Supervision plays a critical role in ensuring that organisations achieve their goals and objectives. We cannottalk of quality and standards without examining.
Supervision in Improving the Quality
the tools and strategies that contribute to the improvement and maintenance of these standard. One such key component of the matrix is supervision.
As a result, a number of supervision models have been advance.
These include clinical supervision, self-assessment supervision, connoisseurshipsupervision, collegial supervision.
peer supervision and inquiry-based supervision among other models of supervision.
The paper examines the supervision models used in Chegutu Education District of Mashonaland, Zimbabwe.
Data was collect at ten primary schools in the district.
Data was collected from twenty primary school teachers and ten primaryschool heads who were randomly selected.
The study used the mixed methodology and the case study design.
Data collectedly through face-to-face interview and structured questionnaire.
School head and teacher describe the nature of supervision common at their school.
From the responses the researcher was able to categories the different model prevalent in the ten select schools.
The study observe that the school heads did not regularly supervise teacher in the practice of.
teaching and teacher had a negative attitude towards supervision.
This was due to the model of supervision commonly used in the school, which tended to focus on.
the weaknesses of the teacher rather than the development of the teacher and the benefit that accrue to the pupils.
It was observe that there was too much focus on paper work in the form of records.
The study also observed that there was no common model in use in the school.
Themodels used were a cocktail of different models of supervision, dominated by elements of inspection.
The studyrecommends that school heads and teachers should be exposed to different models of supervision.
This can be done through workshops and staff development.
INTRODUCTION AND BACKGROUND
Supervision is critical to the attainment of goal in any organisation. The school is one such organisation.
There are many factors that have to readdress if schools have to improve the quality and standard of education at all level.
Areas that have to be addressed include indicators of quality and standard. Such indicators include the quality of structures and facilities at the school.
supervision andmanagement practices at the school, the quality of thehuman resource component at the school.
the relevanceof the curriculum, the processes of teaching andlearning at the school.
community involvement and participation, and health and sanitation facilities at the school.
All these areas have to be coordinated throughsupervision.
As noted by Carey [1] supervision practices have evolved in stages over the years.
Carey[1] furthers take note of the close link between the development of management.
theories and involvement of different stages of supervision in modern organisations such as school.
INTRODUCTION AND BACKGROUND
The expansion of the education system in Zimbabwe put a further strain on educational managers such as school head and district education officers.
asit resulted in an increase in the number of pupils,schools and teachers. In some of the cases.
the teacher who had to be in charge of big classes were under-qualifies and some cases had not receive any formal training in teacher education.
An increase in teacher- pupil ratios also signify an increase on responsibilities for both the school head and the teacher.
The set up in Zimbabwean schools is that there is school base supervision at both primary and secondary school.
At primary school the supervisors arethe deputy head, Teacher-in-charge (TIC) if the infantdepartment and the school head.
Similarly, at secondary school, the following are responsible for school based supervision.
the head of department is responsible for supervising teachers in his/her department, the deputy head and school head.
Within the education district.