شبكة المعلومات العربية التربوية

The aim of this study was to investigate the reality of quality of supervisory practices in the secondary schools in the northern Governorates of the West Bank of Palestine from the principals’ perspective, and also to determine the effect of principals’ gender, years of experience, and qualification in the degree of that reality on those supervisory domains. The sample consisted of (111) male and female secondary school principals. The questionnaire contained (42) items to measure the degree of the reality of quality of instructional supervision that practiced by supervisors, which covered the four domains of the study (the quality of the school curriculum, the quality of the students achievement, the quality of the learning and teaching process, and the quality of the teachers performance profession). The results indicated that there was a moderate degree of reality of quality of instructional supervision that practiced by supervisors, also, the results revealed a significant difference among instructional supervision domains in favor of the quality of the teachers performance profession and the quality of the teaching and learning process domains, in addition, there were significant differences at (α = 0.05) due gender, years of experience, and qualification variables in all domains, except in the quality of the school curriculum domain. Based on the study findings, the researchers recommended a number of recommendations, such as increasing the MOEH focus toward the supervisory process, and the necessity to train the supervisors accomplish their supervisory tasks effectively in schools, with special attention towards the importance of human and constructive relationship between teachers and supervisors in schools. (Published Abstract)