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Instructional supervisory practices of Zimbabwean school principals

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dc.contributor.advisor Van Zyl, A. E.
dc.contributor.author Tshabalala, Thembinkosi
dc.date.accessioned 2010-03-16T09:21:21Z
dc.date.available 2010-03-16T09:21:21Z
dc.date.issued 2007-03
dc.date.submitted 2007-03
dc.identifier.uri http://hdl.handle.net/10500/3184
dc.description.abstract This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision en
dc.format.extent 1 online resource (xvii, 280 leaves) : ill.
dc.language.iso en en
dc.subject Instructional supervision en
dc.subject Leadership en
dc.subject Instructions en
dc.subject Teaching behaviours en
dc.subject Power and authority en
dc.subject Clinical supervision en
dc.subject Self assessment en
dc.subject Staff development en
dc.subject Development supervision en
dc.subject Collaborative supervision en
dc.subject.ddc 372.12
dc.subject.lcsh School supervision, Primary -- Zimbabwe
dc.subject.lcsh School principals -- Zimbabwe
dc.subject.lcsh School management and organization -- Zimbabwe
dc.title Instructional supervisory practices of Zimbabwean school principals en
dc.type Thesis en
dc.description.department Educational Studies
dc.description.degree D. Ed. (Education Management)


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