Volume 3, Issue 3 (September 2024)
IJER 2024, 3(3): 309-330 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hasani H, Moosavi F, Mohammadi S, Faraji A. (2024). Identifying the Dimensions and Components of Professional Supervision of Elementary School Principals. IJER. 3(3), 309-330.
URL: http://ijer.hormozgan.ac.ir/article-1-202-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-202-en.html
1- PhD student in educational management, Kermanshah branch, Islamic Azad University, Kermanshah, Iran
2- Associate Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran ,fmoosavi@gmail.com
3- Assistant Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2- Associate Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran ,
3- Assistant Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Abstract: (106 Views)
Objective: The purpose of this research is to identify the dimensions and components of professional supervision of primary school principals.
Methods: This study was conducted within the framework of a qualitative paradigm utilizing the phenomenological method; for the identification and selection of research participants, both the purposeful sampling method and the snowball technique were employed, and the requisite information for the study was procured through semi-structured interviews.
Results: Data was collected from ten individuals (based on the theoretical saturation of elementary school principals in Bojnord city), and the information gathered from the interviews was subjected to analysis employing a corrective collage approach, revealing three categories: the characteristics of principals, the skills of principals, and the needs serving as foundational factors for professional supervision. Additionally, ten categories emerged regarding supervision practices, inclusive of meetings, classroom observations, effective and appropriate communication, innovation and change, the integration of new technologies, the assurance of school health and safety, the cultivation of motivation for professional development, fostering positive human relations, and the enhancement of student growth and development.
Conclusions: The classification of actions and strategies, alongside three categories concerning the inadequacy of tools and equipment, structural issues within the educational system, and the detrimental attitudes and perceptions of teachers regarding the lack of supervision, were identified as significant obstacles and challenges to professional supervision.
Methods: This study was conducted within the framework of a qualitative paradigm utilizing the phenomenological method; for the identification and selection of research participants, both the purposeful sampling method and the snowball technique were employed, and the requisite information for the study was procured through semi-structured interviews.
Results: Data was collected from ten individuals (based on the theoretical saturation of elementary school principals in Bojnord city), and the information gathered from the interviews was subjected to analysis employing a corrective collage approach, revealing three categories: the characteristics of principals, the skills of principals, and the needs serving as foundational factors for professional supervision. Additionally, ten categories emerged regarding supervision practices, inclusive of meetings, classroom observations, effective and appropriate communication, innovation and change, the integration of new technologies, the assurance of school health and safety, the cultivation of motivation for professional development, fostering positive human relations, and the enhancement of student growth and development.
Conclusions: The classification of actions and strategies, alongside three categories concerning the inadequacy of tools and equipment, structural issues within the educational system, and the detrimental attitudes and perceptions of teachers regarding the lack of supervision, were identified as significant obstacles and challenges to professional supervision.
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/02/15 | Accepted: 2024/05/11 | Published: 2024/09/1
Received: 2024/02/15 | Accepted: 2024/05/11 | Published: 2024/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
