The role of supervision in developing the teaching skills of new appointees from the supervisors’ point of view

Abstract

    The present study aims to investigate the impact of supervision on enhancing teaching abilities among newly recruited educators from the standpoint of supervisors in areas such as lesson planning, pedagogical strategies, educational resources utilization, classroom control, as well as assessment and appraisal. The research cohort comprises supervisors affiliated with the Directorate of Education in Diyala for the academic session 2022/2023. The primary research sample encompasses 67 supervisors chosen through a simple random sampling method. This study employs a descriptive-analytical methodology and utilizes the measurement tool developed by Dawai (2020) due to its appropriateness for this study. The final iteration of the tool consists of 38 items distributed among five distinct domains. The study results encompass the following key points: Initially, the educational supervisor exhibits proficiency in essential teaching competencies and possesses the ability to enhance these competencies in newly recruited teachers. Newly appointed teachers exhibit a willingness to enhance their competencies and work performance while engaging with suggested resolutions to educational obstacles. Subsequently, deficiencies are observed in certain teaching competencies delivered by educational supervisors to newly appointed teachers. This deficiency is linked to time constraints arising from numerous official holidays, the absence of formal gatherings between educational supervisors and newly recruited teachers due to the disproportionate ratio of teachers to supervisors, and the shortage of educational supervisors. In light of the research results, the research reached a set of conclusions, recommendations and proposals.