واقع ممارسة المشرف التربوي لأسلوب الزميل الناقد
The study aimed to identify the reality of the educational supervisor's practice (using the critical peer method) from the perspective of teachers in government schools in the Directorate of Education in Yatta. The study adopted the analytical descriptive approach, and a stratified random sample of 338 male and female teachers from schools in the Directorate of Education in Yatta was selected. A questionnaire consisting of 48 items distributed across six axes (classroom management and execution, planning, evaluation, behavior management, extracurricular activities, and human relations) was used to collect data. The results of the study showed that the reality of the educational supervisor's practice (using the critical peer method) from the perspective of teachers in government schools in the Directorate of Education in Yatta was high, with an arithmetic mean of 3.72 and a percentage of 74.3%. Furthermore, the results indicated no statistically significant differences in the sample's responses towards the reality of the supervisor's practice of the critical peer method attributed to variables such as gender, educational qualification, and school level. However, there were statistically significant differences in the reality of supervision practice using the critical peer method attributed to the variable of years of experience concerning the overall degree and other areas except for "human relations," which favored teachers with less than five years of experience. In light of the study's findings, it is recommended to provide regular training courses for educational supervisors on the effective use of the critical peer method and its techniques. These courses should focus on developing communication and constructive evaluation skills. (Author’s abstract)