Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

• Norma Ghamrawi

  Lebanese University

  Author

• Najah Ghamrawi

  Lebanese University

  Author

• Tarek Shal

  Lebanese University

  Author

The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.’s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.

1. Norma Ghamrawi, Lebanese University

   Full Professor of Education- Faculty of Education

2. Najah Ghamrawi, Lebanese University

   Assistant Professor of Education- Faculty of Education

3. Tarek Shal, Lebanese University

   Assistant Professor of Education- Faculty of Education

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