Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka
Keywords:
Instructional Supervision, Type 1C Schools, Perception, Type 2 Schools
Abstract
This study examined how principals engage in instructional supervision in Type 1C and Type 2 schools in Sri Lanka. Three research questions guided the study to a rational conclusion. Mixed-Method was adopted in the study to triangulate data. Both questionnaire and semi-structured interview schedules were used to collect relevant data from 150 teachers, 8 principals and 8 sectional heads in 8 selected Type 1C and Type 2 schools using the simple random sampling techniques. Tables, percentages and graphs were used to analyze quantitative data and the qualitative data were analyzed using thematic analysis. The findings revealed that all the principals in Type 1C and Type 2 schools in the Gampaha District have positive perceptions about the role of instructional supervision and have formed an instructional supervisory team including the principal. However, the study revealed that the majority of principals in Type 1C and Type 2 schools do not engage in the role of instructional supervision. The study further revealed that the existing internal supervisory team engage in instructional supervision role rarely and do not conduct post observational discussions which facilitate teachers to identify their strength and the areas that need further improvement. It is recommended that, the principals need to carry out adequate instructional supervision of teachers to improve their pedagogical skills and professional development.
References
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37. Tashakkori, A., and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage Publications.
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41. Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purpose: What do teachers need, want, and get from supervision. Journal of Curriculum and Supervision, 14(1), 68-87.
2. Alfonso, R. J., & Firth, G. (1990). Supervision: Needed research. Journal of Curriculum and Supervision, 5(2), 181-188.
3. Andrews, R., & Soder, R. (1987). Principal leadership and student achievement. Educational Leadership, 44, 9-11.
4. Blase, J. and Blasé, J. (2004). Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning. Thousand Oaks, CA: Corwin Press.
5. Blasé, J. and Blasé, J. (2000). Effective Instructional Leadership: Teachers' perspective on how principals promote teaching and learning in schools. Journal of Educational Administration, 38 (2), 130-141.
6. Blase, J., (2004). Handbook of instructional leadership: How successful principals promote teaching and learning. 2nd ed., Thousand Oaks, CA: Corwin Press.
7. Blasé, J., Blasé, J. & Phillips, D.Y. (2010). Handbook of school improvement: How high performing principals create high-performing schools. Thousand Oaks, CA: Corwin Press.
8. Clarke, V. B. (1995). Teacher evaluation policy: Impacts study. The Canadian School Executive, 14(7), 8-13.
9. Cogan, M. (1973). Clinical supervision. Boston: Houghton Mifflin.
10. Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th Edition). Cohen, L., Manion, L. and Morrison, K. (2013). Research Methods in Education, Taylor & Francis.
11. Creswell, J.W, (2007) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Prentice-Hall, 3rd Edition, 2007.
12. Creswell, J. (2003) “Mapping the developing landscape of mixed methods research”, in Sage Handbook of Mixed Methods in Social & Behavioral Research, Tashakkori, A. and Teddlie, C. (Eds) 2010, Sage, California, pp 45-68.
13. Creswell, J.W. (2013) Research Design: Qualitative, Quantitative and Mixed Method Approaches, Sage Publications.
14. Creswell, J.W. and Plano Clark, V.L. (2007) Designing and Conducting Mixed Methods Research, Sage, Thousand Oaks, California.
15. Darling-Hammond, L., & Youngs, P. (2002). Defining highly qualified teachers: What does scientifically-based research, tell us? Educational Researcher, 31(9), 13–25.
16. Farrell, T. S. C. (2011). Keeping SCORE: Reflective practice through classroom observations. RELC Journal, 42(3), 265-272.
17. Fullan, M. (2005). Leadership & sustainability, systems thinkers in action. Thousand Oaks, CA: Sage Publications
18. Garman, N. B. (1986). Clinical supervision: Quackery or remedy for professional development. Journal of Curriculum and Supervision, 1(2), 148-57.
19. Goldhammer, R., Anderson, R., & Karjewski, R. (1980). Clinical supervision: Special methods for the supervision of teachers. New York, NY: Rinehart, and Winston.
20. Goldsberry, L.F. (1998). In G.R. Firth & E.F. Pajak (Eds.), Handbook of research on school supervision (pp. 428-462). New York: Macmillan.
21. Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of the empirical research. Educational Administration Quarterly, 32(1), 5-44.
22. Hargreaves, D.H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement,6(1), 23-46.
23. Harris, A. and Muijs, D. (2008) Improving Schools through Teacher Leadership. London: Oxford University Press.
24. Kutsyuruba, B. (2003). Instructional supervision: Perceptions of Canadian and Ukrainian beginning high-school teachers (Master’s thesis). Saskatoon: University of Saskatchewan. [Online] http://library2.usask.ca/theses/ available/etd-09052003-134303/
25. Kvale S, Brinkmann, S (1996) Interviews – Learning the Craft of Qualitative Research Interviewing, Second Edition. London Sage Publication, London: Sage Publications.
26. Leithwood, K. and Levin, B. (2004) Assessing School Leaders and Leadership Programme Effects on Pupil Learning: Conceptual and Methodological Challenges. London: DfEs.
27. Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006) Seven Strong Claims about Successful School Leadership. London: Department for Education and Skills.
28. Leithwood, K., Harris, A., and Hopkins, D. (2008).Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
29. Leithwood, K., Jantzi, D. and Hopkins, C.M. (2006). The Development and Testing of a School Improvement Model. School Effectiveness and School Improvement, 17 (4), 441-464. Newby, P. (2010) Research Methods for Education, London: Pearson.
30. Opie, C. 2004. Presenting Data, in Doing Educational Research: A Guide to First-Time Researchers, edited by C. Opie. London: Sage Publications: 131-161.
31. Orbeta , E. D. & Decano, R.S ., (2019). Factors Associated with Students’ Performance in English in the Implementation of Spiral Progression. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 45 -70
32. Peretomode, V.F. (2001). Principles and techniques of instructional supervision. In: V.G. Peretomode (Ed.). Instructional to educational administration planning and supervision. Lagos: Joja Educational Research and Publishers, 17-25.
33. Poole, W. L. (1994). Removing the “super” from supervision. Journal of curriculum and Supervision, 9(3), 284-309.
34. Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition. Boston: McGraw-Hill. Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition. New York, NY: McGraw-Hill Sergiovanni, T.J. & Starratt, R.J. (2006). Supervision: A redefinition. Boston, M.A: McGraw- Hill.
35. Sergiovanni, T.J. & Starratt, R.J. (2006). Supervision: A redefinition. Boston, M.A: McGraw- Hill.
36. Smylie, M.A. (2010). Continuous school improvement. Thousand Oaks, CA: Corwin Press. Spaulding. S. (2001). Supervision and support services in Asia. Comparative Education Review, 45(2), 280-283.
37. Tashakkori, A., and Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. Thousand Oaks, CA: Sage Publications.
38. Witziers, B., Bosker, R.J., & Kruger, M.L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
39. Witziers, B., Bosker, R.J., & Kruger, M.L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
40. Zepeda, S. J. (2007). Instructional supervision: Applying tools and concepts. [Online] www.eyeoneducation.com/
41. Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purpose: What do teachers need, want, and get from supervision. Journal of Curriculum and Supervision, 14(1), 68-87.
Published
2022-08-29
How to Cite
[1]
Kumari, H.M.L. 2022. Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka. International Journal on Integrated Education. 5, 8 (Aug. 2022), 117-125. DOI:https://doi.org/10.17605/ijie.v5i8.3433.
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