Abstract:
The purpose of this study, was to explore perceptions of teachers towards head teacher’s classroom supervisory practices so as to get a deeper understanding on how the techniques used during supervision, influences teachers’ attitude towards classroom supervision. This study drew from a qualitative phenomenological inquiry of teachers’ perceptions towards classroom supervision. Thirty One participants were involved in this study comprising, purposively sampled head teachers, deputy head teacher, heads of departments, and randomly sampled teachers, from four public secondary schools from the Central West Education Division, in Lilongwe, Malawi. The researcher conducted face to face semi-structured interview using a semi-structured interview guide as a research instrument. In addition, the researcher conducted classroom observation, in order to appreciate the supervisory practices first hand. For triangulation purposes, the researcher also conducted document review of all classroom supervision reports as found in the supervision file. Findings revealed that majority of teachers had a positive perception towards classroom supervision as the head teacher applies collaborative type of techniques. However, emphasis on one’s weaknesses, selective treatment by some supervisors, and need for subject expert supervisor sometimes mars their perception. The study recommends that the Ministry of Education should arrange for refresher training for all the officers responsible for classroom supervision at school level, in order to help them update their supervisory skills as well as bring uniformity in the way it is done.
