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Wednesday, January 17, 2024

Purpose of Inspection | Qualities of Supervision |

Discuss the purpose of the inspection. Also, highlight the qualities of supervision.

CourseEducational Leadership and Management

Course code  8605

Level: B.Ed Solved Assignment

ANSWER 

Inspection

Adams and Dicey describe the” inspection, as a procedure of giving direction to and providing critical evaluation of instruction task.

Supervision in its earlier form was merely confined to the inspection of the work of teachers and the person who was responsible for this job popularly known as a  school inspector. Inspection was used to be in an authoritarian style which was intended to ascertain whether or not teachers were performing their normal duties and also to replace the unsuitable teachers with suitable ones. This term is still vague in supervisory in many Western and Eastern countries.

Qualities of an Effective Supervisor

Various attempts have been made by researchers to prepare the lists of professional qualities of supervisors and administrators. It is expected by the supervisor to possess all conceivable attributes. it is hard to find or produce a supervisor possessing all the qualities and virtues and yet be a human being.

Before discussing some of the personal qualities that a supervisor for primary education must have, it should be stressed that these qualities are not the product of seniority or teaching experience in a school but these have to be consciously cultivated.  Furthermore, these qualities are not fixed but can be reinforced or modified by study and practice.

According to Swearingen (41:83-86) essential personal qualities of a supervisor, "which can be nurtured intentionally." Are under:

a)  Approachability

A supervisor who is accessible to teachers is a friendly person. But he must be able to move naturally and freely from informal talk to a deeper level of conservation. He should encourage and welcome new ideas and try them in actual situations. He must also be a good listener and find time to discuss with teachers what they want to discuss individually or in groups.

b)  Perceptiveness

A high level of awareness enables q supervisor to notice significant elements in a situation, in materials in the behavior of others, and even in his own action. Without awareness of what is and what ought to be, the supervisor will be unable to help teachers work productively.

Perceptiveness also implies sensitivity to other people, their needs and purposes, giving them respect, and finding something worthy in their work. It also enables the supervisor to anticipate responses and to have foresight of how events and actions may look to others. Finally, it helps the supervisor to identify maladjusted teachers and their needs for assistance.

c)  Aspiration and Faith

“Aspiration, vision, and faith should characterize instructional leaders.” The supervisor should be articulate about his aspirations and faith. Unless the supervisor keeps himself abreast of new knowledge and developments and believes in what he professes, he can neither inspire others nor face unexpected challenges.

d)  Becomingness

The Concept of continued growth is germane to supervision. Teachers, supervisors, Headmasters, and educational administrators are all in the process of growing, or, what Gordon All port calls,  “becoming,”  constantly striving to become better. The supervisor must be a growing individual, always making keen and enthusiastic efforts to keep himself abreast of new knowledge, new techniques, and new trends in education. Then and only then it may be hoped to play his role effectively and to serve as a living example of the "becoming" process for the teachers with whom he works.

“Becomingness”  also implies adaptability and flexibility in problem-solving situations, trusting new experiences, undertaking new experiments, and relishing opportunities for possible growth for self and others.

e)  Imagination and Resourcefulness

The supervisor must be imaginative and resourceful. Efforts to improve instructions and human relations often fail for want of imagination and resourcefulness. Fresh preparations, seeing new uses for familiar materials and procedures, noticing previously unnoticed elements in a situation, and willingness to take a calculated risk, are all characteristics of good leadership. "Persistence resilience and willingness to try with good cheer another way when a first way is blocked should be part of the standard equipment for supervision."

The possession of these qualities, though essential, is not itself enough. The supervisor must, in addition, acquire skills and knowledge appropriate to his task.


Related Topics


 Types and Approaches of Educational Planning 

 

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