Place of Instructional Supervision in Enhancing Primary School Teachers ‘Professional Growth

Abstract

In the study, I sought to interrogate the influence of instructional supervision on teaching and learning in Bulawayo Metropolitan Province’s primary schools. The objectives of the study were to: ascertain how instructional supervisors and teachers in Bulawayo Metropolitan primary schools conceptualised Instructional Supervision, identify the benefits of Instructional Supervision, evaluate supervisory practices that can enhance teacher professional growth as well as learner performance, assess the challenges that affect instructional supervisors as they conduct Instructional Supervision and finally explore strategies that can be used to address challenges that affect instructional supervisors as they implement Instructional Supervision in primary schools. The study utilized a qualitative methodology with multiple case studies. Purposive sampling was utilized. The research sample consisted of 70 participants made up of - 15 school heads, 15 Teachers-In-Charge and 40 primary school teachers. The study used questionnaires to collect data from teachers and an interview guide to collect data from instructional supervisors . Data were analysed through thematic content analysis and presented in narrative form. The study found out that school heads are engaged in most pressing issues like financial management, sporting and ground development at the expense of Instructional Supervision. The study also established that the supervision was thorough on preparation of schemes of work and lesson plans. However, classroom instructional visits during lesson delivery were infrequently practised. Participants revealed that strategies which catered for teacher professional growth and those that encouraged collaboration between the supervisor and supervisee were most effective practices of Instructional Supervision. It can be concluded that instructional supervision was not being conducted as per standard procedures  or as expected.

Therefore, it is advised that all parties involved in education (teachers, supervisors, education inspectors, and so on) carry out their duties, set up training for school-based instructional supervision management, and educate teachers on the importance of school-based instructional supervision in order to reduce bottlenecks and, as a result, improve the contributions of supervision.