference never

takes place. If the supervisor is the head of the school the supervisor may not have the

time to discuss with the teacher. The conference might take place after two days or more,

especially if the head of department has a heavy teaching load. This should be no

problem if the conference takes place because in some schools, it does not take place at

all.

21

Barr and Reppen (1936) criticise supervisors for inadequate planning and dealing with

abstract and theoretical problems when teachers actually want more help from the

supervisors. Experienced teachers want help related to teaching methods, while

inexperienced teachers want help with discipline problems. All teachers want supervisory

activities that promise real assistance.

2.9 SUMMARY

Supervision of instruction is a very wide subject. The chapter discussed the definition of

terms, and the supervision of instruction was defined as the improvement of the quality of

teaching and learning in the instruction. According to Good (1945) quoted by Kapfunde

(1990), it is “the effort directed towards providing leadership to teachers in the

improvement of instruction which involves stimulation of professional growth and

development of teachers”.

The purposes of supervision were also discussed and how teachers perceive these

purposes. Models of supervision were also discussed and these are the traditional

scientific model, human relations model, neo-scientific model, human resources model

and the clinical supervision. The organisational climate of the school in which

supervision of instruction takes place was briefly discussed. How teachers perceive

supervision in general was looked at. Then the chapter went on to look at specific areas

like the actual lesson observation and the post-instructional conference etc.

22

CHAPTER 3

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter explains how the research will be carried out. The research design and the

instruments to be used to facilitate the research will be discussed giving their

disadvantages and advantages. Furthermore, the ways of data analysis will be looked at

and also the validity of the research.

3.2 RESEARCH DESIGN

Leedy (1980:4) points out that research design is an outline of the stages that are

designed for the entire research process and those involved in data collection techniques

that are being employed together with the steps that will be taken to analyse data. The

aim of a research design is to plan and structure a given research project in such a manner

that the eventual validity of the research findings is maximised. Qualitative and

quantitative approaches will be used in this study.

3.2.1 A qualitative approach

Thompson (1994:14) in White (2005:250) defines a qualitative approach as a collection

of approaches to inquiry, all of which rely on verbal, visual, tactile and auditory data. The

research problem is actually found in the real world of educators. The respondents will be

describing their everyday experiences relating to instructional supervision.

23

White (2005:104) describes qualitative research as that which is characterised by

interviewing, observations and description of the behaviour of a small number of cases,

hence the need for population sampling. Qualitative research is also an inquiry in which

researchers collect data in face-to-face situations by interacting with selected people in

the setting. Data collection is mainly done through ethnographic interviews. White (2005)

gives these as “… open response questions to obtain participants’ opinion and reactions –

how individuals experience their world and how they explain or make sense of the

important events in their lives”. Data analysis is also mainly interpretive involving the

categorising of findings.

3.2.2 A quantitative approach

Leedy (1993:139) sees a quantitative approach as that which “… deals with data that is

principally numerical”. This approach involves the scientific method of inquiry that is

embodied in the problem-solving process. Bryman (2002:20) in White (2005:251)

identifies some of the characteristics of the quantitative approach:

It entails a deductive approach to determine the relationship between theory and

research.

It has incorporated the practices and norms of the natural scientific model.

It embodies a view of social reality as an external, objective reality.

In a quantitative approach, a descriptive research method will be used. Gay (1987:10) in

White (2005:251) sees this approach as involving the collection of data in order to test

hypotheses or answer questions concerning the current status of the subject of the study.

This will eventually describe what exists as clearly as possible.

3.3 POPULATION AND SAMPLE

3.3.1 Population

24

McMillan and Schumacher (2001:169) in White (2005) give a population as “… a group

of elements or causes, whether individuals, objects or events, that conform to specific

criteria and to which we intend to generalize the results of the research”. For the purposes

of this research, the population consists of 4500 teachers, from the 70 secondary schools

in the Harare region of Zimbabwe.

3.2.2 Sample

Generally, a sample comprises the elements of the population for the actual inclusion in

the research. This can be viewed as the subject of measurements drawn from a population

in which the research is being carried out.

In this particular research, probability sampling will be used to select the twelve

secondary schools out of the total of 70 schools. A probability sample is one that is

selected using probability theory, typically involving the mechanisms of a random

selection of elements within a population. Ten teachers from each sample school will

therefore be involved making a total of 120 teachers.

3.4 DATA COLLECTION TECHNIQUES

The two major instruments used in gathering the data for this study are the questionnaire

and the interview (Appendix I and II). These two instruments complement each other

because the shortfalls of the questionnaire, that is, its limited ability to sample attitudes,

are made up for by the interview method. On the other hand, because the interviewer

cannot gather quantifiable data with ease, the questionnaire will mainly be used. A

literature study conducted by the researcher will also provide theories on the research

topic and clarify some of the educational implications of the topic.

25

3.4.1 Literature study

The data collected from the literature study will help to test hypotheses or answer

questions concerning the current status of the subject of study. McMillan and

Schumacher (1997:47) in White (2005:253) state that the facts in the documents will help

to explain and clarify some of the underlying issues – in this case, instructional

supervision.

3.4.2 The questionnaire

The questionnaire is a quantitative way of collecting data. The need to use the

questionnaire as a research instrument in this study is related to three major factors:

The very limited time in which to gather data

The need to maintain the anonymity of the respondents

The need for achieving as wide a coverage as possible at an affordable cost in

terms of money and effort

To enhance the validity of the study, access was gained to all categories of qualified

teachers in the different types of school in the Harare region. Headmasters will be asked

to give the questionnaires to teachers with different qualifications and this will be

reflected in the questionnaires.

The advantages of the questionnaire are that it is an important and useful method of

collecting data. The anonymity in the questionnaire helped to elicit candid responses

especially where the respondents’ opinions about instructional supervision were being

called for. Respondents were more forthcoming when they were assured that their

opinions were not likely to jeopardise their future relations with their supervisor. Use of

the questionnaire also permitted respondents to give considered answers free from the

pressure that is often generated by the presence of the researcher. The open-ended items

at the end of the questionnaire (Appendix 1) allowed for more information to be supplied

26

and for the sampling attitudes to be carried out. It also facilitated the exposure by

respondents of any information that had been specifically called for in other questionnaire

questions.

The problem with questionnaires is that they might need to be complemented by

interviews so as to accommodate reluctance and evasiveness in the respondents’ answers.

The other disadvantage may be that it is not possible to follow-up omissions or

inadequate answers. Despite these disadvantages the return rate of questionnairs for this

study of 83,3 % for teachers was high.

The researcher found such questions as teachers’ perceptions of supervisory instruction,

purpose of supervision, preference of type of supervisor and frequency of instruction per

and post-instructional discussion, current practices of supervision, inhibition by

supervisors’ presence, in-service activities and benefits from instructional supervision, as

very illustrative of the issues under discussion. These aspects of the study featured

prominently in the literature review. Since the study addressed itself to the issue of

perception of instructional supervision by teachers, the issue of the respondents’ attitudes

towards instructional supervision practices was a very important one.

3.4.3 The interviews

The interview brings about a face-to-face encounter with the respondents. Leedy

(2001:159) in White (2005) point out that interviews in a qualitative study are rarely as

structured as interviews conducted in a quantitative study. White (2005:143) goes on to

give some advantages of interviews :

• Flexibility – interviewers can probe for more specific answers.

• Interview has a much better response rate compared to questionnaires.

• Nonverbal behaviour can be observed and the validity of respondents’ answers

can be assessed.

• The interview environment can be standardised.

27

• Questions can be asked in any order.

• Have more informative answers, which may also be spontaneous.

• No element of cheating.

• The issue of completeness is assured.

On the other hand, the interview has some disadvantages:

o It is costly.

o It is time consuming.

o It may be biased.

o It maybe inconvenient depending on the environment and timing.

o It has less anonymity.

In this particular research the same questions used in the questionnaire were used in the

interview. The purpose of these interviews was to clarify issues raised in the

questionnaire responses. The interviews that were carried out were directed at thirty

teachers. The researcher tried to do the interviews during the respondents’ normal duties.

This reduced the apathy that could have resulted if the interviews had taken place outside

working hours and outside the school.

3.5 DATA ANALYSIS

Data analysis involves going through all the raw data, and bringing order and meaning to

all the information gathered. An analysis of qualitative data entails the reading of the data

acquired, describing the data, and classifying and interpreting the gathered information.

Quantitative data analysis involves inferential statistics and descriptive statistics. Gall et

al (1996:757) in White (2005:256) sees descriptive statistics as a mathematical technique

for organising, summarising and displaying a set of numerical data.

In this research, the interview was used to clarify some issues raised in the questionnaire

responses. The responses from each area covered were coded to facilitate processing,

checking and cross-referencing. Questionnaire items were coded and entered on a data

28

sheet. Blank spaces in the questionnaire were treated as non-responses and they were

given the number 0 and were ignored in the analysis. Tables depicting the information

gathered by questionnaires were used as the main medium of data presentation. From

these tables, relationships between certain preferences and/or qualifications were

analysed.

3.6 THE VALIDITY, RELIABILITY AND TRUSTWORTHINESS OF THE

STUDY

White (2005:196) states that a valid measuring instrument has to describe what it is

intending to do, and as measuring what it is supposed to measure and as yielding scores

of which differences reflect the true differences of the variables being measured rather

than random or constant errors. Reliability can also be measured. Quantitative reliability

is associated with the accuracy and repeatability of the research. Qualitative researchers

regard reliability as the elimination of causal errors that can influence the research.

Validity in quantitative research concerns conclusions that involve statistics and, in

qualitative research, the researcher formulates the techniques that check the credibility of

data and minimise the distorting effect of personal bias on the logic of the evidence.

Specific strategies can be used throughout the research process to increase the

trustworthiness of the project.

Interviews and questionnaires were used as research instruments. In both of these,

participants should be satisfied that their identity and any information that they provide

will in all circumstances be treated as confidential. There is a need to respect the dignity

of the interviewees. Questionnaires sent ensured anonymity. The covering letter to the

different schools explained the purposes and importance of the study in a professional

manner. The purposes of the study, which looked at current problems in the field of

education, seemed worth studying hence the respondents were likely to be interested in

the problem and inclined to cooperate. Letters also assured respondents that their privacy

and anonymity would be maintained. Above all, the researcher assumed that the teachers

29

would see the worthiness of the study and cooperate by giving honest and reliable

answers. This could give the study a high degree of validity and reliability.

3.7 SUMMARY

In this chapter, the researcher examined the research methodology employed in the study.

The interview and questionnaire approaches were found to be most appropriate

instruments for this study. The population was identified and the sampling procedures

explained. Both the schools and teachers were randomly selected. The use of a small

sample was to ensure in-depth analysis of data in view of time and resource constraints.

30

CHAPTER 4

DATA ANALYSIS AND FINDINGS 4.1 INTRODUCTION

This chapter discusses the findings of the study. It does so by presenting data on themes

identified in the methodology. In the main, the data presented in this chapter was

collected through the interview and questionnaire methods during research.

4.2 INTERVIEW DATA

The thirty teachers who were interviewed indicated that they understood what classroom

instructional supervision was all about. All of the thirty teachers indicated that it involves

lesson observation and supervision of pupils’ and teachers’ books and classroom

appearance. For the purpose of supervision teachers had varying explanations. Ten

teachers indicated that supervisory activities were carried out for record purposes, to

promote teachers or rate them, as this is one thing which must be done at least once per

term, and 20 teachers indicated that it was an exercise carried out to improve instructional

methods and improve the learning of the pupils.

The teachers indicated that it was the head of department who usually supervised them

while education officers or the head of school supervised very rarely or once per year.

They also indicated that supervision by education officers was merely carried out for

non-established teachers or those teachers who had reached their scale barriers. All 30

teachers preferred the head of department to supervise them but would also welcome the

subject education officers.

In response to the question about the teaching experience of the supervisor, teachers

preferred those who had more experience than them. Here and there, some teachers

31

indicated that some supervisors were less experienced than them. On the frequency of

supervision, 20 teachers were satisfied with the once-per-term system, but 10 complained

that they spent two terms or more without being supervised. Teachers also indicated that

most of the time the supervisors notified them in advance of the visit to the classroom but

advance notices could produce artificial lessons, which would not be a true representation

of the teacher’s performance.

In response to the question of involving the supervisor in the lesson planning prior to

classroom observation, all the teachers who were interviewed indicated that they did not

want to plan the lesson with the supervisor. Twenty eight (28) teachers indicated that if

the aim of the lesson observation is to improve the instructional method, then it is better

for the teacher to plan the lesson on his/her own so that teachers can get some feedback

from the supervisor after the lesson has been observed. On whether the presence of the

supervisor inhibited them, twenty teachers indicated that they were not inhibited by the

supervisor’s presence. However, this was only true for cases where the head of

department was the supervisor. Ten teachers were also quick to point out that the

supervisor’s presence could unsettle the pupils and this could affect their performance in

class. These ten teachers indicated that supervisors were intruders and they were affected

greatly by his/her presence.

All thirty (30) teachers who were interviewed indicated that they were satisfied with the

current practices of supervision at their schools although they wished for more of it.

Twenty-six (26) teachers indicated that they wanted more supervision from the subject

education officers, the head of school and the deputy head of school. Four teachers also

suggested cross-departmental supervisory activities in related subjects like English and

Shona.

Lastly, twenty (20) teachers indicated that supervision was of great help to them and kept

on bringing the idea of improvement of instructional methods. They also indicated that

supervision made them more resourceful, while three (3) teachers indicated that

32

supervision was not of any help to them since they are told of things they know and the

supervisor’s presence affected the pupils and the teacher as well.

4.3 QUESTIONNAIRE DATA

The data collected by way of the questionnaire provided evidence of how teachers

perceive classroom instructional supervision. One hundred and twenty (120)

questionnaires were sent out of which 100 were returned.

Teachers with different qualifications filled out the questionnaires. Table 4.1 shows the

composition of respondents by qualification. Table 4.1 also shows that 61 percent of the

teachers who filled out the questionnaires were schoolteachers with certificates in an

education qualification. This is a qualification that shows that a teacher went to train at a

teachers’ college for 3 or 4 years after completing ‘O’ levels. These could be primary

trained teachers now promoted to teach at secondary level or secondary school trained

teachers.

Table 4.1: Composition of respondents by qualification (N=100)

Qualification of teachers Number Percentage

Certificate in Education 61 61

Secondary teacher certificate 14 14

First degree 9 9

Bachelor of Education 11 11

Certified degree 5 5

Total 100 100

Table 4.1 also shows that teachers with a secondary teacher certificate constituted 14

percent of the teacher population investigated. This qualification is that of teachers who

trained at ‘training colleges for teachers’ before independence. These teachers can teach

at both primary and secondary schools.

33

In Table 4.1 teachers with a first degree are those who trained at the university after ‘A’

Levels for a degree course. There are very few teachers with this qualification (9). This

small number shows that graduates do not stay in the teaching field for long. Teachers

with a certified degree are those with a first degree or a doctoral degree. Such teachers

are very few in the teaching field.

4.3.1 Working experience of teachers

The working experience of the teachers who filled out the questionnaires is shown in

Table 4.2

Table 4.2: Working experience of the teachers (N=100)

Experience in years Number Percentage

0-5 years 63 63

5-15 years 25 25

16 + 12 12

Total 100 100

Table 4.2 shows that 63 percent of the teachers who filled out the questionnaire are less

experienced (0-5 years). This shows that the greater number of the teaching force

investigated is less experienced. This may be attributed to the fact that most teachers are

not staying in the field for long. They go on to seek greener pastures in other government

institutions or the private sector. The table also shows that only 12 percent of the teachers

who filled out questionnaires have work experience of more than 16 years. Again this

small number shows that most teachers do not stay in the teaching field for long.

4.3.2 Meaning of instructional supervision

In response to the question of how teachers understood the term “supervision of

instruction”, Table 4.3 shows that most teachers have an idea of what supervision of

34

instruction is. According to Table 4.3, 46 percent of the teachers indicated that

supervision of instructional activities helps the teacher to grow professionally. This is a

definition supported by Harris (1985). Teachers who indicated that instructional

supervision involved lesson observation, inspection of books and the improvement of the

teaching-learning process constituted about 38 percent.

Table 4.3: Respondents’ perceptions concerning the meaning of instructional

supervision

Definition of instructional supervision Number Percent

a Lesson observation by supervisor 7 7

b Inspection of books 6 6

c Improvement of instructional activities

Improvement learning process

46 46

d All of 1, 2 and 3 38 38

e None of 1, 2, gathered 3 and 4 3 3

Total 100 100

This shows that some 13 (7+6) teachers do not know that supervision of instruction is

more than just observation of a lesson and inspection of books. Three teachers rejected all

the options given, which could mean that they do not know what supervision is all about.

However, the table shows that a total of 97 percent have an idea of what instructional

supervision is and also a total 84 percent (46% + 38%) of the teachers indicated that

instructional supervision is the improvement of the teaching-learning process. This

information indicates that most of the teachers understand that supervision of instruction

is part of the learning process and a necessary activity.

4.3.3 The relationship between working experience and definition of supervision

The researcher examined the relationship between the working experience of the teachers

and the definition of instructional supervision given. Table 4.4 below shows this

relationship. This relationship was determined using the working experience of the 0-5

35

years category. Table 4.3 shows that 13 teachers defined instructional supervision as

merely observation of lessons by supervisors and inspection of books. But in Table 4.4,

the number of teachers who defined it as this is 11 (7 + 4). This means the majority of

those who defined instructional supervision poorly are from the category 0-5, which is

the least experienced group. Furthermore, all three (3) teachers who opted for none of the

above are from this group. Therefore, less experienced teachers are likely to have a poor

appreciation of the concept of instructional supervision, whilst teachers who are more

experienced may appreciate instructional supervision and what it entails. However, the

fact that in Table 4.3 97 percent of the teachers at least defined instructional supervision,

means that the majority of teachers have a basic understanding of what it means.

Table 4.4: Relationship between working experience and definition of supervision

(N=63)

Definition Working experience Number Percent

a) Lesson observation

by superior

b) Inspection of books

c) Teaching-learning

process

d) All of 1, 2 and 3

e) None of the above

0-5

0-5

0-5

0-5

0-5

7

4

22

27

3

11,1

6,3

34,9

42,9

4,8

Total 63 100

4.3.4 Relationship between teacher qualification and understanding of

instructional supervision

Table 4.5 shows the relationship between teacher qualification and perception of

instructional supervision by teachers. The table also shows that 86 percent of the teachers

36

indicated that supervision of instruction involves improvement of the learning process,

inspection of books and lesson observation by the supervisor.

Table 4.5: The relationship between teacher qualification and perception of

instructional supervision (N=100)

Teacher qualification Definition of supervision

a b c d e

Number Percent

%

a) Certificate in teaching 4 3 25 25 1 58 58,0

b) Secondary teacher certificate 3 2 8 5 1 19 20,0

c) First degree 0 0 4 5 0 9 9,0

d) Certified degree 0 0 3 1 1 5 5,0

e) Bachelor of Education 0 1 6 2 0 9 9,0

Total 7 6 46 38 3 100 100

Key

a = lesson observation by supervisor

b = inspection of books

c = improvement of learning process.

d = all of 1, 2, 3

e = none of the above.

Of the thirteen (13) teachers in Table 4.3 who indicated that supervision involves lesson

observation and inspection of books, Table 4.5 now shows most of those are the least

qualified, that is, they hold certificates in teaching and secondary education certificates

respectively. Two of the three teachers who failed to come up with a definition (option e)

have certificates in teaching and secondary teacher certificates. The level of qualification

has a bearing on the ability to define the instructional supervision. More of the teachers

who did a Bachelor of Education said that supervision is for improvement of the learning

process. This shows that this group of teachers understands that supervision of instruction

is more than just observation of a lesson and book inspection. However, there is a teacher

with a certified degree who opted for the last option that is ‘none of the above’. A teacher

37

with such a qualification should understand the definition of instructional supervision to a

certain extent. One may therefore say that failure by the three teachers to appreciate the

definition of instructional supervision might not necessarily be related to their

qualifications. Overall, it can be concluded that the understanding of the teachers on

instructional supervision is a combination of both the level of qualification and

experience of the teacher.

4.3.5 Purpose of supervision of instruction

The teachers were asked to indicate what they perceived as the purposes of supervision

from the options given. Table 4.6 shows the responses of the teachers. The information in

Table 4.6 shows 87 teachers understood the purpose of classroom instruction, which is

the improvement of the teaching-learning process. This point was discussed in the

literature review section of this project. Two teachers out the 100 teachers indicated that

the purpose of supervision is to find fault with the teaching methods of the teachers. This

echoes what was discussed in the literature review section that some teachers think that

the purpose of supervision is to find fault.

Table 4.6: Responses of teachers on purposes of instructional supervision

Purpose of instructional supervision Number Percent

a Find fault with teachers’ teaching methods

b Show that supervisor knows everything

c Improves learning process and guides the teacher

d All of a, b and c

e None of the above

2

2

87

7

2

2

2

87

7

22

Total 100 100

Two other teachers could not establish what the purpose of supervision was. This could

mean lack of knowledge on the part of the teacher.

38

4.3.6 The usual supervisor

Item 7 on the questionnaires asked the teachers to indicate the type of supervisor who

usually supervises them. The information collected is shown in Table 4.7.

Table 4.7: Response by teachers on the usual supervisor

Types of supervisors Number of teachers

supervised

Percent (%)

Heads of department

Subject education officer

Head of school

Senior teacher

Deputy head of school

56

2

37

2

3

56

2

37

2

3

Total 100 100

This table (4.7) shows that half of the total number of teachers is usually supervised by

the head of department. This is the usual case in most schools. The head of department

can be available for supervision most of the time. Table 4.7 also shows that only 2

percent of the teachers are usually supervised by the subject education officer. This may

be because education officers only come to school once in a while. The senior teachers

and the deputy head of school are usually loaded with work which involves pupils or

administration of the school.

4.3.7 Supervisors preferred by teachers

On the question of teachers’ preference of supervisors, 50 percent of the teachers

indicated that they preferred the head of department to supervise them. This information

is shown in Table 4.8. This shows that there is a fairly high preference for the head of

department and the subject education officer. This point was also discovered in the

interviews. Teachers preferred to be supervised by the head of department and the subject

education officer.

39

Table 4.8: Supervisors preferred by teachers

Type of supervisor Number Percent

Head of department

Subject education officer

Head of school

Senior teacher

Deputy head of school

Colleague

50

36

13

3

3

0

50

36

13

3

3

0

Total 100 100

The head of department is readily available and he/she knows the subject, which could be

the reasons why he/she is preferred by most of the teachers. The subject education officer

is preferred because he is a subject specialist. However, even though 31 percent of the

teachers preferred the education officer, he/she may not be readily available as has been

stated before. Teachers could have preferred the education officer because it is easy for

the officer to visit the schools in Harare since the schools are near to each other and

transport may not be a problem.

4.3.8 Teaching experience of supervisors who usually supervise teachers

The questionnaire also asked teachers to indicate the teaching experience of their

supervisors. Table 4.9 shows that 76 percent of the teachers were being supervised by

supervisors who have more than 6 years teaching experience. Twenty four percent (24%)

of the teachers are supervised by supervisors with less than six years teaching experience.

40

Table 4.9: Teaching experience of supervisors who usually supervise the teachers

Teaching experience of

Supervisor

Number Percentage

0-5 years

6-15 years

16+ years

24

48

28

24

48

28

Total 100 100

The percentage quoted shows that most of the supervisors are fairly well experienced.

Already, in the interviews, teachers explained that the head of department could be the

most qualified teacher in the department and such a head of department may even be a

new graduate from the university. There are situations where a graduate not yet

experienced heads a department with teachers who could be having more than ten (10)

years teaching experience. This could account for the 24 percent in Table 4.9.

4.3.9 Preferred teaching experience of supervisors by teachers

Item 10 on the questionnaire asked the teachers to indicate their preferred teaching

experience of the supervisors. Their responses are shown in Table 4.10. From this table,

we can see that more than half the number of teachers (58) indicated that they preferred

to be supervised by a supervisor who has a teaching experience of between 6 and 15

years.

Table 4.10: Preferred teaching experience of supervisors by teachers.

Preferred teaching experience Number of teachers Percentage (%)

0-5 years

6-15 years

16+ years

22

58

20

22,0

58,0

20,0

Total 100 100

41

If we compare this table with Table 4.9 we find that there is a strong relationship. In

Table 4.9, 48 teachers indicated that they were supervised by supervisors with a teaching

experience of between 6 and 15 years. In Table 4.10 we find that 58 teachers indicated

that they preferred a supervisor with a teaching experience of between 6 and 15 as well.

Therefore this must be a popular category of supervisors. The reason why very few

teachers (20) preferred supervisors with well over 16 years teaching experience was

given by teachers in the interviews. They explained that most of the well-experienced

teachers in our schools today were trained long back and teachers are reluctant to be

supervised by them because teaching methods have since changed. Teachers preferred to

be supervised by new but fairly experienced young teachers.However one would think

that the more experienced a teacher is, the more effective the teacher is as a supervisor.

4.3.10 Frequency of supervision of instruction

Question 11 on the questionnaire asked the teachers to indicate the frequency of

supervision in the classroom. Table 4.11 shows the general pattern of the frequency of

instruction.

Table 4.11: Frequency of supervision of instruction

Frequency of supervision Number Percentage

Once per term

Twice per term

Once per year

Twice per year

More than 6 times per year

57

30

9

2

2

57

30

9

2

2

Total 100 100

The above table shows that supervision of instruction is generally done once per term as

indicated by the teachers’ responses (57). This table also shows that supervision of

instruction is being done in the schools but frequency can vary. In the interview, teachers

42

explained that heavy teaching loads of supervisors especially the head of departments

sometimes prevented them from supervising their teachers more than twice a term.

4.3.11 Preferred frequency of supervision by teachers

Teachers were also asked to indicate their preferred frequency of supervision in the

schools. Table 4.12 shows the pattern of preferred frequency. In the table you will find

that 53 percent of the teachers indicated that they preferred to be supervised twice per

term. All in all, teachers do perceive supervision of instruction as an educational activity

that must be done in schools. They see supervision as very necessary to the learning

process.

Table 4.12: Preferred frequency of supervision by teachers

Preferred frequency of supervision Number Percentage

Once per term

Twice per term

Once per year

Twice per year

More than 6 times per year

53

33

8

2

3

53

33

8

2

3

Total 100 100

4.3.12 Notification of lesson to be observed

On whether teachers were notified in advance of the classroom visit 55 percent indicated

that they were notified and 45 percent indicated that they were not notified. Teachers

explained in the interviews that they wanted advance notification so that they could plan

for the lesson and adjust the scheme or lesson plan, and also so that they would be well

prepared for the visit. Those who did not want advance notification explained that

notification made those processes a farce because they would do the best in that particular

lesson only. By not being notified, the teacher can teach as usual and the supervisor

43

would then comment on the teachers’ weaknesses and improve the teaching-learning

process.

4.3.13 Planning lessons with the supervisor

Asked in the questionnaires whether teachers planned the lesson to be observed with their

supervisors, teachers gave a fairly balanced response. Table 4.13 shows the responses

given. Seventy-five (75) teachers indicated that they planned the lesson with their

supervisors and 25 teachers indicated that they did not plan the lesson with their

supervisors. In the interviews and on the questionnaires teachers also indicated their

preferences and again more than 70 percent of the teachers indicated that they did not

want to plan the lesson with the supervisor. Some of the reasons given were that planning

a lesson with a supervisor could benefit some of the new teachers and they would want

the clinical method of supervision of being told and helped in greater detail.

Table 4.13: Responses by teachers on planning the lesson with supervisor

Responses Number Percentage

Yes

No

25

75

25

75

Total 100 100

Nevertheless some teachers who said yes to joint planning of the lesson said that they

would welcome it if it is intended to improve instructional activities. Teachers who

indicated that they did not want joint planning of the lesson to be observed with the

supervisor said so because they thought that they would want to plan the lesson on their

own so that the supervisor would highlight the weaknesses and strengths of the methods

of instruction currently used. This could also help the newly qualified teacher to work out

things without the supervisor’s help. Teachers also felt that if the supervisor already knew

the methods to be used and what is to be taught prior to the observation, it would be a

waste of time to go ahead with the observation. Some teachers also indicated that they

44

had been in the teaching field a long time and that they would not want to be told how to

plan for the lesson. Such teachers are mostly those with more than 6 years in the teaching

field.

This shows that there is a relationship between an increased number of years as a teacher

and the use of clinical method of supervision.

4.3.15 Inhibition by supervisor’s presence

Questions 15a on the questionnaire asked teachers to indicate whether they were inhibited

by the presence of the supervisor or not and Table 4.14 shows the teachers’ response.

Table 4.14: Inhibition by supervisor’s presence

Responses Number of teachers Percentage

Inhibited

Not inhibited

27

73

27

73

Total 100 100

From the Table 4.14 it can be seen that the majority of the teachers are not inhibited by

the supervisor’s presence in the classroom. Teachers indicated that this was so because

usually it was the head of department who supervised them and the head of department is

a colleague who they see everyday hence his/her presence in the classroom does not

inhibit them. They also said that they teach in the usual way and at times may even forget

that the supervisor is there. Teachers also indicated that supervision of instruction is

sometimes done for report and record purposes, so they must show confidence when the

supervisor is in the classroom. The teachers who indicated in Table 4.8 that they

preferred the head of department as their supervisor are the same teachers who are not

inhibited by the supervisor’s presence. Therefore, there is a relationship between the

preferred supervisor and inhibition by presence of supervisor in the classroom.

45

Teachers who are inhibited by the supervisor’s presence in the classroom were very few,

that is, the 27 percent shown in table 4.14. The reasons given were that the supervisor is a

visitor or intruder in the teacher’s domain therefore the teacher may be inhibited. The

mere presence of a visitor may affect the teacher. Pupils might be affected by the

presence of the supervisor and this may affect their performance and the teacher’s

performance as some teachers explained in the interview.

4.3.16 Post-lesson observation discussion

Question 16a on the questionnaire asked the teachers whether they would have a

discussion with the supervisor after the lesson observation. About 75 percent of the

teachers who filled in the questionnaires indicated that they had discussions with the

supervisor after the classroom visits, but 25 percent of the teachers said they did not

receive post-instructional discussion or conference. The teachers who preferred the

discussion indicated in Question 16b that the discussion helps the teacher to know his/her

weak points while the good points are highlighted. The teacher would also know how

he/she fared during that lesson. Also such a discussion would enable the teacher to

defend his/her choice of method of instruction and certain activities done by the pupils. In

addition, the teacher can also learn from the constructive criticism and advice from the

supervisor during the discussion.

Teachers who did not have discussions with their supervisors said so because they think it

is a wastage of time to discuss what had happened; some teachers said that the discussion

was done to highlight the weaknesses of the teachers only. Teachers who did not have

these discussions claimed that they did not have them because the supervisors did not

have time to hold a conference, or supervisors regard the supervision as confidential and

that some findings from the lesson observed must not be made available to the teacher.

Therefore, even if some teachers might want the discussion, the problem might be with

the supervisor.

46

4.3.17 New developments in the instructional methods

In response to question 17, teachers indicated that during lesson planning and post-

observation discussion, they welcome new developments in instructional methods. In

fact, only 7 percent indicated that they did not want these new developments. These new

developments could be introduced whether the teacher planned the lesson with the

supervisor or not.

Some teachers however said these developments should be discovered at seminars and

workshops of subject associations. This shows that supervision of instruction can be

perceived very differently by different teachers. However, 93 percent of these teachers

indicated that they preferred to have these new developments introduced during

supervisory activities. They said that this could help them try new methods and adjust

their methods of instruction as well.

Asked whether teachers preferred in-service educational programmes that could help

them to teach more effectively, only 16 percent of the teachers said that they would not

prefer it. They said it was for the supervisors only. However, the rest of the teachers

(84%) indicated that they liked these in-service programmes because they could learn

new methods of teaching and they could also watch other teachers teaching

4.3.18 Satisfaction with current supervisory practices in schools

Question 18 asked teachers to indicate whether they were satisfied with the current

supervisory practices. Table 4.15 indicates their performance.

47

Table 4.15: Satisfaction with current supervisory practices

Teacher’s response Number Percentage

Yes

No

94

6

94

6

Total 100 100

The above table shows that most of the teachers are satisfied with the practices of

supervision at their schools. Fifty-six (56) teachers said it was the head of department

who usually supervised them and that the head of department was a colleague, subject

specialist and advisor. Teachers also indicated that if supervisory activities were done

minimally and satisfactorily there was respect between supervisors and teachers; while

those teachers who indicated that they were not satisfied with current practices of

supervision said that they wanted more of supervisory activities. This means that

supervision was less frequently done. The teachers said that they preferred to be

supervised by subject education officers and/or the head of school as well. These are

some the changes they would expect to take place at their schools.

Lastly, teachers were asked to indicate whether supervision was of any help to them.

Seven percent (7%) of the teachers who responded said it was not of any help to them

because they were experienced as teachers and the supervisor could be less experienced.

These teachers also said that they did not want supervision if it was done for record

purposes only. They would not benefit from such supervisory activities. However, 93

percent of the teachers indicated that supervision of instruction is of great help to them

because methods of instruction are improved, weaknesses are pointed out and good

points highlighted. Also, it makes a teacher more resourceful, more competent and

confident, more professional whilst simultaneously the learning process is improved at

large.

48

4.4 SUMMARY

This chapter has presented the data collected in tabulated form and the major findings

have been discussed and analysed. The analysis of the majority of the reasons given by

teachers for preferences for certain supervisory activities can make interesting reading to

the researcher. Much as there were reasons given in support of supervisory activities,

teachers also gave comments that pointed in a different direction showing that resentment

of supervision of instruction still lurks in some of the teachers in the secondary schools.

Comments like, “he is an intruder, visitor” “enters my territory” “must be more

experienced than me” shows that the teachers somehow still view supervision as

inspection. Nonetheless, it can be said that most of the teachers welcome supervision as

indicated in Table 14 and 15.

However, the last open-ended item, which asked teachers to indicate whether supervision

was of any help to them, made interesting reading as well. Respondents took the

opportunity to express their views and expectations of classroom instructional

supervision. It must be pointed out that whilst most of the respondents made comments in

this section some did not. Teachers commented that supervision of instruction could be of

help to them if done in the right way and in the right spirit with the primary objective of

improving instructional methods and the whole learning process. Mention was also made

by the teachers of supervision for rating and recording purposes. It was also interesting to

note that teachers prefer heads of departments to supervise them in most cases as

contrasted with subject education officers, who came to supervise for promotion purposes

only.

To conclude then, it can be seen that this chapter has presented and analysed the data.

The major findings have also been discussed. The researcher tried to tabulate most of the

information gathered by the questionnaire; however, some of the open-ended questions at

the end of the questionnaire were discussed without tabulating the information.

49

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 CONCLUSIONS

The conclusion to this project has to be distilled from the issues discussed in this study

and the evidence gathered on the identified problems.

Evidence gathered in the study point to the fact that most of the teachers are aware of

what supervision is all about. Teachers also welcome supervision if it is done in the right

spirit and with the aim of improving the learning process and promoting teacher growth.

Teachers preferred having supervision of instruction at least once per term and all

teachers regard supervision of instruction as a necessary activity in the learning process.

This was shown in the way most teachers responded on the question of frequency

It was also evident that most teachers prefer to be supervised by the head of the

department. The teacher sees the head of department every day. He/she is a teacher as

well and is a subject specialist who teaches everyday. The head of department is a

colleague, so this is why he/she is popular with teachers and most of the teachers are not

inhibited by the head of department’s presence. The education officer is also a specialist

in the subject and has been very useful in the development of the subject area. However,

some may be inhibited by the presence of the educations officer whom they may not be

used to.

The teachers indicated that they needed a supervisor who is more experienced in the

teaching field, however, not very old as this might lead to a lack of new methodology and

subject matter. There is therefore a need for a supervisor to have had some in-service

courses as to keep abreast with new developments in the teaching field.

50

From the above findings, teachers showed a great need for supervision as this helps them

develop their teaching and also share their new their newly acquired skills. Most

indicated they needed supervision once or twice a term, although this varies in different

schools. This has indicated the need for continuous learning in the teaching process.

Supervision plays a role in the continuous learning process. Only a few, about one

quarter, indicated that they may need the help of the supervisor in planning the lesson to

be observed. However, most experienced teachers felt that they should do their own

thing. These teachers indicated that there was a need for the supervisor to help them plan

the lesson to be observed. However, few newly qualified teachers indicated in the

interview that they would welcome help from the supervisor in planning the lesson.

It also seems that most of the teachers are not inhibited by the supervisor’s presence in

the classroom. The percentage of teachers who indicated that they were not inhibited by

the supervisor’s presence was very high and therefore the hypothesis given that teachers

are inhibited by the supervisor’s presence was rejected, on condition that the supervisors

are heads of department. Therefore, few teachers are inhibited, instead it is mostly their

pupils who were inhibited.

Teachers also indicated that they preferred post-instructional discussion. Most of the

teachers indicated the importance of this step in supervision. They said that the weak and

good points of the teacher are highlighted and teachers said they welcomed constructive

criticism from the supervisor, which could improve their teaching methods. The

respondents further indicated that they would welcome any new developments in the

instructional methods during pre or post-lesson observation discussion.

5.2 RECOMMENDATIONS

In the light of the findings of this research study, the report would be incomplete if no

attempt were made to make some recommendations. Herewith are the recommendations

arising from the experience and findings of this study.

51

There must be a well-planned programme of supervision of instruction that can help the

teachers. Lessons can be observed but there must be feedback possibly in the form of a

discussion or conference after the lesson observation.

The frequency of supervision activities must be maintained. From the findings, we see

that supervision of instruction takes place at least once per term and most of the teachers

prefer that. This trend must be maintained or improved if time permits. Supervisors may

have other duties to perform but if it is possible, the frequency of supervision of

instruction must be increased.

The head of department must be seen supervising the teachers as frequently as possible.

More than half of the teachers indicated that they were usually supervised by the head of

the department and even preferred to be supervised by the same person. Therefore, heads

of department must supervise their teachers regularly.

Teachers also indicated that they preferred the subject education officers to supervise

them. This means that education officers must try to visit schools more regularly and

supervise the teachers. There could be some administrative problems but they must try to

overcome them and visit schools regularly.

In carrying out the supervisory activities, supervisors must try to avoid interference with

the teachers planning for the lesson to be observed. Seventy five percent (75%) of the

teachers did not want to be helped in the planning of the lesson. Very few teachers

indicated that they would prefer planning with the supervisor. Therefore, where needed,

supervisors can come in and help with the planning of the lesson to be observed.

Supervisors must feel free to supervise their teachers. They should not think that their

presence in the classroom could inhibit teachers to a very large extent. Seventy-three (73)

teachers indicated they were not inhibited by the supervisor’s presence.

52

Teachers are aware of what supervision of instruction is and the purpose it serves. It is

recommended that teachers must keep this up and educate other teachers as well who are

represented by 4 percent in Table 4.6, who cannot tell what the purpose of supervision is

or who think that supervision is done to find fault with the teaching methods of the

teacher.

Finally, it is recommended that teachers in secondary schools in the Harare region

continue to perceive supervision of instruction in a positive way. They must regard it as

part of the educational programme. Table 5.1 below shows a summary of findings and

recommendations.

53

TABLE 5.1: SUMMARY of FINDINGS Question Findings Conclusion Recommendation Concept of supervision

Well understood by most teachers

Supervision welcomed if done in right spirit, aiming at improving learning process and promoting teachers’ growth.

Teachers to keep this up and educate others

Frequency of supervision

Varies but mostly once per term At least once a term Must maintain the frequency of supervision

Inhibited by the supervisor’s presence

Majority not inhibited by the presence of the supervisor

• Prefers to be supervised by workmates i.e. head of department

• Education officers may inhibit teachers

• Head of department must be seen to be supervising teachers regularly

• Subject education officer may do so with notice

Advance notification / planning together

• Majority prefer notification

• Can plan and make adjustments

• Some need no notice so supervisors may notice weaknesses or improvements

Teachers do their own planning so that supervisors may help improve

• Sometimes notification of visits is necessary

• Un-notified visits sometimes may help to pick up some of the teachers’ weaknesses

Current supervision. Are the teachers satisfied?

Majority of teachers are satisfied with instructional supervision

• Prefer post-instructional discussions

• Supervisors also need in-service training on current issues

• Always have post discussions on supervised lessons

• Constructive criticism welcomed to improve teaching methods

54

BIBLIOGRAPHY

Acheson, K.A. 1987. Techniques in the clinical supervision of teachers: perspectives and

in-services applications, 2nd Edition. New York:, McGraw Hill Book Company.

Boardman C.N. & Bent, D. 1953. Democratic supervision in schools. USA: Houghton

Mifflin.

Briggs D and Justiman P, 1952, Management in Education, London University Press.

Cogan M.L. 1973. Clinical supervision. Boston: Houghton Mifflin.

Cramer, R.V. 1960. Administration and supervision in the elementary school. New York:

Harper.

Fraser, K. 1980. Supervisory behaviour and teacher satisfaction. Journal of Education

Administration 18(2): 224-227

Educational Management V: Human Resources Management EMH 500A 2004

Technikon Pretoria.

Greenfield, W. 1987. Instructional leadership: concepts, issues and controversion.

Boston: Allyn and Bacon.

Harris, B.M. 1985. Supervision behaviours in education. 3rd ed. New Jersey: Prentice

Hall.

Kapfunde,C.L 1990, Clinical Supervision in the Zimbabwean Context.Harare Zimbabwe

Publishing House.

Leedy, P.D 1984. Practical Research,Planning and Design.3rd Edition, New McMillan

Leedy, P.D. 1993. Practical research: planning and design. 5th ed. New York: McMillan.

Marks, J.R. 1985 Handbook of educational supervision. Boston: Allyn and Bacon Inc

Musaazi, J.C.S. 1982. The theory and practice of educational administration. Nigeria:

McMillan.

Neagley, R.L. & Evans, D.N. 1964. Handbook for effective supervision of instruction.

New Jersey: Prentice Hall.

Reppen, N. & Barr, S. 1936. The attitudes of teachers towards supervision. Journal of

Experimental Education (4): 237-301.

Sergiovanni, T. & Starrat, R.J. 1983. Supervision for human perspective. New York:

McGraw Hill.

55

Stone, E. & Morris, S. 1972. Teaching practice: problems perspectives. London and New

York: Methuen Wiles.

White, C.J. 2005. Research: a practical guide. Pretoria: Ithuthuko.

Wiles, K. & Lovell, J. 1975. Supervision for better schools. USA: Prentice Hall.

56

QUESTIONNAIRE ON THE PERCEPTION OF TEACHERS OF CLASSROOM

INSTRUCTIONAL SUPERVISION IN THE HARARE REGION SECONDARY

SCHOOLS

TRY AND ANSWER QUESTIONS AS TRUTHFULLY AS YOU CAN

A TICK THE CORRECT AND MOST SUITABLE ANSWER IN THE BOXES

PROVIDED

1. YOUR QUALIFICATIONS

a) CERTICATE IN EDUCATION

b) SECONDARY TEACHER CERTIFICATE

c) FIRST DEGREE

d) CERTIFIED DEGREE

e) BACHELOR OF EDUCATION

2. YOUR EXPERIENCE

a) 0-5 years

b) 6-10 years

c) 11-15years

d) 16-20years

e) 20+ years

3. CLASSES YOU TEACH:

a) ZJC

b) O-LEVEL

c) A-LEVEL

Appendix A

57

4. WHAT DO YOU UNDERSTAND BY THE TERM INSTRUCTIONAL

SUPERVISOR?

a) LESSON OBSERVATION BY THE SUPERVISOR

b) INSPECTION OF BOOKS AND CLASS APPEARANCE

c) IMPROVEMENT OF INSTRUCTIONAL ACTIVITIES IN

ORDER TO HELP THE TEACHER AND IMPROVE THE LEARNING

PROCESS

d) A, B AND C

e) NONE OF THE ABOVE

5. WHAT ARE THE PURPOSES OF SUPERVISION?

a) FIND FAULT WITH TEACHER’S TEACHING METHODS

b) TO SHOW THE TEACHER THAT THE SUPERVISOR KNOWS

EVERYTHING

c) TO IMPROVE THE LEARNING PROCESS AND GUIDE THE

TEACHER

d) NONE OF THE ABOVE

e) ALL OF THE ABOVE

6. WHO USUALLY SUPERVISES YOU?

a) HEAD OF DEPARTEMENT

b) SUBJECT EDUCATION OFFICER

c) HEAD OF SCHOOL

d) SENIOR TEACHER

e) DEPUTY HEAD OF SCHOOL

f) COLLEAGUE

58

7. WHOM DO YOU WISH TO SUPERVISE YOU?

a) HEAD OF DEPARTEMENT

b) SUBJECT EDUCATION OFFICER

c) HEAD OF SCHOOL

d) SENIOR TEACHER

e) DEPUTY HEAD OF SCHOOL

f) COLLEAGUE

8. HOW QUALIFIED IS YOUR SUPERVISOR?

a) CERTIFICATE IN EDUCATION

b) SECONDARY TEACHER CERTIFICATE

c) TEACHING DEGREE

d) CERTIFIED DEGREE

e) BACHELOR OF EDUCATION

f) OTHERS

9. HOW EXPERIENCED IS YOUR SUPERVISOR AS A TEACHER?

a) 0-5 years

b) 6-10 years

c) 11-15 years

d) 16-20 years

e) 20 +years

59

10. HOW EXPEREINCED SHOULD SUPERVISORS BE AS TEACHERS?

a) 0-5 years

b) 6-10 years

c) 11-15 years

d) 16-20 years

e) 20 +years

11. HOW OFTEN ARE YOU SUPERVISED?

a) ONCE PER TERM

b) TWICE PER TERM

c) ONCE PER YEAR

d) MORE THAN 6 TIMES PER YEAR

e) TWICE PER YEAR

f) NONE AT ALL.

12. HOW OFTEN WOULD YOU WISH TO BE SUPERVISED?

a) ONCE PER TERM

b) TWICE PER TERM

c) TWICE PER YEAR

d) ONCE PER YEAR

e) NONE AT ALL

f) MORE THAN SIX TIMES PER YEAR

60

B TICK THE MOST SUITABLE ANSWER IN THE BOX PROVIDED AND

BRIEFLY GIVE AN EXLANATION IF POSSIBLE.

13. DOES YOUR SUPERVISOR NOTIFY YOU OF THE CLASSROOM

INSTRUCTIONAL SUPERVISION?

YES

NO

WOULD YOU WISH FOR ADVANCE NOTIFICATION? (BRIEFLY GIVE YOUR

REASONS)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

14. DO YOUR SUPERVISOR AND YOURSELF PLAN FOR THE LESSON

OBSERVATION?

YES

NO

WOULD YOU WISH FOR THAT?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

61

15. DOES THE PRESENCE OF THE SUPERVISOR IN YOUR CLASSROOM

INHIBIT YOU?

YES

NO

(GIVE REASONS BRIEFLY)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

16. DO YOU HOLD POST-INSTRUCTIONAL DISCUSSIONS WITH YOUR

SUPERVISOR?

YES

NO

WOULD YOU PREFER A POST-INSTRUCTIONAL DISCUSSION ON THE

LESSON OBESERVATION? (GIVE REASONS)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

17. DO YOU WELCOME ANY NEW DEVELOPMENTS IN THE CURRICULUM

TO BE INTRODUCED TO YOU DURING THE PRE-LESSON OBSERVATION

PLANNING OR POST-INTRUCTIONAL DISCUSSIONS?

YES

NO

62

18. ARE YOU SATISFIED WITH THE CURRENT PRACTICES OF

SUPERVISION AT YOUR SCHOOL?

YES

NO

WOULD YOU WANT ANY CHANGES AND WHAT CHANGES IN THESE

CURRENT PRACTICES?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

19. DO YOU PREFER ANY IN-SERVICE EDUCATIONAL PROGRAMMES

TO HELP YOU TEACH MORE EFFECTIVELY?

YES

NO

20. IS THE SUPERVISOR OF ANY HELP TO YOU

YES

NO

GIVE REASONS

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

63

APPENDIX B

Ministry of Education P.O. Box. CY 8022 Causeway July 2006

TO WHOM IT MAY CONCERN RE: RESEARCH PERMISSION FOR M-TECH STUDENTS The following students are hereby granted permission to carry out research involving our schools G.D. Mpofu L.C. Mpofu Could the students concerned please liaise with the Regional Director whose schools they wish to involve in their research. It would be greatly appreciated if each student could copy his/her findings to this ministry. For secretary of education and culture. R. Sithole

Mrs L.C Mpofu

2547 Lumvuma Avenue

New Marlborough

Harare

64

APPENDIX C

The Head of School

…………………………..

…………………………..

…………………………..

Dear sir/madam

RE: REQUEST FOR PERMISSION TO CONDUCT A RESEARCH PROGRAMME

AT YOUR SCHOOL

As per our telephone conversation, attached herewith are questionnaires for completion

by your staff. The topic of my research is “Perception of Classroom Supervision by

Secondary School Teachers in the Harare region”

The research assures you and your staff that whatever information given will be treated in

strict confidence and will only be used for the purposes of this study. I will be very

grateful if you could send me the questionnaires before or on 30th of September 2006

Thank you in advance for your cooperation,

Yours faithfully,

L.C. Mpofu.

Mrs L.C. Mpofu 2547 Lumvuma Avenue New Marlborough Harare

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APPENDIX D The Provisional Manager Harare Region Box CY 8022 Harare Dear Sir RE: PERMISSION TO CONDUCT RESEARCH FOR A MASTERS DEGREE (EDUCATION) I am registered for the Masters Degree in Technology at Tshwane University of Technology. I am engaged in a research project to ascertain the perception of instructional supervision by teachers in the Harare region. The title of my dissertation is: Perception of Classroom Supervision by Secondary School Teachers in the Harare region Please understand that the study involves no invasion of individual rights or privacy nor will it apply any procedures which may be found ethically objectionable. No personal information regarding those who participate in the research will be made known. The researcher undertakes to share the outcomes of the study with the office of the Provisional Manager. Attached please find a copy of the questionnaire and suggested dates for conducting the research. Your attention to this matter is highly appreciated. Yours faithfully, L.C. Mpofu