Abstract

The purpose of this study was to explore the perceptions of teachers and external supervisors regarding the role of supervision on teaching and learning in Lilongwe Rural West schools. The study seeks to establish the perceptions that teachers and supervisors have regarding instructional supervision. It was conducted within a qualitative research paradigm which was primarily interpretative of the external supervisors’ and teachers’ experiences to give meaning to the question under study. A phenomenological approach was used to ensure that it illuminates the explicit events of external supervisors’ and teachers’ perceptions on instructional supervision as a means of improving the teaching and learning process. The study used Purposive sampling based on respondents’ characteristics relevant to the research problem. The sample had eight teachers and four PEAs. Data were obtained through qualitative data generation techniques, which included in–depth interviews, document analysis and observation. Data analysis was inductive in nature which aimed at capturing and discovering the meanings that external supervisors and teachers allotted to their experiences about external supervision. The results of the study indicated that teachers’ perceptions of instructional supervision differ greatly from those of their external supervisors (PEAs). Specifically, the findings revealed that teachers perceive instructional supervision as more of inspection because instructional supervision procedures are not followed. They also perceive it as an exercise for discipline and fault finding. On the other hand, PEAs do not feel it necessary to follow standard.

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School	: School of Education
Issued Date	: 2016

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