The document discusses the issues encountered by principals and teachers in conducting instructional supervision in schools. Principals face problems with other administrative workloads and a lack of experienced supervisors. Teachers have issues with a lack of formal training for supervisors, supervisors' lack of pedagogical knowledge, and negative attitudes towards supervision. There are also challenges with time allocation, teacher absences, and not appointing subject specialists for instructional supervision.
The document discusses the issues encountered by principals and teachers in conducting instructional supervision in schools. Principals face problems with other administrative workloads and a lack of experienced supervisors. Teachers have issues with a lack of formal training for supervisors, supervisors' lack of pedagogical knowledge, and negative attitudes towards supervision. There are also challenges with time allocation, teacher absences, and not appointing subject specialists for instructional supervision.
The document discusses the issues encountered by principals and teachers in conducting instructional supervision in schools. Principals face problems with other administrative workloads and a lack of experienced supervisors. Teachers have issues with a lack of formal training for supervisors, supervisors' lack of pedagogical knowledge, and negative attitudes towards supervision. There are also challenges with time allocation, teacher absences, and not appointing subject specialists for instructional supervision.
Supervision process of the in conducting the instructional school supervision process of the SCHOOL BASED INSTRUCTIONAL school SUPERVISION PROCESS: ISSUES ENCOUNTERED BY SUPERVISORS AND TEACHERS
Other administrative workloads Lack of experienced and
competent supervisors in the school The problems faced by teachers in line with the instructional Lack of formal training for supervision process of the supervisors school Time allocation problem for instructional supervision process
Negative attitudes concerning
Lack of pedagogical knowledge supervision of teachers of supervisors concerning Negative attitudes and instructional supervision unhappiness concerning supervision of teachers Absence of teachers on the date of supervision Not appointing subject specialists for instructional supervision process