School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

Öz

This study examined teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision in public secondary schools in Tanzania. The study employed quantitative and multiple case research design. Simple random sampling was used to select 54 male teachers and 40 female teachers who filled in the close ended questionnaire. The SPSS version 25 aided the analysis through crosstabs analysis. Teachers’ perceptions were yielded from six characteristics of clinical supervision. Teachers’ perceptions on school heads’ respect of teachers as professionals indicated that male teachers had 94.4% positive views while female teachers had 92.5% positive views. With respect to professional mutual relationship, male teachers had 90.8% positive views while female had 90.0% positive views. Regarding professional mentorship, male teachers had 81.5% positive views while female teachers had 75.5% positive views. Moreover, regarding school heads’ practices of professional dialogues, male teachers had 77.8% positive views while females had 85.0% positive views. Furthermore, school heads’ practices of collegians supervision, male had 77.8% positive views while females had 85% positive views. Concerning teachers’ perceptions on an ongoing teaching and learning supervision, male teachers had 85.1% positive views while female teachers had 85% positive views. The study concluded that professional respects, mutual relationships and an on-going teaching and learning supervision were equally practiced by school heads to both male and female teachers. This is contrary to aspects like professional dialogues, mentorships and collegians, whereas male teachers and female teachers had different perceptions.

Anahtar Kelimeler

• Characteristics of clinical supervision
• Clinical supervision practices
• Female teachers
• Male teachers
• School heads

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

Abstract

This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.

Keywords

• Characteristics of clinical supervision
• clinical supervision practices
• female teachers
• male teachers
• school heads

References

1. Abiddin, N. Z. (2008). Exploring clinical supervision to facilitate the creative process of supervision. The Journal of International Social Research, 1(3), 13–33. Retrieved from http://psasir.upm.edu.my/id/eprint/14656
2. Alabi, A. O. (2017). Mentoring new teachers and introducing them to administrative skills. Journal of Public Administration and Governance, 7(3), 65. https://doi.org/10.5296/jpag.v7i3.11362
3. Apolot, H. M., Otaala, J., Kamanyire, V., & Komakech, R. A. (2018). School practice supervision and performance of student teachers in higher institutions of learning in Uganda: empirical evidence from Kyambogo university and Ndejje university. Journal of Education and Entrepreneurship, 5, 16–35. https://doi.org/10.26762/jee.2018.40000012
4. Ayeni, A. J. (2012). Assessment of principals’ supervisory roles for quality assurance in secondary schools in Ondo state, Nigeria. World Journal of Education, 2(1), 62–69. Babo, R., & Agustan, S. (2022). Clinical supervision model to improve the quality of learning in elementary school. Jurnal Ilmiah Sekolah Dasar, 6(1), 85–94. Retrieved from https://dx.doi.org/10.23887/jisd.v6i1.43470%0A
5. Bello, A. T., & Olaer, J. H. (2020). Influence of clinical supervision of department heads on the instructional competence of secondary school teachers. Asian Journal of Education and Social Studies, 12(3), 42–50. https://doi.org/10.9734/ajess/2020/v12i330314
6. Bencherab, A., & Al Maskari, A. (2021). Clinical Supervision: A genius tool for teachers’ professional growth. The Universal Academic Research Journal, 3(2), 51–57. https://doi.org/10.17220/tuara.2021.02.11
7. Borders, L. D. A. (2019). Science of learning: Evidence-based teaching in the clinical supervision classroom. Counselor Education and Supervision, 58(1), 64–79. https://doi.org/10.1002/ceas.12124
8. Chinedu, O. (2021). Role of instructional supervision on teachers’ effectiveness in secondary schools in Enugu State. Global Journal of Education and Humanities, 1(1), 26–34.

9. Chiwamba, sarah V, Mtitu, E., Kimatu, J., & Okondiek, M. (2022). Influence of heads of school instructional supervision practices on teachers work performance in public secondary schools in Lindi region Tanzania. Journal of Education and Practice, 13(14), 1–8.
10. Clifford, J. R., Macy, M. G., Albi, L. D., Bricker, D. D., & Rahn, N. L. (2005). A model of clinical supervision for preservice professionals in early intervation and early childhood special education. Topics in Early Childhood Special Education, 25(3), 167–177.
11. Cogan, M. (1973). Clinical supervision. Boston: Houghton Mifflin.
12. Deborah, K., Edward, K., & Mercy, M. M. (2017). Secondary school principals’ work load and instructional supervision practices in Kenya: A case of lower Yatta sub county, Kitui county. International Journal of Humanities, Social Sciences and Education, 4(2), 68–80.
13. Enyonam, R., & Mensah, A. (2020). Perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. European Journal of Education Studies, 7(6), 196–219. https://doi.org/10.5281/zenodo.3686763
14. Glickman, C., Gordon, S., & Ross-Gordon, J. (2018). Supervision and instructional leadership: A developmental approach (10th ed.). New Jersey: Allyn & Bacon Inc.
15. Glickman, G. D. (2002). Leadership for learning: How to help teachers Succeed. Virginia: Association for supervision and curriculum development.
16. Goldhammer, R. (1969). Clinical supervision. New York: Holt, Rinehart and Winston.
17. Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1980). Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart & Winston.
18. Husain, H., Ghavifekr, S., Rosden, N. A., & Hamat, Z. W. (2019). Clinical supervision: Towards effective classroom teaching. Malaysian Online Journal of Educational Sciences, 7(October), 30–42.
19. Husbands, C. (2011). Clinical supervision and teacher development: pre ‐ service and in-service applications. Journal of Teachers’ Professional Development, 15(1), 125–126. https://doi.org/DOI: 10.1080/13664530.2011.555231
20. Ibara, E. C. (2013). Exploring clinical supervision as instrument for effective teacher supervision. Africa Education Review, 10(2), 238–252.
21. Kayıkçı, K., Yılmaz, O., & Şahin, A. (2017). The views of educational supervisors on clinical supervision. Journal of Education and Practice, 8(21), 159–168.
22. Khaef, E., & Karimnia, A. (2021). Effects of implementing clinical supervision model on supervisors’ teaching perspectives and qualifications: Acase study in an EFL context. Education Research International, 2021, 1–11. https://doi.org/10.1155/2021/6138873
23. Kipngetich, K., & Osman, A. (2012). Use of clinical supervision cycle in the assessment of teacher trainees in physical education in Kenya: A study of teacher colleges in rift-valley zone. Journal of Education and Practice, 3(9), 159–167. Retrieved from www.iiste.org
24. Koliba, C., & Gajda, R. (2009). Communities of practice as an analytical construct: Implications for theory and practice. International Journal of Public Administration, 32, 97–135.
25. Lawrent, G. (2018). Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy. The University of Waikato.
26. Long, J. (2010). Mentoring for school based teacher education in Australia. Partnership in Learnin, 4(11–18), 10–18. https://doi.org/DOI: 10.1080/0968465970040302
27. McGhee, M., & Stark, M. (2021). Empowering teachers through Instructional Supervision: Using solution focused strategies in a leadership preparation program. Journal of Educational Supervision, 4(1), 43–67. https://doi.org/10.31045/jes.4.1.5
28. Mette, I. M., & Riegel, L. (2018). Supervision, systems thinking, and the impact of American school reform efforts on instructional leadership. Journal of Cases in Educational Leadership, 21(4), 34–51. https://doi.org/10.1177/1555458918759696
29. Mohajan, H. K. (2017, October). Two criteria for good measurements in research: Validity and reliability. Munich Personal RePEc Archive, (83458), 1–31.
30. Mugenda, O. M., & Mugenda, A. G. (2013). Research methods: Quantitative and qualitative approaches. Nairobi: ACTS Press.
31. Musundire, A., Dreyer, J. M., & Musundire, A. (2019). Effectiveness of the developmental supervision model as a tool for improving the quality of teaching in Gauteng, South Africa. Africa Education Review, 16(2), 109–125. https://doi.org/10.1080/18146627.2018.1454841
32. Ngwenya, V. C. (2020). School-based supervision enhances the professional development of teachers. South African Journal of Education, 40(3), 1–10. https://doi.org/10.15700/saje.v40n3a1744
33. Nwankwoala, H. N. L. (2020). Relationship between instructional supervision and teachers’ job performance in public senior secondary schools in Rivers State. International Journal of Institutional Leadership, Policy and Management, 2(4), 855–877.
34. Okorji, P. N., & Ogbo, R. N. (2013). Effects of modified clinical supervision on teacher instructional performance. Journal of Emerging Trends in Educational Research and Policy Studies, 4(6), 901–905. Retrieved from jeteraps.scholarlinkresearch.org
35. Pajak, E. (2001). Clinical supervision in a standards-based environment: Opportunities and challenges. Journal of Teacher Education.
36. Paker, T. (1995). Clinical supervision as in-service teacher development. Journal of Faculty of Education, 1(11), 39–53.
37. Petrovska, S., Sivevska, D., Popeska, B., & Runcheva, J. (2018). Mentoring in teaching profession. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 47–56. https://doi.org/10.5937/ijcrsee1802047P
38. Reavis, C. A. (1976, February). Clinical supervision: A timely approach. Association for Supervision and Curriculum Development.
39. Samsudin, M. A., Moen, M. C., Hai, P. T. T., Hagos Hailu, B., Hidayat, A., Ishida, Y., … Kyasanku, C. (2021). Indicators for the measurement of teachers’ professional identity across Asia and Africa: A Delphi Study. Journal of Asian and African Studies, 56(8), 1834–1847. https://doi.org/10.1177/0021909621992785
40. Segal, D. L., & Coolidge, F. L. (2018). Reliability. In Sage encyclopedia of lifespan human development. New Jersey: SAGE Publication Ltd.
41. Sergiovanni, T. J. (2001). Leadership: What’s in it for schools? London and New York: Routledge Falmer.
42. Sergiovanni, T., Starratt, R., & Cho, V. (2013). Supervision: A redefinition. New York: McGraw-Hill.
43. Siatun. (2020). The efforts of the headmaster in improving the ability of teachers to manage the learning process through the implementation of clinical supervision in sdn Wonorejo v/316 Surabaya. Al-Ibtidaiyah, 1(2), 129–141.
44. Stark, M. D., McGhee, M. W., & Jimerson, J. B. (2017). Reclaiming instructional supervision: Using solution-focused strategies to promote teacher development. Journal of Research on Leadership Education, 12(3), 215–238. https://doi.org/10.1177/1942775116684895
45. Sule, M. A., Sule, E. M., Igbineweka, P. O., & Okpa, O. E. (2020). Influence of clinical instructional supervisory practices on teachers’ professional efficiency in secondary schools in Calabar education zone, Nigeria. European Journal of Social Sciences, 60(3), 136–145. Retrieved from http://www.europeanjournalofsocialsciences.com
46. Sullivan, C. G. (1980). Clinical supervision a state of the art review (B. P. Erersole, Ed.). Washington St, Alexandria, Virginia: ERIC.
47. Supriyono, & Sari, H. P. (2020). Designing collaborative clinical supervision toward english learning based on scientific approach in Islamic junior high schools. The International Conference on Innovations in Social Sciences and Education (ICoISSE), 242–255. Bandung: ICoISSE.
48. Taherdoost, H. (2016). Validity and reliability of the research instrument: How to test the validation of a questionnaire in a research. International Journal of Academic Research in Management, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040
49. Tanjung, B. N. (2020). Education supervision in increasing competence. Journal of Britain International of Linguistics, Arts and Education, 2(2), 560–566.
50. Veloo, A., Komuji, M. M. A., & Khalid, R. (2013). The effects of clinical supervision on the teaching performance of secondary school teachers. 3rd World Conference on Learning, Teaching and Education Leadership, 93(October), 35–39. Sintok: Procedia for Social and Behavioral Sciences.
51. Wanzare, Z. (2012). Instructional supervision in public secondary schools in Kenya. Educational Management Administration and Leadership, 40(2), 188–216. https://doi.org/10.1177/1741143211427977
52. Williams, R. L. (2007). Clinical supervision: Moving from an evaluation to a supervision mode. The Pennsylvania State University.
53. Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based Learning. Journal of SAGE Open, 11(2), 1–9. https://doi.org/10.1177/21582440211013779