Volume 11, Issue 2, May 2015, Pages 387–394
Alfred Champion Ncube1, Thembinkosi Tshabalala2, Augustine Zano Muranda3, and Tichaona Mapolisa4
1 Pro-Vice Chancellor-Academic at the Zimbabwe Open University, Zimbabwe
2 Faculty of Arts and Education at the Zimbabwe Open University, Zimbabwe
3 Zimbabwe Open University, Zimbabwe
4 Faculty of Arts and Education at the Zimbabwe Open University, Zimbabwe
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Supervision is the process of working with teachers to improve their performance in their professional chores. This study sought to assess the effectiveness of supervision of teachers by heads of schools in Binga primary schools in Western Zimbabwe. The study was quantitative and utilised a descriptive survey design. The population comprised of all primary school heads and teachers in Binga District. The sample consisted of 200 teachers and 20 heads of schools. Of the sample respondents, 120 were male and 100 female. All the information was collected through a questionnaire which had both close-ended and open-ended questions. The study revealed that both teachers and heads concurred that supervision as it obtained in their schools needed more time and resources. It also revealed that heads were using models of supervision that did not promote teacher growth and motivation. The study recommends that heads of schools should not be allocated a class to teach if they are to effectively carry out their supervisory roles. The study also recommends that the Ministry of Primary and Secondary Education should organise workshops and in-service training sessions to help heads acquire better skills for supervising teachers.
Author Keywords: Supervision, effectiveness, primary school, District, teachers and heads.
Alfred Champion Ncube1, Thembinkosi Tshabalala2, Augustine Zano Muranda3, and Tichaona Mapolisa4
1 Pro-Vice Chancellor-Academic at the Zimbabwe Open University, Zimbabwe
2 Faculty of Arts and Education at the Zimbabwe Open University, Zimbabwe
3 Zimbabwe Open University, Zimbabwe
4 Faculty of Arts and Education at the Zimbabwe Open University, Zimbabwe
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Supervision is the process of working with teachers to improve their performance in their professional chores. This study sought to assess the effectiveness of supervision of teachers by heads of schools in Binga primary schools in Western Zimbabwe. The study was quantitative and utilised a descriptive survey design. The population comprised of all primary school heads and teachers in Binga District. The sample consisted of 200 teachers and 20 heads of schools. Of the sample respondents, 120 were male and 100 female. All the information was collected through a questionnaire which had both close-ended and open-ended questions. The study revealed that both teachers and heads concurred that supervision as it obtained in their schools needed more time and resources. It also revealed that heads were using models of supervision that did not promote teacher growth and motivation. The study recommends that heads of schools should not be allocated a class to teach if they are to effectively carry out their supervisory roles. The study also recommends that the Ministry of Primary and Secondary Education should organise workshops and in-service training sessions to help heads acquire better skills for supervising teachers.
Author Keywords: Supervision, effectiveness, primary school, District, teachers and heads.
How to Cite this Article
Alfred Champion Ncube, Thembinkosi Tshabalala, Augustine Zano Muranda, and Tichaona Mapolisa, “AN ASSESSMENT OF THE EFFECTIVENESS OF SUPERVISION OF TEACHERS IN BINGA DISTRICT SCHOOLS,” International Journal of Innovation and Applied Studies, vol. 11, no. 2, pp. 387–394, May 2015.
