The degree of Practice of Primary Schools' Supervisors to the educational supervisions approaches in the light of contemporary trends and the ways of developing them.

Abstract

This study aimed at identifying the degree of
the Primary Schools' Supervisors Practice to the
Educational Supervision' approaches in the light of
contemporary trends and ways of developing them,
in order to fulfill this aim, the researchers adopted
the analytical descriptive method for suitability
to the theme of the study, and the researchers
designed the questionnaire as a tool for information
collecting. It consisted of (27) items distributed
on four spheres, namely: diversified supervision,
contemplative supervision, Electronic supervision
and participated supervision. The questionnaire
applied at the study sample which consists of (131)
teachers male and female by (5.2 %) of the members
of the study population's which is (2496) teachers.
Teachers have been selected at random stratified.
The study reached the following findings:
♦♦ Total score for the degree of the Initial
Primary Schools' Supervisors Practice to the
Educational Supervision' approaches in the
light of contemporary trends from the point of
view of teachers was significantly high and with
relative degree (71.76 %) .
♦♦ The diversified supervision got the first rank with
relative degree (76.33 %) which is significantly
high degree.
♦♦ The Electronic supervision got last rank with
relative degree (68.5 %) which is relatively
large degree.
♦♦ there were no statistically significant differences
among the mean estimates of the sample to the
degree of Initial Primary Schools' Supervisors
Practice to the educational supervisions
approaches in the light of contemporary trends
due to the variables of the study (sex, academic
qualifications and school' region) .
The study reached the following
recommendations:
♦♦ The educational supervisor should explain the
educational supervision' approach which is
used for the teacher so that he can differentiate
between the various approaches.
♦♦ Strengthen the technological skills of both the
supervisors and teachers so that they can deal
with electronic supervision.
♦♦ It is necessary to activate to exchange field visits
between teachers whether inside or outside the
school.