Supervisory Techniques used by the Jordanian Principals in Schools

Abstract

The purpose of this study is two-fold: First, to explore the supervisory techniques used by the Jordanian principals during the school year 1995/1996. Second, to identify the frequency of these supervisory techniques in terms of some variables; gender, academic qualification, educational qualification, administrative experience, school level, and the interaction between these variables. A sample of (200) male and female principals was selected using the stratified-random technique. A questionnaire consisted of (12) items was developed to be used for data gathering. The data were analyzed using means, percentages and MANOVA. The results indicated that principals in Jordan use ten supervisory techniques arranged in terms of their frequency: Classroom visitations, personal interviews with teachers, peer classroom visitations, cooperation with educational supervisors, demonstrative lessons, directed lectures, and educational seminars. The results also show that neither workshops nor micro- teaching techniques were used by principals. Furthermore, the results indicated that gender, academic qualification, educational qualification, school level, and the interaction between these variables have statistically significant effects on the frequency of the supervisory techniques used by principals, while the administrative experience has no such effect.