Download or read book The Relationship Between Teacher Perceptions of Ideal and Actual Supervisory Behavior and Teacher Satisfaction with Supervision in Jordan written by Saadeh Abdel Rahim Khalil and published by . This book was released on 1983 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1990 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book American Doctoral Dissertations on the Arab World 1883 1974 written by George Dimitri Selim and published by . This book was released on 1976 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Techniques in the Clinical Supervision of Teachers written by Keith A. Acheson and published by Longman Publishing Group. This book was released on 1987 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1988 with total page 728 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book written by M. Saliba and published by . This book was released on 1985 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations on the Arab World written by and published by . This book was released on 1989 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Industrial Relations Theses and Dissertations Submitted at Universities written by and published by . This book was released on 1983 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Instructional Supervision and Its Relationship with Professional Development written by T. A. Tesfaw and published by . This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Purpose) The purpose of this study is to examine the existing perceptions and preferences of teachers toward instructional supervision, more specifically on the actual and ideal use of selected instructional supervisory approaches (such as clinical supervision, peer coaching, cognitive coaching, mentoring, reflective coaching, teaching portfolios, and professional growth plans) in secondary schools of Addis Ababa, Ethiopia. It also seeks to explore if there are differences between beginning and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships with perceived professional development. (Methodology) The study employed a descriptive survey method. The study was carried out in randomly selected 20 (government and private) secondary schools of Addis Ababa, Ethiopia. The sample included a total of 200 teachers (100 beginner and 100 experienced). Questionnaire was the main instrument of data collection with an overall high Cronbach's alpha reliability of 0.87. (Results) The results reveal that except for peer coaching and portfolios, the selected supervisory approaches were less frequently practiced and beginner teachers prefer the use of mentoring and portfolios more than experienced teachers. No significant differences were found between beginner and experienced teachers in their attitudes and satisfaction toward supervisory processes practiced at their schools. Moreover, significant weak to moderate positive relationships were found of the actual and ideal supervisory approaches, teachers' attitudes and satisfaction with professional development. However, regression analysis showed that teachers' attitudes and teachers' satisfaction are the most important contributors to professional development. (Conclusions) No significant differences were found between beginners and experienced teachers in perception of the actual use of selected supervisory practices, namely clinical supervision, peer coaching, cognitive coaching, mentoring, and professional growth plans. However, it was found that beginner teachers prefer the use of mentoring and portfolios more than experienced teachers. Furthermore, there is no difference between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory processes practiced at their schools. (Recommendations) First, instructional supervision needs to be a priority in schools and given enough time so that improvement in instruction can occur. Second, supervisory practices should be clearly outlined in the school policies, providing (beginner and experienced) teachers with the options of choosing among different types. Third, further research is required to find out the impact of actual supervisory approaches, teachers' attitude and satisfaction on professional development. Appended to this document are the following: (1) Teachers' Survey Form; (2) Respondents According to Gender, Years of Experience and Type of School; (3) Respondents' Perceptions of the Frequency with Which They are Supervised and Evaluated; (4) Individuals Most Frequently Identified as Supervisors and Evaluators; (5) Respondents' Perceptions of the School Policies on Supervision (6) Respondents' Perceptions of the Importance of Supervision (N = 200); (7) Frequency of Supervision for Beginning Teachers and those Experiencing Difficulty; (8) Respondents' Perceptions of the Time a Supervisor Should Spend in the Classroom; (9) Teachers' Perception on the Frequency of Real Supervisory Approaches; (10) Teachers' Perception on the Frequency of Ideal Supervisory Approaches; (11) ANOVA of Teachers' Perceptions of Real Frequency of Supervisory Practices in terms of Teaching Experience; (12) Beginner and Experienced Teachers' Perceptions of the Ideal Use Supervisory Practices; (13) ANOVA of Teachers' Perceptions of Ideal Frequency of Supervisory Practices in terms of Teaching Experience; (14) Scheffe Multiple Comparison Test for Ideal Frequency of Mentoring in Terms of Years of Experience; (15) Male and Female Teachers' Perceptions of the Ideal Use of Selected Supervisory Practices; (16) Government and Private School Respondents' Perceptions of the Ideal Use of Selected Supervisory Practices; (17) Correlation of Real and Ideal Supervisory Approaches with Attitude Scale; (18) Correlation of Real and Ideal Supervisory Approaches with Satisfaction Scale; (19) Respondents' Perceptions of the Relationship between Supervision and Professional Development (N = 200); (20) Correlations between Perceived Professional Development and Each Actual Supervisory Approaches (N = 200); (21) Regression Model of Predicting Professional Development Using Four Predictors while Controlling for Teacher and School Covariates; and (22) Respondents' Suggestions for Improvement of Instructional Supervision. (Contains 8 tables and 1 figure.).
Download or read book Quality Circles written by David E. Hawley and published by . This book was released on 1984 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Varying Perceptions about the Ideal Student teaching Supervisor s Role written by John W. Stewig and published by . This book was released on 1967 with total page 662 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Teachers Perceptions and Supervisors Perceptions of Desirable Teacher Behavior and Actual Teacher Behavior in Public Junior Colleges written by Kenneth Ray Bishop and published by . This book was released on 1984 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Supervision of Instruction written by Hubert Wilbur Nutt and published by . This book was released on 1920 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following discussion and analysis of the elements of the supervisory process, and statement of the technique and professional standards for the supervision of instruction, will be read with interest by those who are concerned with the work of school supervision. The fundamental purpose of all school supervision is to increase the efficiency of the classroom teacher. For a supervisor to be constructively critical and helpful requires a good understanding of both the purposes and the technique of supervision; and the fundamental principles and methods underlying such helpful and constructive service the author of the present volume has here set forth.
Download or read book Teachers Perceptions of Their Supervisors Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process written by Jennifer Miller and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined teachers' perceptions regarding the feedback provided by their supervisor on their instructional practice, the impact of the supervisory model on teachers' professional growth, and the teacher-supervisor relationship. The participants were teachers from a district in southeastern Pennsylvania. There were 61 teachers that participated in this study. A researcher-designed survey, with Likert-scale and open-ended questions, was used to collect data. This survey was approved by an experienced educator panel. To further investigate participants' perceptions, the researcher interviewed 12 teachers utilizing researcher-designed and experienced panel approved questions. The results of this study indicated that teachers perceived the dialogue component of the supervisory process to be valuable. The teachers, who took part in this study, found their most recent observational rating as an accurate representation of their performance. The perceptions of these teachers indicated that teachers valued the feedback from their supervisor because the feedback afforded an opportunity for self-reflection about their instruction or classroom environment. The results of this study also revealed that teacher-supervisor relationships varied for reasons beyond the supervision model in place. The data collected in this study may be helpful for administrators and teachers to analyze their current supervisory model and its subsequent impact on teachers and supervisors.
Download or read book The Relationship of Teacher Supervisor and Principal Perceptions of Supervisory Behavior written by Bob R. Stewart and published by . This book was released on 1969 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Actual and Ideal Roles of Supervisors at the UNRWA UNESCO Preparatory Schools in South Lebanon written by Mahmoud A. Assadi and published by . This book was released on 1983 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
