Best Practices in Supervision through a Research-Based Process for Developing the Learning Management Competencies of Secondary School Science Teachers
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Abstract
This research article aimed at the following objectives: 1) to examine the supervision practices of educational supervisors and the learning management practices of secondary school science teachers; and 2) to explore best practices in supervision through research processes. Using a mixed-methods approach, this research was divided into two phases. Phase 1 investigated the current state of educational supervision and the instructional practices of secondary school science teachers, utilizing a sample of 44 supervisors and 400 science teachers obtained through multi-stage random sampling. Data were collected using two sets of questionnaires: one focused on supervisory conditions and the other on classroom instruction. The collected data were analyzed using descriptive statistics, including mean, percentage, and standard deviation. Phase 2 explored best practices in research-based supervision through a focus group discussion with six purposively selected supervisors recognized for their excellence. These collected data were analyzed by content analysis.
The research findings revealed that the current state of educational supervision and the instructional practices of secondary school science teachers were at a high level, with supervisors playing a crucial role in utilizing research-based supervision to foster positive teacher attitudes and promote active learning. Furthermore, the best practices for supervision through action research were identified as the SPAOR cycle, consisting of Survey, Plan, Action, Observe, and Reflect, which served as an effective framework for professional development. This approach enhanced the pedagogical competencies of science teachers, specifically in curriculum analysis, lesson planning, instructional methodology, and the integration of technology, thereby ensuring high-quality instruction that directly contributed to student development.
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