Abstract—This study discusses on the nature of instructional supervision carried out in schools in three Asian countries India, Malaysia and Thailand. This study followed the qualitative method involving questionnaire and interview. About hundred teachers and twenty five principals and other heads from three countries participated in this study. The questionnaire was sent trough post or email while interview was conducted either face to face or online using msn or Skype. The responding rate of participants was hundred percent. The discussion was focused on four themes that are related to the research questions namely supervision as a continuous, developmental and corporate process; supervision as a specialists’ area, the role of principals and teachers in instructional supervision and benefits to the teachers through instructional supervision. Evidences of findings accounted for instructional supervision being just eye wash, a paper completion and punitive process and non beneficial to the teachers. The participants stressed for involving teachers, principals, subject teachers and subject specialist to make instructional supervision practices more meaningful. The findings advocated for supervision to be continuous development and corporate process.
Index Terms—Instructional supervision, instructional leadership, clinical supervision
Authors are with the Institute of Educational Leadership, University of Malaya, Kuala Lumpur, Malaysia
Cite: Sailesh Sharma, Marohaini Yusoff, Sathiamoorthy Kannan, and Suria Binti Baba, "Concerns of Teachers and Principals on Instructional Supervision in Three Asian Countries," International Journal of Social Science and Humanity vol. 1, no. 3, pp. 214-217, 2011.