Relationship between teachers’ attitudes towards instructional supervision and their classroom performance

Abstract

This study examined the link between teachers' attitudes toward instructional supervision and their evaluations of classroom performance in secondary schools. A correlational research design was used in this study. A questionnaire was distributed to obtain data from a randomly chosen sample of 343 teachers, containing their ideas on instructional supervision, evaluations of classroom performance, and personal background information. The gathered data were summarized using descriptive statistics, and the significance of the results was determined using Spearman's rank-order correlation coefficient at a significance level of 0.05. The findings indicated that instructors usually had poor opinions about instructional supervision and did not perceive it as a viable approach to boost their classroom performance. Furthermore, a substantial and high correlation was identified between instructors' perspectives on instructional monitoring and their self-reported classroom performance. These findings show that teachers who have poor judgment regarding instructional supervision are less inclined to rate their classroom performance positively. The results underline the significance of employing a supportive and constructive approach to instructional supervision, as it greatly increases teachers' confidence in their effectiveness in the classroom, and vice versa.