Effectiveness of Actual and Preferred Supervisory Practices - Essay Example

Using a positivist quantitative research design, questionnaires were administered to 10 teachers in order to obtain their perspectives. Based on the responses provided, it is established that teachers in Saudi Arabia consider effective supervisory practices to involve objective and holistic teacher evaluation, effective communication, teacher professional development, and instructional improvement. Moreover, this study establishes that there are no major disparities between teachers’ perceptions regarding the effectiveness of actual and preferred supervisory practices particularly when it comes to issues revolving around teacher evaluation, effective communication, and improvement of teacher instruction. Nevertheless, when it comes to the issue of teacher development, a majority of teachers who participated in this study seem to believe that actual supervisory practices are not effective when it comes to supporting teacher development. Teachers’ perspective on effective supervisory practices explored in this study provides invaluable insight that can enable supervisors to evaluate themselves and make necessary changes in order for their supervisory practices to be responsive to the needs of teachers and students.

• • 1.0 Introduction
    • 1.1 Background

In recent years, the Saudi Arabian government has instituted a wide range of educational reforms in a bid to improve the quality of education in Saudi Arabia and equip learners with the relevant knowledge and skills required to excel in today’s increasingly dynamic and competitive market. A lot of attention has been directed towards improving the quality of education in Saudi Arabia so as to bring Saudi at par with other developed economies (Al-Kinani 2013). There exists compelling evidence in the literature that suggests that teachers play an integral role in facilitating quality education. In essence, quality of education can be attained by improving teaching practices (Ballard & Bates 2008; Rivkin, Hanushek & Kain 2005). In most schools, educational supervision has been adopted as an intervention for improving teaching practices and standards (Sullivan & Glanz 2009). In Saudi Arabia, teachers are managed under the regulatory authority of the regional school supervisors. Generally, school supervisors act as the overall leader and overseer of the various work roles performed by teachers. Besides providing guidance and support to teachers, supervisors also monitor and undertake instructional and administrative inspections in order to ensure that the expected standards of teaching are upheld. Teacher supervision is a regular process that occurs in most schools in Saudi in order to improve teaching practices and standards (Abdul-Kareem 2001).

The effectiveness of supervisory practices when it comes to improving teaching practices and standards is mediated or predetermined by a number of factors. Firstly, the techniques, methods, models, or processes used by supervisors at schools may determine the effectiveness of the process. Secondly, the relationship between teachers and supervisors also plays a significant role in determining the success of supervisory processes. Moreover, the ways in which teachers perceive supervisory practices may also impact the outcomes of this process. Over the years, a number of studies have established that the process of school supervision is often characterized by unstable and unfriendly relations between supervisors and teachers (Blumberg 1980; Sullivan & Glanz 2000). This in turn affects the effectiveness of supervisory processes. The unstable and unfriendly relationship between supervisors and teachers has been attributed to the different ways in which teachers and supervisors perceive supervisory practices. To some extent, the way in which supervisors carry out their supervisory practices differs from teachers’ preferred supervisory practices. In order to improve the effectiveness of supervision, some studies have suggested that teachers should be involved in deciding how supervisory practices should be carried out since they are the main targets of supervisors’ work and are the ones who are most affected by the manner in which supervisory practices are carried out (Pavan 1997; Serjiovanni &Starratt 1993). It is for these reasons that, this study seeks to investigate teachers’ perceptions regarding the effectiveness of actual and preferred supervisory practices.