The effectiveness of some supervisory methods in improving the performance of new teachers in some schools in Al-Messila state from their point of view

Abstract

The present study aims to identify the effectiveness of some supervisory methods adopted by educational supervisors to improve the performance of new teachers in some primary schools located in the city of M’sila, from the point of view of new teachers themselves. In this context, a descriptive analytical approach was adopted in this study, and a questionnaire composed of (55) items was developed and divided into the following areas: planning, course execution, classroom management, and evaluation. The study sample consisted of (60) teachers “male & female”, were randomly selected from these new teachers practicing in M’sila.

The study concluded that the arithmetic means of the effectiveness of certain supervisory methods used by educational supervisors to improve new teachers' performance in M’sila city reached (3.6761), in a large measure. As an example, we can see that the domain of classroom management ranked first with an arithmetic average (3.7958), secondly we find the domain of course execution with an arithmetic average of (3.6762), while the third rank returns to the field of planning with an arithmetic mean of (3666), and the last position in the ranking is occupied by the evaluation process with an arithmetic mean of (3.583).

The present study revealed that there were no statistically significant differences between the average estimates of new teachers in M’sila with regard to the effectiveness of some supervisory methods used by educational supervisors in improving their performance due to gender, specialization and years of experience.