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Journal articles on the topic 'Instructional supervision'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Akpalu, Robert, Jeanette Owusu, Emmanuel Ayisi Asare, and Peter Agyekum Boateng. "Influence of Head-Teachers’ Instructional Supervision Practices on Teacher Performance in Primary Schools in Ghana: An Integrated Theoretical Model." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 151–59. https://doi.org/10.47772/ijriss.2025.903sedu0012.

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Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing student outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to imp

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Rose L Calimlim, Anne. "Training Needs in Instructional Supervision." International Journal of Science and Research (IJSR) 10, no. 4 (2021): 79–82. https://doi.org/10.21275/sr21331010130.

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Bjork, Lars G. "Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role." Journal of School Leadership 3, no. 3 (1993): 246–59. http://dx.doi.org/10.1177/105268469300300303.

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The national commission reports, which launched the most intensive and sustained effort to improve schools in America's history, confirmed the importance of instructional leadership. Although the role of the principal was initially emphasized, research studies on instructionally effective schools indicate that superintendents use their “bureaucratic” positions in the formal organization to improve instruction. They enact their instructional leadership roles through a broad array of activities including staff selection, principal supervision, establishing clear instructional goals, monitoring i

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Mapolisa, Tichaona, and Thembinkosi Tshabalala. "Instructional Supervisory Practices of Zimbabwean School Heads." Greener Journal of Educational Research 3, no. 7 (2013): 354–62. https://doi.org/10.15580/gjer.2013.7.070313700.

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Schools in developing countries including Zimbabwe face a host of problems related to the twin concepts of poor classroom instruction and low student achievement. According to (Boaduo, 2011a, Glanz, 2010), developing countries face common problems in providing sufficient education of high quality to their learners. Typically these challenges breakdown to matters of instructional supervision, teaching behaviours and general low learner performance. Given this context, it becomes necessary to construct new frameworks in the following aspects: teacher effectiveness, progressive models of supervis

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Quisquino, Dr John Marco F. "Master Teachers as Instructional Leaders in Public Elementary Schools in the Division of Rizal." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (2022): 891–99. http://dx.doi.org/10.22214/ijraset.2022.47974.

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Abstract: The study aimed to determine the instructional leadership skills and competencies of Master teachers and its effect on professional growth of teachers in the Division of Rizal during the school year 2019-2020 base reference for policy enhancement. The study found out that in general, the master teachers are highly competent as regard to instructional skills and competencies in terms of instruction, research, coaching and mentoring, and observation and supervision. Also, in general, the teachers had a great extent on their professional growth in gaining new knowledge and information a

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Ruby, L. Quilala, and C. Tantiado Rosalinda. "Instructional Supervision and Teachers' Efficacy." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 03 (2025): 1004–11. https://doi.org/10.5281/zenodo.15017974.

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Instructional supervision is a vital aspect of educational leadership, focused on enhancing teaching effectiveness and increasing student outcomes. The purpose of this study was to investigate the efficacy of teachers, the degree of instructional supervision, and the connection between the two. Using both descriptive and correlational research design, the study sampled 166 teachers from the three large schools in the first legislative district of Cagayan de Oro City and a validated two-part questionnaire to collect data was utilized. Statistical tools like Mean, Standard Deviation and Pearson

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Gladdines, Saskia, Denise Eygendaal, Leonieke van Boekel, Evert Verhagen, and Annechien Beumer. "How to optimise the fidelity of exercises in an unsupervised golf injury prevention programme? A pilot study." BMJ Open Sport & Exercise Medicine 10, no. 1 (2024): e001681. http://dx.doi.org/10.1136/bmjsem-2023-001681.

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BackgroundGolf is an individual sport that is usually done without the supervision of a trainer or coach. Therefore, an injury prevention programme in golf will primarily be performed without supervision and feedback. However, the effectiveness of any preventive exercise programme is determined by exercise fidelity.ObjectiveTo investigate the different instruction options of an injury prevention programme on exercise fidelity in individual golfers.MethodsWe randomly assigned golfers to one of three groups receiving different exercise instructions. One group received only instructional cards (A

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Awuradjoa, Aidoo. "Discovering Answers to Ineffective Instructional Supervision: Practical Strategies from Effective Public Primary Schools in Ghana." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. IV (2024): 427–46. https://doi.org/10.5281/zenodo.13622435.

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<strong>Abstract</strong> <em>This study sought to provide answers to the problem of ineffective instructional supervision in public primary schools. Hence, the purpose of the study was to improve instructional supervision to contribute to effective teaching by finding out the effective forms of practices and support introduced into instructional supervision deemed as effective, to contribute to effective teaching in public primary schools in the Greater Accra region. The study used Strauss and Corbin’s three-stage coding technique and discovered strategies for effective instructional su

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Locsin, Mary Rose. "Subject Group Heads’ Instructional Supervision and its Effect on the Performance of their Teachers in Cardona Senior High School: Input for Instructional Supervision Enhancement Program." Psychology and Education: A Multidisciplinary Journal 36, no. 10 (2025): 1116–20. https://doi.org/10.70838/pemj.361005.

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The study aimed to assess the subject group heads’ instructional supervision and its effect on the performance of their teachers in Cardona Senior High School during the Second Semester of school year 2021 - 2022. The study utilized the descriptive correlational. The study concluded that academic leaders offer a good instructional supervision. They are able to provide technical assistance to teachers especially during the observation but they could improve more in supervising before and after the observation and in giving instructional strategies and interventions (3) Teachers’ profile do not

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Rainey, Meredith I. Honig &. Lydia R. "A teaching-and-learning approach to principal supervision." Phi Delta Kappan 102, no. 2 (2020): 54–57. http://dx.doi.org/10.1177/0031721720963234.

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Principal supervisors often find themselves drawn into managing logistical and operational matters, instead of helping principals become more effective instructional leaders. Yet Meredith Honig and Lydia Rainey contend that principal supervisors need to make principals’ instructional leadership their primary focus. Drawing on their work with central offices, they explain how the principal supervisors who were most effective at promoting equity and improved instruction took a teaching-and-learning approach to their work with principals. They helped principals lead their own learning and used mo

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Patraliza, Hellen. "Improving the Quality of Learning through Supervision by the School’s Principal." PPSDP International Journal of Education 2, no. 2 (2023): 151–59. http://dx.doi.org/10.59175/pijed.v2i2.79.

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The goal of this study is to evaluate initiatives to raise learning quality by implementing academic principal supervision. At SMA Negeri 3 Kayuagung, this study was conducted. using interviews, documentation, and observation as data collecting methods. ways for analyzing data utilizing descriptive qualitative analysis. According to the study’s findings, the academic oversight provided by SMA Negeri 3 Kayuagung’s principal has been working well to improve teachers’ capacity to carry out instructional tasks, particularly preparing the administration of instructional tools, planning instructiona

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Omollo, Abich, Rose Matete, and Paul Loisulie. "Exploring internal school quality assurance teams’ readiness to supervise instruction in Tanzanian secondary schools." International Journal of Educational Management & Development Studies 5, no. 3 (2024): 198–220. http://dx.doi.org/10.53378/ijemds.353097.

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The purpose of this study was to explore the readiness of the Internal School Quality Assurance Teams (ISQATs) to supervise instruction in Tanzanian public secondary schools. The study employed a qualitative approach, and data were collected through semi-structured interviews and documentary reviews. A purposeful sampling technique was used to select 18 participants from the Kilimanjaro Region of Tanzania. The findings indicate that many Internal School Quality Assurance Officers (ISQAOs) had limited professional profiles despite having adequate teaching qualifications. Their supervisory pract

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Eshementor, Ojohkweta Angela. "The Effect of Factors Influencing Principal's Instructional Supervision in FCT." International Journal of Research in Education and Sustainable Development 4, no. 7 (2024): 12–21. https://doi.org/10.5281/zenodo.12752454.

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<em>The primary goal of education in any given country is to provide students with the knowledge, skills, dispositions, and attitudes that will enable them to become productive members of society. The objectives were to: examine if teacher’s attitude affects principals’ instructional supervision, evaluate the impact of principals’ administrative experience on their instructional supervision, determine whether principal’s workload influence their instructional supervision. Survey research design was adopted for this study. The population target is 54 which consisted 10 p

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Potane, Joel, Isabel Anne M. Alano, and Braziel L. Ongcachuy. "Leaders Circle In Facilitating School Heads' Instructional Supervision Practices For Continuing Professional Development." International Journal of Educational Management and Innovation 4, no. 2 (2023): 86–98. http://dx.doi.org/10.12928/ijemi.v4i2.5491.

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Instructional supervision is the process of ensuring that a school's educational mission is carried out by supervising, equipping, and empowering teachers to provide students with meaningful learning experiences. The study explored school heads' instructional supervision practices for continuing professional development through Leaders' Circle via a learning management system, which provides school leaders with opportunities to communicate, collaborate, critically think, be creative, and share experiences related to instructional supervision. The process owners of the instructional supervision

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Tataq Harjuna Piranggada, Muhammad Triyoso, Muhsinin, Sahdat, Ahmad Suriansyah, and Ratna Purwanti. "INSTRUCTIONAL LEADERSHIP STRATEGIES OF SCHOOL PRINCIPALS IN ENHANCING LANGUAGE TEACHERS’ PERFORMANCE." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 533–40. https://doi.org/10.31851/esteem.v8i2.19212.

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The instructional leadership at SDN Pelajau Baru plays a significant role in improving language teachers’ performance and the overall quality of language instruction through structured managerial strategies. This study highlights the implementation of various instructional leadership strategies, including the establishment of Professional Learning Communities (PLCs), data-driven supervision, and participatory leadership approaches. The findings reveal that effective instructional leadership in this school is supported by the principal’s and teachers’ professional competence, digital literacy,

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Dickens, Dr Serunjogi Charles, and Aimable Ntirenganya. "Instructional Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty, Luweero District." International Journal of Research Publication and Reviews 04, no. 01 (2023): 243–50. http://dx.doi.org/10.55248/gengpi.2023.4102.

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The study focused on Instruction Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty in Luweero District. The objectives were: to examine the level of instructional supervision practices, to establish the level of teachers’ performance, and to examine the relationship between instructional supervision practices and teachers’ performance in selected primary schools in Bamunanika County, Luweero District. There was a high level of instructional supervision practices in selected primary schools in Bamunanika County, Luweero District as indicated with

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Milane, E. Daigon, and R. Alcopra Arlene. "Instructional Supervision Practices and Efficacy of Teachers." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3738–46. https://doi.org/10.5281/zenodo.13284374.

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Assessing and enhancing teachers' ability to deliver high-quality instruction significantly relies on the instructional supervision practices of school heads. The objective of this study was to determine the level of instructional supervision practices of school heads, the level of efficacy of teachers, the significant correlation between these variables and the specific instructional supervision practices that impact the efficacy of teachers among the four (4) schools of Impasugong I District, Division of Bukidnon for School Year 2023-2024. The study employed a descriptive correlational and c

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Alba, Cherry Rose, Rodolfo Abayon, Rose Jane Alcaraz, et al. "Best Practices of School Heads in Providing Instructional Supervision to Public Elementary School Teachers." Psychology and Education: A Multidisciplinary Journal 37, no. 10 (2025): 1055–61. https://doi.org/10.70838/pemj.371003.

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This study explores the best practices of school heads in instructional supervision with public elementary teachers. Instructional supervision can enhance teaching performance and improve students' learning results; however, it is very challenging due to the constraints in terms of time and resistance among the teachers. Using the findings, this research indicates the role of cooperation, trust, and constant feedback in instructional supervision. It also examines the school head's difficulties in poor training, over administrative burdens, and scarcity of resources. It applied a quantitative r

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Modjo, Usman. "MODEL SUPERVISI PEMBELAJARAN MOLIT’O PAUD." JIV 13, no. 1 (2018): 61–66. http://dx.doi.org/10.21009/jiv.1301.7.

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Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Moliti’O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Moliti’O instructional that can foster the imagination of learners. The results of the discussion show a

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Nasreen, Shahida, and Madiha Shah. "Effect of Instructional Supervisory Practices on Teacher Motivation in Private Secondary Schools of Lahore, Pakistan." Advances in Social Sciences Research Journal 6, no. 11 (2019): 192–203. http://dx.doi.org/10.14738/assrj.611.7301.

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Research in the area of school leadership proves that effective leaders accomplish the role of instructional leaders (Zheng, 1996). The main objective of an effective principal is the supervision of classroom instructions (Hoy, & Hoy, 2006). This paper examines the effect of instructional supervisory practices of the school leaders on teacher motivation in private secondary schools of Lahore, Pakistan. Twenty four schools from three different school types (low-income schools, middle-class schools, and elite schools) were selected using stratified random sampling. A questionnaire comprising

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Lee, Eunhye, and Innwoo Park. "A Conceptual Analysis on Instructional Coaching, Instructional Supervision, and Instructional Consulting." Journal of Educational Technology 33, no. 1 (2017): 105–35. http://dx.doi.org/10.17232/kset.33.1.105.

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Oke, Jonathan O., and Olusegun O. Olakotan. "Towards Enhancing Effective Instructional Supervision in Technical Colleges in Ogun State, Nigeria." Innovation of Vocational Technology Education 16, no. 1 (2020): 32–41. http://dx.doi.org/10.17509/invotec.v16i1.23511.

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Instructional supervision in schools in general and technical colleges in particular is a precursor to goal attainment. This study focused on enhancing effective instructional supervision in Ogun State technical colleges. Being a descriptive research of the survey type, the study raised two research questions focusing on activities for enhancing effective instructional supervision in technical colleges and mechanisms for enhancing effective instructional supervision in technical colleges. Also, two null hypotheses tested at 0.05 significant level were formulated. The instrument developed and u

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Dacer, Gerry B., Merlanie D. Magana, Vivian C. Bayani, and Consuelo R. Saenz. "Extent of Instructional Supervision on Teacher Job Satisfaction in Public High Schools in Camarines Norte, Philippines." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 4569–89. https://doi.org/10.47772/ijriss.2025.90400327.

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This study delves into the extent of instructional supervision and the level of teacher job satisfaction within public high schools in Camarines Norte, specifically focusing on Jose Panganiban District. The primary objectives include assessing the extent of instructional supervision by school heads, examining teachers’ satisfaction levels regarding school head support, identifying challenges in instructional supervision affecting job satisfaction, and exploring the relationship between instructional supervision and job satisfaction. The research employs a quantitative approach, utilizing surve

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Arnold, Noelle, and Rhodesia McMillian. "The Plantation of Instructional Supervision." Journal of Educational Supervision 7, no. 2 (2024): 15–32. http://dx.doi.org/10.31045/jes.7.2.2.

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Clough, Dick B., Terry L. James, and Ann E. Witcher. "Curriculum Mapping and Instructional Supervision." NASSP Bulletin 80, no. 581 (1996): 79–82. http://dx.doi.org/10.1177/019263659608058120.

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張德銳, 張德銳. "發展性教學視導的理論基礎及其在教學視導實務上的應用". 教育研究月刊 343, № 343 (2022): 036–49. http://dx.doi.org/10.53106/168063602022110343003.

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Tiguryera, Scholastica, Wilson Mugizi, and John Bosco Ssettumba. "Instructional Leadership and Self-Efficacy of Academic Staff in Public Universities in Uganda." East African Journal of Education Studies 7, no. 3 (2024): 391–407. http://dx.doi.org/10.37284/eajes.7.3.2159.

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This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided dat

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Tiamwatt, Joy M. "Intensive School-Based Instructional Supervision (ISBIS) Influences Academic Teaching Performance." International Journal of Membrane Science and Technology 10, no. 2 (2023): 149–54. http://dx.doi.org/10.15379/ijmst.v10i2.1177.

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This study was done to ascertain how Public Secondary Schools in Tawi-Tawi will implement Intensive School-Based Instructional Supervision. School principals and teachers who participated in the study as respondents were surveyed using the descriptive-quantitative technique of research. The data were statistically processed using multiple regression analysis, weighted mean, and standard deviation. The results showed that the principals of each school had adopted intensive school-based instructional supervision in terms of help and support, creative strategy, monitoring, and evaluation. Similar

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BERHANU, Kelemu Zelalem. "The Mediating Role of Teachers’ Attitudes toward Instructional Supervision in the Association between Instructional Supervisory Practice and Teachers’ Job Performance." Participatory Educational Research 11, no. 2 (2024): 212–29. http://dx.doi.org/10.17275/per.24.27.11.2.

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The school needs to pay instructional supervision considerable attention to implement better teaching-learning procedures that will result in a more effective education. These procedures ought to remain democratic and cooperative. The attitude of the teachers toward supervision influences the outcomes of the supervision process. Therefore, in the context of secondary schools in Ethiopia's Dembecha area, this study sought to explore the mediating effect of teacher attitude to instructional supervision in the relationship between job performance and instructional supervisory practice. A mixed re

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Tovera Salvador, Jordan, and Sunshine Jade Tovera Salvador. "Transforming Organization through Instructional Leadership and Supervision (TOILS)." European Scientific Journal, ESJ 12, no. 31 (2016): 189. http://dx.doi.org/10.19044/esj.2016.v12n31p189.

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Instructional leadership and supervision has been subjected in different substantiations in terms of its theoretical standpoints and underpinnings. These are often defined similarly, however, these two have different definitions when it comes to some aspects in the operations within the organization. Instructional leadership involves activities in managing an educational facility, while, supervision is defined as the guidance and oversight of an expert or a more experienced person. In fact, it is usually related with continuous improvement and sustainable development in the classroom instructi

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Rizada, Ma Chona S. "Supervision of Instruction: Teachers and School Heads’ Perspective." American Journal of Education and Technology 3, no. 4 (2024): 78–85. http://dx.doi.org/10.54536/ajet.v3i4.3862.

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The research focused on discovering the tactics used by school heads and the challenges faced when overseeing teaching in selected public secondary schools in Puerto Princesa City Division. The research utilized descriptive, correlation methods. The study included 139 participants, with 124 being teachers and 15 being school heads from the 15 public secondary schools in Puerto Princesa City Division. The researcher collected data from a survey questionnaire they created, the School Improvement Plan (SIP), The data was analyzed using frequency, percentage, mean, weighted mean, ranking, Pearson-

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Fanan, A. G., Uzoigwe, M. C.,, Ategwu, P. O. ,. Kenn-Aklah, F. U. ,. "Availability and utilizationof instructional technologies in supervision in public secondary schools during coivid-19 era in cross river state, nigeria." Global Journal of Educational Research 21, no. 2 (2022): 175–81. http://dx.doi.org/10.4314/gjedr.v21i2.11.

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This study investigated the availability and utilization of instructional technologies in supervision in public secondary schools in Cross River State, Nigeria. To achieve the purpose of this study, descriptive survey research design was adopted; a research question was raised and two hypotheses were formulated to guide the study. The population of this study comprised the entire 279 respondents drawn through census approach from all the public secondary schools in Cross River State.Data collection was carried out with the use of researchers’ constructed instrument titled: Availability and Uti

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Oriente, Victoria Susan, and Angelito Alvarado. "Supervisory Assistance in Organization: Basis for Enhanced Instructional Supervision for Teachers." Journal of Technology and Humanities 1, no. 1 (2020): 11–17. http://dx.doi.org/10.53797/jthkkss.v1i1.2.2020.

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Instructional supervision is very important as an administrator can reinforce and enhance teaching practices that can contribute to improved student learning. By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on learning that occurs in each classroom. Because the student's learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator. If schools provide equal access to quality educational programs

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Andrin, Glenn, Mario Ramil Pepito, Victoria Amadora, and Earl Dave Rocha. "Elevating Education: Instructional Leadership Practices of Principals in Cebu City's Selected Public High Schools." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 1, no. 11 (2024): 269–77. https://doi.org/10.5281/zenodo.14187731.

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<strong>Abstract</strong> <strong> </strong> This study examines the instructional leadership practices of principals in selected public secondary schools in Cebu City. Using Hallinger’s Principal Instructional Management Rating Scale (PIMRS), the study identifies key leadership practices in the areas of school goal setting, curriculum coordination, instructional supervision, and teacher incentives. Results show that principals display a moderate level of engagement in instructional leadership, with significant variation across schools and leadership dimensions. The study highlights

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Benigno, Stephen. "A Viable Solution to Implementing Effective Instructional Supervision." Journal of Education and Learning 5, no. 1 (2016): 128. http://dx.doi.org/10.5539/jel.v5n1p128.

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<p>With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), “In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable” (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in ma

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Boehringer, Daniela. "Constituting the listening student: Compliments in Ph.D. supervision." Ethnographic Studies 18 (December 26, 2021): 99–121. https://doi.org/10.5281/zenodo.5805448.

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There is a growing body of research on best-practice models, both at the conceptual level and in supervision practices such as instructional activities and giving feedback. Substantial efforts have been undertaken to improve Ph.D. supervision effectiveness in reflecting the teacher/student relationship between supervising professors and their candidates. This paper is about how the relationship is lived and established: the real-time interaction between candidate and supervisor. Video recordings of supervisions are analyzed from a conversation-analytic perspective, following a fairly frequent

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Abdurahman, Abdurajim, Sitti Berkis Sabtula, and Fatima Abdurahman. "Leveraging Classroom Learning: Strengthening Instructional Supervision to Foster Teacher Development." Sprin Journal of Arts, Humanities and Social Sciences 4, no. 1 (2025): 8–18. https://doi.org/10.55559/sjahss.v4i1.469.

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This study aimed to investigate the instructional supervision procedures of public elementary school administrators in District, Tawi-Tawi. The study examined the demographic characteristics of the teacher, the perceived effectiveness of supervisory methods, and the perception of instructional supervision. The research employed a descriptive design-quantitative methodology using a sample of 89 educators from seven institutions. Canada and Ukraine had once employed a modified variant of the supervisory practices tool. The statistical analysis of these variables was conducted utilizing frequency

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Alcances, Maria Lyn S., Antonio R. Yango, and Pedrito Jose V. Bermudo. "Leadership Style, Instructional Supervision Strategies, and Job Performance of College Instructors in the Local Colleges in Cavite." Technium Social Sciences Journal 44 (June 9, 2023): 477–97. http://dx.doi.org/10.47577/tssj.v44i1.9028.

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The condition of school and the role of leadership are widely listed as must mediation for adopting the advancement, modernization, changes, and innovations in capacity building and teaching and learning practices (Lunenburg & Ornstein, 2021). This study aimed to determine the department heads’ leadership style and instructional supervision strategies as predictor of instructors’ job performance in the local colleges in Cavite. Specifically, it probed the relationship between the leadership style and instructional supervision strategies of department heads; leadership style and instructors

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Muranda, Augustine Zano. "Models of Instructional Supervision That Instructional Supervisors Can Use To Promote Effective Teaching and High Pupil Achievement." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 4, no. 3 (2018): 38–42. http://dx.doi.org/10.36344/ccijhss.2018.v04i03.005.

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In order for supervisors to be successful in their role of promoting instructional effectiveness and thereby increasing student achievement, supervisory models are needed. The models of supervision reviewed in this paper include scientific supervision, clinical supervision, self-assessment supervision, developmental supervision, and collaborative or co-operative or collegial supervision. Supervision styles that emanate from these models that will be reviewed are the autocratic, consultative, participatory, democratic, directive and non-directive supervisory styles. The importance of bringing a

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Maigari, M. A. "Influence of Supervision of Instruction on Teachers'-Classroom-Productivity and Students' Academic-Achievement among Secondary Schools in Abuja Municipal Area Council." Zamfara International Journal of Education 4, no. 5 (2024): 295–99. https://doi.org/10.5281/zenodo.15079913.

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The study was carried out to investigate the perceived influence of supervision of classroom instruction on teachers' classroom performance and students’ academic achievement in senior secondary school in<strong> </strong>Abuja Municipal Area Council. The purpose of the study was to find out the perceived influence of supervision of instruction on teachers' classroom productivity and students’ achievement. One research questions and one corresponding null hypothesis guided the study. Descriptive survey research design was adopted for the study. The population of the study was 80 se

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Parco, Janessa M., and Walter F. Galarosa. "INSTRUCTIONAL SUPERVISORY PRACTICES OF SCHOOL HEADS AND CLASSROOM INSTRUCTIONAL PRACTICES OF ELEMENTARY SCHOOL TEACHERS IN ALABAT ISLAND, DIVISION OF QUEZON." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 93–134. https://doi.org/10.5281/zenodo.11105019.

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This study determined the instructional supervisory practices of school heads and classroom instructional practices of teachers in Alabat Island, Division of Quezon, utilizing a descriptive method. The researcher chose participants for the study using purposive sampling which involved 23 school heads and 255 teachers in Alabat Island, Division of Quezon. A research questionnaire assessed the level of school heads' instructional supervisory practices and teachers' classroom instructional practices using a 5-point Likert Scale. Thus, weighted mean was used to determine the level of instructional

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Jessahmae, O. San Roque, and M. Valle Azel. "School Heads' Instructional Supervision: Its Impact to Teachers' Self-Efficacy." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1612–21. https://doi.org/10.5281/zenodo.15173491.

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Building and maintaining a positive work environment requires careful attention to various aspects. This study investigated the impact of school heads' instructional supervision, focusing on delivery mode, teachers' activity monitoring, and assessment, on teachers' self-efficacy in both professional and social aspects. Using a correlational and causal design, the study analyzed responses from 146 teachers across four elementary schools in Cagayan de Oro. Descriptive statistics and Pearson’s Product Moment Correlation, along with Multiple Linear Regression analysis assessed the relationsh

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Freeman, Jennifer. "Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary." Beyond Behavior 27, no. 3 (2018): 175–76. http://dx.doi.org/10.1177/1074295618799082.

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Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

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Jelagat Yego, Stellah, Catherine Amimo, and Elizabeth Mendoza-Role. "Relationship between Instructional Supervision and Teacher’s Performance among Public Secondary Schools in Nandi North Sub-County, Kenya." July to September 2020 1, no. 2 (2020): 90–97. http://dx.doi.org/10.46606/eajess2020v01i02.0024.

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This study was tailored to investigate the implementation of instructional supervision and its relationship with teachers’ performance in public secondary schools in Nandi North Sub County. Descriptive-correlational research design was adopted and the Instructional Supervision and teachers’ Performance Questionnaire was used to obtain relevant data from 187 teachers in 15 selected Public Secondary schools using the simple random sampling techniques. Descriptive statistics and Spearman’s rank-order correlation coefficient at 0.05 level of significance were used to determine the data generated a

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Felix, Omemu. "Correlates of Effective Instructional Supervision in Bayelsa State Secondary Schools." World Journal of Education 7, no. 4 (2017): 40. http://dx.doi.org/10.5430/wje.v7n4p40.

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The purpose of this study is to examine the correlates of effective instructional supervision in secondary schools inBayelsa State. A critical examination of all the policies and personnel put in place by the government to achieve theaim of supervision of instruction in secondary school in Bayelsa State were elucidated. The study involved empiricaldesign with the stratified population of fifteen (15) secondary schools, comprising three hundred (300) teachers andsixty (60) supervisors (Principals) randomly selected from three geo-political zones (Sub divided into: Riverine,Upland and Midland).

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Mwanza, Rose, and Lucia Musyoka. "Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance." European Scientific Journal, ESJ 14, no. 28 (2018): 128. http://dx.doi.org/10.19044/esj.2018.v14n28p128.

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This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, bo

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Darmawan, Luqi, Hermanto Hermanto, and Agustian Ramadana Putera. "The Pedagogic Competence of Non-Graduate Special Education Teachers : A Study of Instructional Supervision in Special Education School." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 9, no. 3 (2023): 822. http://dx.doi.org/10.33394/jk.v9i3.8508.

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This study aims to analyze the implementation of instructional supervision in developing the pedagogic competence of non-graduate special education class teachers at SLB YKK Pacitan dan SLB Negeri Ngadirojo. This study used a qualitative approach with a case study method. The data were obtained through interviews, observation, and study documentation. The validity of the data in this study had criteria for credibility and confirmability. Analysis of the data used was data collection, data condensation, data display, and conclusion drawing/verification. The results of this study showed that; 1)

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Kim, Sun, and Yera Hur. "Instructional Supervision Using Class Climate Assessment." Korean Journal of Medical Education 16, no. 3 (2004): 289–97. http://dx.doi.org/10.3946/kjme.2004.16.3.289.

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Moswela, Bernard. "Instructional Supervision in Botswana Secondary Schools." Educational Management Administration & Leadership 38, no. 1 (2010): 71–87. http://dx.doi.org/10.1177/1741143209351811.

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Tunison, Scott D. "Instructional Supervision: The Policy-Practice Rift." Journal of Educational Thought / Revue de la Pensée Educative 35, no. 1 (2018): 83–108. http://dx.doi.org/10.55016/ojs/jet.v35i1.52918.

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If school superintendents were polled as to the level of agreement between the behaviors outlined in school division policy manuals and actual behaviours in schools, one might expect them to respond that there was, in fact, a high level of agreement. In fact, in today's site-based managed schools, it seems critically important that the level of agreement be high since schools operated under this management philosophy often have a great deal of autonomy with less day to day contact with superintendents. This article r elates the results of a recent study in which the perceptions of superintende

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