The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools

Abstract

This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.