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dc.contributor.author Moswela, B.
dc.date.accessioned 2012-11-23T06:11:18Z
dc.date.available 2012-11-23T06:11:18Z
dc.date.issued 2010-01
dc.identifier.citation Moswela, B. (2010) Instructional supervision in Botswana secondary schools: an investigation, Educational Management Administration & Leadership, Vol. 38, No. 1, pp. 71-87 en_US
dc.identifier.issn 1741-1432
dc.identifier.uri http://hdl.handle.net/10311/1076
dc.description.abstract This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed. Evidence from the findings, which were obtained from teachers and head teachers through a structured questionnaire and interview, suggests that the environment in which instructional supervision takes place in schools is rather hostile and intimidating to teachers to make any meaningful impression on the improvement of teaching standards. Instructional supervisors’ effectiveness is constrained by the much expanded secondary education system that has seen a massive increase in schools and teachers in a relatively short time. The study concludes with the recommendation that, for instructional supervision to fully benefit schools, it needs restructuring so that the teachers and the head teachers play a more meaningful and effective role. en_US
dc.language.iso en en_US
dc.publisher EMAL, http://ema.sagepub.com en_US
dc.subject Collaboration en_US
dc.subject Instructional supervision en_US
dc.subject Interpersonal relationships en_US
dc.subject School inspectorate en_US
dc.title Instructional supervision in Botswana secondary schools: an investigation en_US
dc.type Published Article en_US
dc.link http://ema.sagepub.com/content/38/1/71.full.pdf en_US


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