teacher supervision

This study explored collaborative lesson planning practices as part of lesson study-based supervision in selected public primary schools in Bagamoyo District, Tanzania. The study was guided by Social Constructivist Theory and employed a qualitative case study design, with Bagamoyo District as the bounded case and four selected public primary schools as embedded units of analysis. A total of 34 participants, comprising 28 classroom teachers, four head teachers, and two Ward Education Officers, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis and were analysed thematically. The findings revealed that collaborative lesson planning was widely practiced in the selected schools through joint preparation of lesson plans, discussion of learning objectives and teaching strategies, development of teaching aids, and sharing of instructional knowledge and resources. Teachers reported that these practices enhanced professional learning, teaching confidence, pedagogical knowledge, and collective problem-solving. However, the implementation of collaborative lesson planning was constrained by heavy teaching workloads, limited time, inadequate instructional resources, and competing administrative responsibilities. The study concludes that collaborative lesson planning constitutes an important foundation of lesson study-based supervision and provides teachers with opportunities for continuous professional learning and improvement of instructional practice. The study recommends that school leaders and education authorities allocate adequate time and resources for collaborative lesson planning, strengthen institutional support, and minimise competing responsibilities that interfere with regular lesson study activities

Gross motor development is an important aspect of early childhood development that requires stimulation through various play activities. The availability of outdoor play facilities can provide children with opportunities to engage in a variety of movements appropriate to their developmental stages. This study aims to examine the potential role of outdoor play facilities in stimulating the gross motor development of young children, using the facilities available at TK Wijaya Kusumah as a contextual reference. This study employs a library research method with content analysis. The sources reviewed include relevant national and international journal articles and reference books. Unstructured observations and documentation of the outdoor play facilities at TK Wijaya Kusumah were used to provide contextual information about the facilities discussed. The findings indicate that various types of equipment, including tire stepping paths, swings, slides, spinning bowls, wobbly bridges, monkey bars, seesaws, and balance beams, offer different types of movement activities and have the potential to stimulate muscle strength, balance, movement coordination, agility, and postural control. The use of these facilities should consider children's developmental stages, equipment safety, and teacher supervision. This review provides an overview of the potential of various outdoor play facilities to stimulate gross motor development and may serve as a reference for teachers and early childhood education providers in designing play environments. Since this study is based on a literature review and does not directly assess children's motor abilities, the findings cannot establish a causal relationship between the completeness of outdoor play facilities and children's gross motor development.

This study aims to describe the implementation of morning and evening dhikr habituation, the formation of students’ religious morals, supporting and inhibiting factors, and solutions to obstacles at SMAIT Al Ishlah Maros. This research employed a qualitative field approach. Primary data were obtained from the female student coordinator, Islamic Education teacher, and students, while secondary data consisted of school documents and archives. Data were collected through observation, structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data validity was examined through source and technique triangulation. The findings show that morning and evening dhikr is implemented routinely and in a structured manner as part of the school’s religious culture. Morning dhikr starts at 07.15 and is supported by OSIS assistants and teacher supervision, while evening dhikr is arranged according to students’ prayer conditions. The habituation is associated with discipline, responsibility, calmness, politeness, social care, and awareness of worship. Supporting factors include teacher and school support, OSIS involvement, parent cooperation, clear rules, and consistent habituation. Obstacles include lateness, reduced focus, drowsiness, peer distraction, desire to finish quickly, and weather conditions. Solutions include repeated dhikr for late students, strengthened supervision, coordination with parents and transportation providers, moving activities indoors during rain, and educational sanctions such as short religious talks.

هدف این پژوهش توصیف اجرای عادت ذکر صبح و عصر، شکل‌گیری اخلاق دینی دانش‌آموزان، عوامل حمایت‌کننده و بازدارنده، و راه‌حل‌های موانع در دبیرستان SMAIT Al Ishlah Maros است. این پژوهش با رویکرد میدانی کیفی انجام شده است. داده‌های اولیه از هماهنگ‌کننده دانش‌آموزان دختر، معلم آموزش اسلامی و دانش‌آموزان به‌دست آمد و داده‌های ثانویه شامل اسناد و آرشیوهای مدرسه بود. داده‌ها از طریق مشاهده، مصاحبه ساختاریافته و مستندسازی جمع‌آوری و سپس از طریق کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری تحلیل شدند. روایی داده‌ها از طریق مثلث‌سازی منبع و روش بررسی شد. یافته‌ها نشان می‌دهد که ذکر صبح و عصر به صورت منظم و ساختاریافته به عنوان بخشی از فرهنگ دینی مدرسه اجرا می‌شود. ذکر صبح از ساعت ۰۷:۱۵ آغاز می‌شود و با حمایت دستیاران OSIS و نظارت معلمان همراه است، در حالی که ذکر عصر بر اساس شرایط نماز دانش‌آموزان تنظیم می‌شود. این عادت با نظم، مسئولیت‌پذیری، آرامش، ادب، مراقبت اجتماعی و آگاهی از عبادت مرتبط است. عوامل حمایت‌کننده شامل حمایت معلمان و مدرسه، مشارکت OSIS، همکاری والدین، قوانین شفاف و استمرار در عادت‌دهی است. موانع شامل تأخیر، کاهش تمرکز، خواب‌آلودگی، حواس‌پرتی توسط همسالان، تمایل به اتمام سریع و شرایط آب‌وهوایی است. راه‌حل‌ها شامل تکرار ذکر برای دانش‌آموزان دیررسیده، تقویت نظارت، هماهنگی با والدین و ارائه‌دهندگان حمل‌ونقل، انتقال فعالیت‌ها به فضای داخلی در هنگام باران و اعمال تنبیهات آموزشی مانند سخنرانی‌های کوتاه دینی است.

Ghana's Junior High School (JHS) mathematics curriculum expects teachers to use concrete manipulatives. In the Amansie Central District, Basic Education Certificate Examination (BECE) mathematics failure rates exceeded 55% each year from 2022 to 2024; this underachievement provides the context, rather than the object, of the present study. Drawing on a curriculum-enactment perspective, this convergent mixed-methods, cross-sectional study examined JHS teachers' reported use of manipulatives, sources of supply, teaching methods, perceived benefits and challenges, and compared reported use with observed classroom practice. Data were collected through a questionnaire completed by 97 mathematics teachers in 56 public schools, semi-structured interviews with 31 participants, and classroom observations of 16 teachers. Across 13 syllabus topics, between 85.6% and 96.9% of teachers reported using manipulatives, yet only 2 of the 16 observed teachers (12.5%) used them during instruction, a marked discrepancy between reported and enacted practice. Although 67.0% reported using activity methods, observed lessons were predominantly lecture- or discussion-based. Improvisation was the main source of manipulatives (78.4%), and 78.4% of teachers reported never receiving manipulatives from the Ministry of Education/Ghana Education Service. One-sample chi-square goodness-of-fit tests showed that responses to every benefit and challenge statement were unevenly distributed across the agree, disagree, and uncertain options (all p < 0.001); most teachers perceived manipulatives as beneficial. The most frequently endorsed challenges were lack of continuing professional development (71.1%), the cost of improvised materials (66.0%), and non-availability (61.9%). The findings point to the need for resourcing, professional development, and supervision that attend to classroom enactment rather than lesson-note compliance.

برنامهٔ درسی ریاضی مدارس راهنمایی (JHS) در غنا انتظار دارد معلمان از وسایل دست‌ورزی عینی استفاده کنند. در منطقهٔ Amansie Central، نرخ مردودی در آزمون گواهینامهٔ آموزش پایه (BECE) در درس ریاضی هر سال از ۲۰۲۲ تا ۲۰۲۴ بیش از ۵۵٪ بوده است؛ این عملکرد ضعیف زمینهٔ پژوهش حاضر را فراهم می‌کند و موضوع اصلی آن نیست. با بهره‌گیری از رویکرد اجرای برنامهٔ درسی، این مطالعهٔ مقطعی با روش آمیختهٔ همگرا به بررسی استفادهٔ گزارش‌شدهٔ معلمان مدارس راهنمایی از وسایل دست‌ورزی، منابع تأمین، روش‌های تدریس، منافع و چالش‌های ادراک‌شده و مقایسهٔ استفادهٔ گزارش‌شده با عملکرد مشاهده‌شده در کلاس پرداخت. داده‌ها از طریق پرسشنامه‌ای که توسط ۹۷ معلم ریاضی در ۵۶ مدرسهٔ دولتی تکمیل شد، مصاحبه‌های نیمه‌ساختاریافته با ۳۱ شرکت‌کننده و مشاهدهٔ کلاسی ۱۶ معلم گردآوری شد. در ۱۳ موضوع برنامهٔ درسی، بین ۸۵٫۶٪ تا ۹۶٫۹٪ از معلمان گزارش کردند که از وسایل دست‌ورزی استفاده می‌کنند، اما تنها ۲ نفر از ۱۶ معلم مشاهده‌شده (۱۲٫۵٪) در حین تدریس از آن‌ها استفاده کردند که نشان‌دهندهٔ تفاوت چشمگیر میان گزارش و عملکرد واقعی است. اگرچه ۶۷٫۰٪ گزارش کردند که از روش‌های فعالیت‌محور استفاده می‌کنند، اما درس‌های مشاهده‌شده عمدتاً مبتنی بر سخنرانی یا بحث بودند. بداهه‌سازی منبع اصلی تهیهٔ وسایل دست‌ورزی بود (۷۸٫۴٪) و ۷۸٫۴٪ از معلمان گزارش کردند که هرگز وسایل دست‌ورزی از وزارت آموزش و خدمات آموزشی غنا دریافت نکرده‌اند. آزمون‌های خی‌دو تک‌نمونه‌ای نشان داد که پاسخ‌ها به هر یک از گزاره‌های مربوط به منافع و چالش‌ها به طور معناداری در میان گزینه‌های موافق، مخالف و نامطمئن توزیع شده‌اند (همه p < 0.001)؛ اکثر معلمان وسایل دست‌ورزی را سودمند تلقی کردند. پرتکرارترین چالش‌ها عبارت بودند از: فقدان توسعهٔ حرفه‌ای مستمر (۷۱٫۱٪)، هزینهٔ مواد بداهه‌سازی‌شده (۶۶٫۰٪) و عدم دسترسی (۶۱٫۹٪). یافته‌ها بر ضرورت تأمین منابع، توسعهٔ حرفه‌ای و نظارتی که به اجرای واقعی در کلاس توجه دارد نه صرفاً رعایت یادداشت‌های درسی، تأکید می‌کند.