The Extent Educational Supervisors' Practice of their Supervisory Competencies as Perceived by UNRWA Teachers in the West Bank

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Type: 
Thesis
Year: 
2000
Students: 
Fayeq Suleiman Hassan Abu- Huweidi
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The Extent Educational Supervisors' Practice of their Supervisory Competencies as Perceived by UNRWA Teachers in the West Bank2.1 MB
Abstract: 
This study aimed at investigating the degree of educational supervisors' practice of their supervisory competencies and evaluating the effect of sex, experience, qualification and the educational area as viewed by the teachers. This study attempted to answer the following question: 1-To what extent do the supervisors practice their supervisory competencies, as perceived by the teachers? Is there any significant difference in the estimation of supervisors' practice of their competencies due to sex, experience, qualification and educational area variables? The study sample consisted of (192) teachers selected randomly to represent (15%) of the study population (1268) teachers in the scholastic year 1998/1999. To accomplish the study focuses, the researcher developed a (70) competencies questionnaire that covered(9) supervisory domains. the questionnaire included Likert scale that measures the degree of the supervisors practice of their competencies. In order to answer the first question means and percentages were calculated for each competency, domain and the whole questionnaire, and to test the hypotheses, the (Independent T - test) , the (ANOVA) and (Scheffe- post -- Hoc Test) 1. The study presented the following findings: The educational supervisors practice their competencies at a 100,v level, In general. They practice (8) competencies at an average level whereas they practice (62) competencies at a low level. They practice one domain of the study at an average level while they practice the other domains at a low level. In general their practice of the study domains was low. 2. the domains, In view of their practice , were classified as shown below: Leadership (63,2%) , Humanitarian Relationships (57.8%), Planning (57.4%), Professional Growth (55.8%), Curricula (55.4%), School Tests (54.4%), Class Management (54.2%), Teaching Learning Strategies (53.8%) Educational Evaluate (52.4%) . 3. There are no significant differences at (α=0.05) in the supervisors' practice of their competencies due to sex or experience of the teacher. in all categories and on the instrument as a whole. 4- There is no significant difference in the whole instrument due to the teachers qualification, but there is a significant difference in the School Tests domain, due to the teacher's quantification in favour of B.A and above . 5. There are no significant differences in the whole instrument ascribed to the educational area but significant differences do exist in the Humanitarian Relationships in favour of Jerusalem area. In the light of the aim findings, the researcher stated the following recommendations for follow up and practice purposes: 1- Conducting similar studies on other samples in other areas. 2- Conducting contrastive I comparative study on the supervisors' practice of their competencies in the Government, Private and UNRWA educational institutions. 3- Conducting studies and limit the teachers' competencies m different school subjects and the degree at the their practicing these competencies, on different samples. 4- Conducting studies to suggest standards for a special programme to train educational supervisors. 5- Innovating and renewing the training courses for the school supervisors in the UNRWA. 6- Increasing the number of the school supervisors in each area in the UNRWA. 7- Offering more than one educational superv1s10n course for the “Teaching Methods" majors in the Palestinian Universities in the B.A. level.