Open AccessDifferentiated Education Supervision Approaches in Schools through the Lens of Teachers
Author(s) -
Norma Ghamrawi,
Najah A. R. Ghamrawi,
Tarek Shal
Publication year - 2019
Publication title -
deleted journal
Language(s) - English
DOI - 10.31686/ijier.vol7.iss11.2011
Subject(s) - directive , sample (material) , control (management) , psychology , medical education , pedagogy , mathematics education , management , medicine , computer science , chemistry , chromatography , economics , programming language
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.