Prevalent Supervisory Styles in Primary Schools in a Remote Rural District in Zimbabwe

Strategies for Reconciling them with Teacher Preferred Supervisory Styles

Bibliographic Data

ID19451400
AuthorsClever Ndebele (0000-0002-4258-4812, University of Venda, corresponding author)
Year2013
Volume11
Issue1
Pages55-66
Publication date2013-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies of Tribes and Tribals (JOURNAL)
Journal identifiersISSN: 0972-639X • E-ISSN: 2456-6799
PublisherKamla Raj Enterprises (PUBLISHER)
DOI10.1080/0972639x.2013.11886666
OpenAlexW2184345282
LanguageEN
Citations received1
References cited1

This study set out to identify supervisory styles prevalent in Bulilima district in Zimbabwe, solicit teachers’ views on the supervisory styles and find ways of reconciling teacher-supervisor differences. The sample comprised twenty primary school teachers and ten School Heads. The research used the descriptive survey design and a semi structured questionnaire with both closed questions, where they chose from a set of predetermined responses and open ended questions for data collection. Quantitative data was presented in tables and frequencies and analysed while for qualitative data emerging themes were identified through content analysis. The study showed that supervision offered lacked relevance to instructional improvement. Teachers also felt that supervision offered lacked meaningful feedback. The study recommends that School Heads should offer practical assistance to teachers in the form of demonstration lessons. Teachers need to be involved in the supervisory process

Data collection · Geography · Mathematics education · Medical education · Pedagogy · Political science · Qualitative property · Qualitative research · Sociology · Supervisor · Computer Science · Education and Critical Thinking Development · Educational Practices and Challenges · Medicine · Psychology · Teacher Education and Leadership Studies

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