The Internal and External Supervision Practices Used in Primary Schools in Zimbabwe to Enhance Teacher Effectiveness for Quality Implementation of the Competency Based Curriculum: A Case of H

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Abstract


Internal and external   supervision in schools  is crucial for quality  assurance  and service delivery.   We  cannot  talk   of  quality  without   examining  the  supervisory   practices  used  in primary schools in Zimbabwe that contribute towards teacher effectiveness. The paper sought to   examine   the   supervision   practices   used   in   primary   schools   in   Zimbabwe to   enhance teacher   effectiveness   for   quality   implementation   of   the   competence   based   curriculum.

Attention is focused on the school heads and teachers in Hwange District. A quantitative research approach and a case study design were used to collect the data from 60 primary school teachers and ten heads of schools who were randomly selected. Closed and open ended questionnaires were used to for collect the data. The findings indicated that there was little attention given to teachers to promote teacher effectiveness and teachers don’t like supervision.   Much   focus   was   on  quantity   production   of   supervision   reports   to  meet  the demands of the district officials and record book keeping. Inspection was still practised in schools under the cover of  supervision. Teacher  capacity development programmes were

seriously lacking in schools. Little attention was given to correct the teacher weaknesses in their teaching practice. The scientific supervision model is still domineering in schools. There was no common supervision model used in schools as most school heads are not conversant with   knowledge   and   skills   on   the   appropriate   supervision   models   to   use.   The study recommended among other things for staff developments sessions and workshops on school heads on supervision models to use to supervise teachers and produce the desired academic results.


Key   words:   Quality   education,   supervision,   supervision  practices,     supervision   models, scientific   supervision   model,   human   relations   supervision   model,   human   resources supervision   model,   clinical   supervision   model,   eclectic   supervision   model,   teacher effectiveness

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APA

Chilufya, M. & Ncube, N (2021). The Internal and External Supervision Practices Used in Primary Schools in Zimbabwe to Enhance Teacher Effectiveness for Quality Implementation of the Competency Based Curriculum: A Case of H. Afribary. Retrieved from https://afribary.com/works/supervision-practices-in-zimbabwe-primary-schools

MLA 8th

Chilufya, Moses Bukelani, and Nobuhle Ncube "The Internal and External Supervision Practices Used in Primary Schools in Zimbabwe to Enhance Teacher Effectiveness for Quality Implementation of the Competency Based Curriculum: A Case of H" Afribary. Afribary, 17 Jul. 2021, https://afribary.com/works/supervision-practices-in-zimbabwe-primary-schools. Accessed 17 Oct. 2021.

MLA7

Chilufya, Moses Bukelani, and Nobuhle Ncube . "The Internal and External Supervision Practices Used in Primary Schools in Zimbabwe to Enhance Teacher Effectiveness for Quality Implementation of the Competency Based Curriculum: A Case of H". Afribary, Afribary, 17 Jul. 2021. Web. 17 Oct. 2021. < https://afribary.com/works/supervision-practices-in-zimbabwe-primary-schools >.

Chicago

Chilufya, Moses Bukelani and Ncube, Nobuhle . "The Internal and External Supervision Practices Used in Primary Schools in Zimbabwe to Enhance Teacher Effectiveness for Quality Implementation of the Competency Based Curriculum: A Case of H" Afribary (2021). Accessed October 17, 2021. https://afribary.com/works/supervision-practices-in-zimbabwe-primary-schools