Differentiated Education Supervision Approaches in Schools through the Lens of Teachers 146 117
DOI:
https://doi.org/10.31686/ijier.vol7.iss11.2011Keywords:
Developmental Supervision, Teacher Professional Growth, School Improvement, Differentiated SupervisionAbstract
The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.’s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.
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Copyright (c) 2019 Norma Ghamrawi, Najah Ghamrawi, Tarek Shal
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