The Degree of Educational Supervisors’ Commitment to Apply the Classroom-Visits Techniques

Abstract

The study aimed to investigate the degree of educational supervisors’ commitment to apply the classroom-visits techniques (before, during, after the visit, and the total). The study population consisted of (652) teachers of the elementary stage in Petra; (169) males and (483) females, in addition to their educational supervisors, which consisted of (16) educational supervisors. About (35%) of the total teachers were randomly selected while keeping on all the educational supervisors. To achieve the study objectives, the analytical and descriptive methodologies were used, the researchers used a questionnaire as a tool for the study which consisted of three domains of the classroom-visit techniques: before, during and after the visit.

The study results showed that the teachers and educational supervisors believe that the degree of educational supervisors’ commitment to apply classroom-visit techniques is high. The results also showed that there are significant differences at the level of (a≤0.05) between the means of teachers’ views and the educational supervisors’ views to the degree of educational supervisors’ commitment to apply the classroom-visit techniques in favor of the educational supervisors. They see that they apply the classroom-visit techniques with a higher degree than that of the teachers’ views. The results also indicated no statistical significance according to the variables of gender and years of experience.