Identify the Components of Supportive Supervision & Developing an Appropriate Model for it in the Educational System of Iran.
Subject Areas : Research in Curriculum Planning
Asadollah Khadivi
1
(
)
Hamid Melki
2
(
)
Keywords: Lesson Plan goal setting and final evaluation, Professional Commitment, Keywords: Supportive supervision, Observation, Profession al Development,
Abstract :
Abstract The purpose of the present research is to identify the components of supportive supervision develop an appropriate model for supportive supervision and determine the degree of appropriateness of the proposed model. The present research is a survey and description. The statistical population includes 434 faculty members of schools of education at state universities 669 supervisors,1029 Instructional evaluators and educational experts. Cluster sampling and within the clusters partial sampling were used. Three questions of present research include: 1- What are the components of supportive supervision? 2- Regarding the present components, what appropriate model can you give for the educational system? 3-According to the views of faculty members of schools of education at state universities supervisors, instructional evaluators and educational experts, what is the proportion of the proposed model? To answer the first question the literature was reviewed and global studies were surveyed and six components were extracted and then each of the sub-componenets were identified. To test the components and answer the research questions a questionnaire was given to the 500 people including: faculty members, supervisors, instructional evaluators and educational experts. The data collected were disaggregated through statistical methods with high frequency percentage and through Factorial Analysis and One Sample T-Test. The pertinent and impertinent variables in this research were identified with %93 accuracy. Using SPSS, the relationship between the variables were calculated and analyzed. The variables were named on the basis of specific values including in: End-of-Year Evaluation, Observation, Professional Development, Goal-Setting. Lesson Planning and Professional Commitment. To answer the third question, a questionnaire was given to the study group. They were asked to identify the adequacy of the model through grading. The accuracy of the questionnaire was calculated as %93 and the total mean of 8.9 out of 10 Based on the results, the research suggested a conceptual model for educational system of Iran.
