Increasing Teachers' Self-efficacy through Regular Teaching and Learning Supervision

The teaching quality of institution of higher learning is the lifeline of the school survival and development, and the teaching supervision is an important avenue to improve the teaching quality, however, teaching supervision faces many practical problems that need to be solved. Teaching supervision mainly includes teacher supervision, subject competition supervision and course teaching supervision in colleges and universities, etc. The standard of teaching supervision quality should be the unity of adaptability, diversity, development, innovation and other aspects. The evaluation standard system of teaching supervision quality should be composed of three parts: teaching capital construction standards, teaching process standards and teaching management standards, which should follow the principles of diversified evaluation subjects, systematic, scientific evaluation content and professionalism of evaluation principles. The standards and content of teaching supervision and evaluation have a great influence on the curriculum teaching effect of universities, and different teaching supervision and evaluation methods may lead to different teaching effects. Therefore, school-level teaching supervision in principle should supervise the overall situation and guide to different departments in the implementation process of teaching supervision. Only by realizing the effective combination of curriculum teaching christianity, superintendent, and christian regulation, the content of teaching supervision in colleges and universities can be improved, and constantly improve the quality of teaching and level of teaching management in colleges and universities.

With the wide application of “Internet +” in education and the transformation and development of applied colleges and universities, teaching supervision is an important part of colleges and universities' teaching quality assurance system. However, there are still the following problems in the actual teaching supervision. The first is emphasizing “theory” teaching rather than “practice” teaching; the second is unstable supervisory team; the third is emphasizing “supervision” rather than “guidance”; the fourth is single ways and methods of teaching supervision; the fifth is lack of integration of teaching evaluation information. In order to ensure that the teaching quality of applied undergraduate colleges and universities can meet the requirements of local social development, teaching supervision work must be rooted in reality and focused on the future to build an effective teaching supervision system. Therefore, six suggestions are put forward. The first is to attach importance to the practicality of teaching, that is, application. The second is to insist on the part-time subjectivity of the supervision team. The third is to form a supervision culture of “guidance as to the main focus, supervision as the supplement, combination of supervision, and guidance to promote teaching quality through feedback.” The fourth is to implement a triple superposition of regular supervision, inspection supervision, and special supervision. The fifth is to strengthen the synergy and innovation of supervision methods. The sixth is to establish an information-based teaching supervision and management platform so as to solve the deficiencies of the teaching supervision system in application-oriented colleges and universities in function, organization, culture, methods, methods, technology, and so on.

The study aimed to investigate the challenges of head teachers' instructional supervision in public primary schools in Nyaruguru District, Rwanda, and propose mitigation strategies. The specific objectives included identifying key challenges faced by head teachers, examining current instructional supervision practices, and exploring effective strategies to address these challenges. The research was significant for various stakeholders. It provided insights into the challenges of instructional supervision, informing academic inquiry specific to primary education. Education stakeholders could use the study to enhance teaching quality and student performance in Nyaruguru District's primary schools. The Path-Goal Theory, postulated by Robert House in 1971, guided this study. The study utilized a descriptive research design with a mixed approach, incorporating both quantitative and qualitative methods. The target population included 102 head teachers and 1769 teachers from public primary schools in Nyaruguru District. Stratified sampling was used to ensure representation from all schools, with simple random sampling to select schools and teachers. The sample size for teachers was 326, determined by the Yamane formula, and 10 primary schools and 10 head teachers were selected. Data collection instruments included a Likert-scale questionnaire and semi-structured interviews. Validity and reliability of the instruments were ensured through content validity and Cronbach's alpha. Data analysis involved descriptive statistics for quantitative data, including mean and standard deviation, and thematic analysis, content analysis, and narrative analysis for qualitative data. SPSS Version 26.0 was used for quantitative analysis. Significant challenges identified included inadequate training, reported by 83.1% of respondents, insufficient time for supervision due to heavy workloads (79.1%), and limited resources and support from educational authorities. Head teachers were committed to regular classroom observations and feedback mechanisms, with 76.4% providing timely feedback and 80.3% regularly observing classroom teaching. Increased resource allocation, reduced workload, and additional instructional supervision training were among the recommended effective strategies. The need for more up-to-date training, fewer administrative responsibilities, and individualized supervisory strategies to accommodate a variety of teaching styles was further emphasized in interviews with head teachers. The study came to the conclusion that head teachers were actively engaged in improving instructional quality despite facing significant obstacles. With more robust and consistent support systems, these practices' effectiveness could be enhanced. It is recommended that the government invest in comprehensive training programs for head teachers and allocate increased funding to provide essential resources, such as teaching materials, technological tools, electricity, and infrastructure improvements. Policies should be implemented to reduce the administrative workload of head teachers by hiring additional staff, allowing them more time for instructional supervision. Head teachers should pursue professional growth, foster collaboration, and conduct regular classroom observations with meaningful feedback. Future research could investigate the correlation between instructional supervision and student performance, conduct comparative studies across regions, and explore the use of technological tools in supervision practices.

One of the strategic efforts to improve the quality of learning in schools is educational supervision. This study examines how to implement educational supervision to improve learning. Educational supervision includes classroom observation, professional teacher guidance, performance evaluation, and providing constructive criticism. The research methods used include in-depth interviews with principals, teachers, and school supervisors. The results of the study indicate that teachers can improve their pedagogical skills, create a more interactive learning atmosphere, and improve student learning outcomes with effective supervision. Effective supervision also helps teachers create different learning methods that are in accordance with student needs. Therefore, educational supervision plays an important role in building a good learning culture in schools.

Educational supervision in elementary schools is an activity to improve the quality of learning in elementary schools. Educational supervision must also adapt to existing technological developments. For its implementation, supervision is carried out through various processes in the aspect of problem solving that aims to increase teacher effectiveness and efficiency. In addition, it also functions to improve the quality of learning in Indonesia which until now has not met the standards and is far from what is expected. The role of supervision here is responsible for improving teacher learning by following the development of science and technology and the use of supervision techniques. Based on the results of the data analysis, it was obtained that Educational Supervision has a role in the quality of teaching. In this article, the literature study method is used. This article will discuss the role of educational supervision in improving the quality of learning. This article will discuss the definition of educational supervision, the role of educational supervision in improving the quality of learning. The implementation of supervision is expected to run well so that the implementation of learning. Therefore, a supervisor needs to have an understanding and awareness of educational supervision. This article aims to describe the concept of educational supervision to improve the quality of learning in the era of independent learning. This study aims to analyze the role of supervision in improving the quality of continuous learning at SD 089 PANYABUNGAN. Identification of potential and individual teacher needs through observation and coaching processes allows for the preparation of targeted professional development programs. Including. Implementation of innovative learning methods is encouraged through supervisory support that provides related resources and training.

Both the ongoing evaluation of training and the possible reduction in SpR training numbers makes it imperative to identify which SpR training posts offer the best educational value. Consultants may...

Low education human resources in Indonesia, especially educators or teachers who are less professional in carrying out their work, can be the cause of low levels of education in this country. One way to improve the quality of education is through the professionalization of teachers or through educational supervision. Supervision through various methods, education corrects educational problems helping, supervising, guiding, and directing educators towards professionalism in its goal is to improve education and address problems with it. Educational supervision supports teachers in developing lesson plans that will produce the desired learning outcomes. Supervision is an integral part of efforts to improve learning achievement and teacher quality. Supervision or supervision is an effort to provide services to education, especially teachers. Education supervision is also a process of controlling and evaluating activities to ensure that all educational activities are carried out according to plan, as well as activities to improve and correct if there are deviations that will interfere with the process of achieving goals. Reviewing educational supervision in order to improve teacher professionalism is the purpose of this. This article is written using the literature study method in the form of a number of literature tasks related to the management of research materials, reading and recording, and information collection techniques. Some are obtained on the basis of research studies.

Academic leadership establishes a link between academic achievement and school improvement. This research aims to 1) study the current conditions, desirable conditions, and needs regarding academic leadership among primary school administrators, and 2) develop a strengthening program in academic leadership for primary administrators. The study was conducted in two phases. Phase 1 involved studying the current conditions, desired conditions, and needs for enhancing academic leadership among school administrators. The sample consisted of 414 participants, including 117 school administrators and 297 teachers from schools under the Office of Kalasin Primary Educational Service Area 2. The research instrument was a rating scale questionnaire. Phase 2 focused on developing an academic leadership enhancement program and evaluating its appropriateness and feasibility. The research instrument used in this phase was a program evaluation form. The data were analysed using frequencies, percentages, means, and standard deviations, as well as the modified Priority Needs Index. The results indicated that the current condition of academic leadership among school administrators, evaluated across four aspects, was at a moderate level. Meanwhile, the desired condition of academic leadership was rated at the highest level overall, with the highest average in the aspect of mission formulation. The needs assessment showed that the areas requiring the most development, in descending order, were instructional supervision, mission formulation, curriculum management, and promoting a teaching and learning atmosphere. The program to strengthen academic leadership for primary school administrators consisted of 6 components: principles, goals, objectives, content, learning process, and evaluation. The program content was divided into 4 modules: mission formulation, promoting a teaching and learning atmosphere, instructional supervision, and curriculum management.

The study aimed to assess the impact of educational management practices on data-driven decision-making among school administrators in Florida, USA, towards a sustainable framework. The study employed a descriptive correlational research design to investigate the significant relationship between the extent of educational management practices and the level of data-driven decision making among school administrators. The researcher utilized a modified instrument. The study used one hundred sixty (160) teacher respondents and thirty (30) school administrator respondents using the purposive sampling technique. A total of one hundred ninety (190) respondents. The findings revealed that leadership, decision-making, resource management, curriculum and instruction monitoring, staff development and professional growth, communication, and stakeholder involvement are all areas where school administrators excel in educational management. Also, school administrators' educational management practices are evaluated significantly differently than teachers' in terms of leadership and decision-making, resource allocation and management, curriculum and instruction supervision, staff development and professional growth, and communication and stakeholder engagement. Moreover, school administrators are highly engaged in data-driven decision-making. They are skilled in collecting and making data accessible, using data for planning and goal-setting, analyzing and interpreting data, making decisions about instruction and operations based on data, and managing data through technology. School administrators and teachers differ on data collection and accessibility, use of data for planning and goal setting, data analysis and interpretation skills, data-informed instructional and operational decisions, and use of technology for data management. Further, school administrators' instructional management techniques are strongly associated with data-driven decision-making. As an outcome of the findings and the conclusions, the following recommendations were enumerated: School administrators may encourage transparency and foster an environment where educators and staff feel comfortable using data in decision-making processes; School administrators may ensure the school has reliable and accessible data management tools that facilitate timely data collection, analysis, and reporting; Teachers may participate actively in professional development sessions focused on data collection, analysis, and interpretation to enhance your capacity to utilize data effectively in instructional planning; and Students may develop skills to understand and interpret data presented in reports, graphs, and assessments to better recognize their academic strengths and areas for improvement.

Teaching supervision is an important part of management system reformation and teaching quality control in the colleges and universities. Among the supervision work the teaching supervision of fac-ulty was worth exploring because of its weak position. The operating model of supervision was involved in the working model and system during the process of teaching supervision. In this article the operating model of five combinations about the faculty supervision was advocated according to the practice of teaching su-pervision we took part in at the pharmacy faculty, which will be important for regularization of supervision work at the level of faculty. Key words: Teaching management; Faculty; Teaching supervision; Operating model

The research departs from educational problems in Islamic boarding schools with distinctive educational characteristics and the diversity of cultural backgrounds of students. So researchers are interested in conducting a more in-depth analysis of a harmonious environment despite having students with diverse cultural backgrounds. The purpose of the study is to identify; 1) the characteristics of multicultural Islamic education planning, 2) the characteristics of organizing multicultural Islamic education, 3) Identification of the characteristics of implementing multicultural Islamic education, 4) Identification of the characteristics of supervision of multicultural Islamic education, 5) Analysis of the impact of the characteristics of multicultural Islamic education management in producing moderate students. The research framework departs from theory of multicultural education management in Islamic boarding schools which includes; planning, organizing, implementing, and supervising educational programs in Islamic boarding schools. Managing the elements of education in Islamic boarding schools in; objectives, values, curriculum, teaching methods and facilities and funds, carried out by the Kiyai Ustadz Santri Manager will have an impact on the attitude of religious moderation in students with indications of national commitment, tolerance, anti-violence, accommodating to local culture. This study used a qualitative approach, using ethnography. Data collection techniques are carried out through interviews, observations, and documentation analysis. Data analysis technique uses the Miles and Huberman analysis technique. The validity test is carried out with data validity by conducting tests; on credibility, transferability, dependability, and confirmability. Results of the study found that the characteristics of multicultural education management in Islamic boarding schools: First, Planning in the form of a curriculum containing multicultural values, involving various elements of the Islamic boarding school through deliberation and open meetings of curriculum preparation studies, integrating the madrasah curriculum with Islamic boarding school. Second, organizing; there is empowerment in fostering Islamic boarding schools, Conventional traditional systems, and Guidance patterns depending on the figure of kiai, the existence of organizational work procedures. Third, Implementation of education is carried out; structured through learning classification, planned, organized, and evaluated with the basic pattern of Islamic boarding school education, internalized in attitudes, methods, and exemplary behavior of the kiai. Fourth, Supervision of learning through assessment of learning of multicultural values, Tests are contextual and comprehensive. Fifth, impact of the characteristics of multicultural Islamic education management in producing students who are able to act in the middle by prioritizing Islamic brotherhood and basyariyah, are tolerant for the sake of realizing Islam rahmatan lil aalamiin.

The integration of artificial intelligence (AI) tools into postgraduate supervision in higher education has accelerated globally, offering opportunities to enhance efficiency in research processes and academic mentoring. However, limited empirical evidence exists regarding the risks and challenges of this integration, particularly within Global South contexts such as South Africa. This study investigates the challenges associated with the use of AI tools in postgraduate supervision from a South African perspective. Anchored in a constructivist paradigm, the study adopts a qualitative research design, employing semi-structured interviews with 20 purposively selected participants—10 postgraduate students and 10 supervisors from faculties that are actively integrating AI into supervisory practices. Data were analysed thematically using qualitative content analysis. The findings identify six key challenges: increasing dependence on AI that may erode students’ critical thinking and originality; insufficient digital literacy and institutional support; financial and sustainability constraints; the questionable reliability and accuracy of AI-generated outputs; ethical dilemmas and limited cultural contextualisation; and resistance to technological change among supervisors. While acknowledging the potential of AI to enhance research productivity and the quality of supervision, the study cautions against its uncritical adoption, which may compromise academic integrity, creativity, and equity. It recommends institutional strategies, including subsidised AI access, structured training on ethical and critical AI use, the embedding of digital literacy in postgraduate curricula, and the fostering of collaboration with AI developers to ensure culturally relevant systems. A context-sensitive approach is essential to balance the affordances of AI with the preservation of human intellectual agency and critical scholarly engagement in postgraduate supervision.

The main purpose of this study was to discover the instructional supervision and pedagogical practices as major strategies used by English teachers who were currently teaching in public secondary schools. A total of ten participants were considered in this study who had more than two years of teaching experience in selected public junior high school in Sulop Davao del Sur. Moreover, I used a qualitative phenomenological approach in this study. Phenomenology is a form of qualitative research that delves into non-numerical data, utilizing interviews and observation notes. To gather focused, qualitative textual data, I used semi-structured interviews. This method combined the flexibility of unstructured, open-ended interviews with the directionality and agenda necessary for producing insightful data (Schensul, et al, 2019). Significantly, this study explored the challenges and benefits related to the implementation of a School-Based Instructional Supervision (SBIS) program, focusing on three key themes: lack of adequate professional development and training, flexibility in adjusting teaching strategies, and the impact of supportive supervision on teaching quality. Findings reveal that teachers often face significant barriers due to insufficient training and professional development opportunities, hindering their ability to effectively implement instructional strategies. However, the study also highlights the importance of flexibility in adjusting teaching methods to meet the needs of diverse classrooms. Additionally, supportive supervision was found to enhance teaching quality by providing ongoing feedback and fostering a collaborative environment for continuous improvement. KEYWORDS- Implementation, School Based, Instructional, Supervision, Program, Lived Experiences, English Teachers

This study discusses the importance of developing professional and quality teachers in realising the aspirations of the national education system. Teachers are the main pillars responsible for shaping knowledgeable, virtuous and competitive human capital in line with the aims of the National Education Philosophy (Falsafah Pendidikan Kebangsaan). This paper focuses on five key policies related to the development of teacher professionalism, namely the National Education Philosophy (Falsafah Pendidikan Kebangsaan), the Teacher Education Philosophy (Falsafah Pendidikan Guru), the Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia, PPPM 2013–2025), the Malaysian Teacher Standard (Standard Guru Malaysia), and the Master Plan for Teacher Professionalism Development (Pelan Induk Pembangunan Profesionalisme Keguruan). Each policy is formulated to ensure that teachers possess professional competence, pedagogical skills, ethical values, and the ability to adapt to the changing landscape of 21st-century education. The discussion also highlights the roles of in-service training, teaching and learning supervision, and the practice of Professional Learning Communities in strengthening teacher quality. A mini-study conducted found a significant relationship between the implementation of in-service training and the enhancement of teacher professionalism. Planning, content, and course delivery were identified as the main factors contributing to the improvement of teachers’ knowledge, skills, and classroom efficiency. In conclusion, teacher professionalism development must be implemented continuously and systematically to produce innovative, ethical, reflective, and lifelong learning educators. Quality teachers not only contribute to student excellence but also serve as catalysts for the development of a prosperous society and nation.

The purpose of the study was to establish the influence of teacher supervision on the quality of early childhood development and education. The study adopted a descriptive survey design. The study targeted 97 ECDE Centres. A simple random sampling technique and a purposive sampling technique were used to select the respondents. Data was collected using a questionnaire and interview guide. The reliability of the instruments was estimated at 0.83 by the use of Cronbach’s Alpha Correlation Coefficient. The hypothesis was tested at alpha α = 0.05 using Chi-square model and simple linear regression. Qualitative data analysis from the interviews was categorized according to the themes based the on research hypothesis. Descriptive such as mean, standard deviation, percentages and frequencies was also used. The findings of the study revealed tha the decentralized teacher supervision function has a significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya with chi square value χ2 = 42.655 and P< 0.00 with 11.4% variation. The study recommended that decentralized government should ensure regular supervision of ECDE teaching and learning to improve the transition and participation rate and competence achievement among ECDE learners. Key Words: Supervision, Decentralization, Quality, Early Childhood Development and Education, Competence, Transition rate.