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INSTRUCTIONAL SUPERVISION AND PERFORMANCE LAG AD-
DRESS PROGRAM (PLAP): A COMPARATIVE STUDY OF FOR-
MER GROUP A (SI) AND FORMER GROUP B (S2) SECONDARY
SCHOOLS IN MUTARE URBAN. ZIMBABWE
*Elliott Nkoma
*Affiliation: Great Zimbabwe University, Faculty of Social Sciences, Deartment of
!syc"olo#y, !$% &o' ()*+, ,asvin#o, Zimbabwe
BACKGROUND
The purpose of the study is to determine instructional superision of performance !a" Address #ro"ram $#!A#% at second&
ary school leel' Teachers( perceptions on #!A# at former "roup A $)1% and former "roup B $)*% +ill ,e compared' -ormer
"roup A $)1% secondary schools are located in former .uropean affluent su,ur,s and +ere attended ,y +hites/ 0ndians and
colored students only and schools +ere superior in terms of resources and trained staff' -ormer "roup B $)*% secondary
schools +ere located in ur,an African residential areas $similar to inner&city areas in U)A% and +ere inferior in terms of
resources and trained teachers $N1oma and 2apfumo/ *314%
The 2inistry of #rimary and )econdary .ducation in 5im,a,+e launched the #erformance !a" address #ro"ram $#!A#% in
Octo,er *31* in 2anicaland #roince after reali6in" the under&achieement of students at ,oth primary and secondary
schools +hich +as caused ,y the socio&economic meltdo+n from *337 to *338' $N1oma et al'/ *31*9 :erald/ 13Au" *314%'
The crisis had considera,le impact on seeral aspects of the education system particularly related to financin"/ the teacher
force/ participation/ e;uity and learnin" outcomes $2O.)AC/ *314%' #erformance !a" Address #ro"ram $#!A#% is a result of
deep&stic1 ealuation +hich entails assessin" the teacher&learnin" process/ teacher&pupil records/ resources proision/ and
monitorin" and ealuation pro"rams' 0n order to close the achieement "aps a manual for primary and secondary school
teachers +as +ritten to specifically address the pro,lems of underachieement $2u6a+a6i and N1oma/ *311 cited ,y
N1oma/ *314%' The #!A# pro"ram aims to improe the achieement of primary and secondary students ,y re&isitin" the
sylla,us and tar"etin" concepts that hae proen persistently difficult for pupils to catch up on +ith the oerall aim of
teachin" from the last point of success' This implies curriculum modification +hich Comfort $1<<3% defines as =the adapt&
in" or interpretin" of a school(s formal curriculum ,y teachers into learnin" o,>ecties and units of learnin" actiities
>ud"ed most reasona,le for an indiidual learner or particular "roup of learners? $p' 4<@%' Ahen school curriculum is
AB)TRACT
The study sou"ht to determine instructional superision of #erformance !a" Address #ro"ram $#!A#% at secondary
school leel' T+o schools participated in the study $one from former "roup A $)1% and the other from former "roup
B $)*% schools%' A total of 133 olunteer teachers $fifty from each school type% participated' A ;uestionnaire +ith
closed and open ;uestions +as used' Data +as analy6ed usin" a chi&s;uare for independence +hile open ended
;uestions sho+in" similar themes +ere "rouped to"ether' The results sho+ si"nificant differences ,y school type
on ision/ curriculum modifications/ staff deelopment classroom superision ,y :ODs and head&teachers' Teacher
comments indicate that head&teachers do not superise classes and there is little staff deelopment' No differences
+ere found in colla,oratie +or1 and resources ,ut teacher comments indicated that there are no teacher teams in
same su,>ect areas or different su,>ects' Recommendations on #!A# are su""ested'
K.BAORD)C CO!!ABORAT0ON/ T.AC:.R/ #.R-OR2ANC. !AG #ROGRA2/ CURR0CU!U2 2OD0-0CAT0ON

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ie+ed as a frame+or1 for "uidin" teachers it entails modified contents/ instructions/ andEor learnin" outcomes for di&
erse student needs $Kin"&)ears/ *331%' :ence/ the "oal of modifyin" the curriculum is to ma1e indiiduals compensate for
intellectual challen"es ,y creatin" learnin" enironments +hich allo+ an indiidual to utili6e eFistin" s1ill repertoires +hile
promotin" the ac;uisition of ne+ s1ills and 1no+led"e $)+itlic1/ 1<<@ p'*47%'
The #erformance !a" Address #ro"ram emphasi6es fre;uent and fleFi,le +ithin class a,ility "roupin"' )tudents +ho
chan"e "roups are eFposed to different peer conteFts/ instructional content and peda"o"y' The researcher has ,een an
educational psycholo"ist in the 2inistry of .ducation and has o,sered that this in&class a,ility "roupin" is mostly found at
primary school leel +hile the or"ani6ation at secondary schools is mostly ,ased on friendship pairs'
The causes of underachieement in schools are compleF and may ,e difficult to determine $N1oma/ *314%' -or eFample
studies in 5im,a,+e hae sho+n that the ;uality of instruction is affected ,y hi"h teacher&pupil ratio/ inade;uate remu&
neration/ inade;uate superision and poor incenties $Chied6a et al/ *31*9 Cha1anyu1a et al/ *33<9 2a1opa/ *3119
N1oma et al/ *314%' 0ncenties +ere introduced in *33< to motiate teachers due to poor remuneration ,ut only tended
to cater for ur,an schools only and resulted in clashes ,et+een head&teachers and teachers for non&payment +ere
scrapped in Au"ust/ *314 $Chronicle/ 43 Au"ust *314%' The present study +ill focus on secondary schools as most studies
on #erformance !a" Address #ro"ram focused on primary schools $for eFample/ N1oma/ *3149 *314%' Or"ani6ational dif&
ferences ,et+een secondary and primary schools $for eFample su,>ect speciali6ation and indirect superision% ma1e it
necessary to 1no+ ho+ #!A# is ,ein" implemented at secondary leel' 0nstructional leadership should ,e ie+ed as an
important component of #!A# as its functions are directly related to supportin" classroom teachin" and learnin" $2urphy/
1<88% +hile its indirect +or1in"s hae a statistical si"nificance effect on student achieement $!ouis et al'/ *313%' -or #!A#
to ,e effectie the school ision needs to hae hi"h eFpectations for all $teachers and students% +hich raises the oerall
achieement of all students $#orter et al *338%' Thus instructional leaders need to alue a ,lend of superision/ staff deel&
opment and curriculum deelopment $)outh+orth/ *33*% +hile implementin" #!A#'
-or eFample/ if some form * students are found to ,e achiein" at siFth "rade leel in .n"lish lan"ua"eGdoes hisEher .n"&
lish teacher colla,orate +ith a history or Diinity teacherH The departmentali6ation at secondary schools +arrants a study
on instructional superision' The definition opted in this article is ,y 2urphy $1<88% +ho ie+s instructional leadership as
a class of leadership functions directly related to supportin" classroom teachin" and student learnin"' This definition is
necessary for #!A# as it ie+s head&teachers as responsi,le for deelopin" a community of professional learners in +hich
teachers +or1 colla,oratiely and in esta,lishin" eFpectations for ;uality student +or1 and ;uality teachin"' 2ctlife
$*334% indicates that head&teachers are responsi,le for motiatin" teachers and students/ ensurin" a safe and secure eni&
ronment/ communicatin" to parents and other administratie responsi,ilities' Deputy head&teachers and heads of depart&
ments are the instructional leaders for their departments ,ecause they attend to the details of curriculum deliery in their
su,>ects $)is1in/ 1<<4% +hile head&teachers focus on ,road types of leadership +hich entails creatin" the conditions for
optimal teachin" and learnin" ,y ensurin" that school policies/ routines/ resourcin" and other mana"ement decisions sup&
port and re;uire hi"h&;uality learnin"'
)TAT.2.NT O- T:. #ROB!.2
The researcher +as a lead researcher in the desi"n of #!A# and has heard ne"atie comments a,out it at secondary school
leel ,y some teachers' The comments centered mostly on too much +or1 due to academic diersity of students/ ina,ility
to teach primary leel material and the re;uirements of ,oth schemes +hich are done durin" school holidays and "roup
plans +hich are done soon after schools open after students are assessed to determine leel of a,ility' Iarious sta1eholders
hae +idened their eFpectations from head&teachers demandin" hi"her academic results and performance standards
$Aeindlin" and Dimmoc1/ *337%' 0n 5im,a,+e/ Chireshe $*311% found that curriculum as indicated ,y teachers is eFamina&
tions oriented and hence teachers focus on preparin" learners for eFaminations to achiee hi"h pass rates and "ain reco"&
nition +hile 2pofu $*333% indicated that African education systems tend to emphasi6e competition rather than cooperation
amon"st learners' :o+eer/ studies hae sho+n that instructional superision improes classroom practices thus contri,&
utin" to students( success throu"h professional "ro+th and improement of teachers $BlasJ K BlasJ/ 1<<89 and )ullian/
1<<1%' Thus the study +ill loo1 at the ,asic elements of instructional superision +ith respect to #!A#C definin" the school
mission/ mana"in" the curriculum and instruction/ superisin" teachin"/ monitorin" learner pro"ress $Ian Deenter and
Kru"er/ *334%' The head&teacher as an instructional leader of #!A# needs to proide direction/ resources and support teach&
ers thus heEshe has an effect on teacher attitudes to+ards teachin" +ith an ultimate "oal of improin" achieement of all
learners'
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0t is important to determine secondary teachers( ie+s on performance la" address pro"ram as it entails teachin" academ&
ically dierse students' A manual for ,oth primary and secondary school teachers( $Nu6a+a6i and N1oma cited ,y N1oma/
*314% did not ta1e into co"ni6ance the or"ani6ational differences $for eFample indirect superision% ,et+een secondary and
primary schools' )tudies hae sho+n that some secondary school children are achiein" at primary school leel +hile others
are achiein" at or a,oe their current from leels $N1oma et al *31*9 2O.)AC/ *314% hence it is important to determine
ho+ secondary school teachers( plan and teach dierse classrooms considerin" the limited resources in schools' -or #!A#
to ,e effectie these secondary school teachers hae to start instruction from the student(s last point of success +hich mi"ht
,e at primary school leel hence the need to colla,orate +ith primary school teachers' The schemes are done durin" school
holidays hence assumin" students of aera"e a,ility +hich mi"ht result in plannin" and instruction tailored for these stu&
dents only' 0t is important to determine ho+ teacher teams from different su,>ect areas colla,orate $for eFample if some
form t+o students $"rade nine e;uialent% are achiein" at siFth "rade in .n"lish/ does this .n"lish teacher colla,orate +ith
history teacher on teachin" strate"ies and plannin"H%'
:B#OT:.).)
1' :oC There is no difference ,et+een school isions on #!A# ,y school type
*' :oC There is no relationship ,et+een teachin" resources ,y school type
4' :oC There is no relationship ,et+een curriculum modifications ,y school type'
4' :oC There is no association ,et+een classroom superisory practices ,y :ODs or Deputy heads ,y school type'
D' :oC There is no difference ,et+een staff deelopment practices ,y school type'
7' :oC There is no difference ,et+een instructional superision ,y head&teacher ,y school type'
R.).ARC: 2.T:OD AND DATA ANA!B)0)

R.).ARC: D.)0GN
A surey research desi"n +ill ,e useful in this study as it ta1es into co"ni6ance self&reported ,eliefs and opinions of partici&
pants $Daid and )utton/ *334%
)A2#!.
The district of study is 2utare ur,an +ere the #!A# pro"ram started in 5im,a,+e' One secondary school from each school
type $former "roup A $)1% and former "roup B $)*%% +ill ,e randomly selected for the study' A total num,er of 133 olunteer
teachers $D3 from each school type +ill ,e selected%'
0 N)TRU2.NT)
The ;uestionnaire +as desi"ned usin" information from the literature and structured into seen parts +ith a total of 44
open and closed ;uestions' These are diided into #!A# ision +ith three ;uestions9 curriculum modification $4 ;uestions%9
classroom superision ,y heads of departmentEdeputy heads $4 ;uestions%9 staff deelopment $< ;uestions%9 classroom
superision ,y head&teacher $4 ;uestions%9 teachin" resources $4 ;uestions% and colla,oratie +or1 $7 ;uestions%' The in&
strument +as content analy6ed ,y four school inspectors and three faculty of .ducation lecturers in 2utare and +as piloted
at one secondary school and found to ,e suita,le for use in this study'
#ROC.DUR.
Authority to carry the study in 2utare +as sort from the Deputy #roincial .ducation Director/ 2inistry o f#rimary and
)econdary .ducation' Ahen the authority is "ranted appointments +ith :eads&teachers +ere done' Teachers +ho olun&
teered to participate in the study +ere ,riefed a,out the purpose of the study and +ere "ien t+o days to ans+er the
;uestions at their o+n pace'
DATA ANA!B)0)
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Data +as analy6ed usin" a chi&s;uare for independence +hile ;ualitatie responses from open ended ;uestions sho+in"
similar themes +ere "rouped to"ether'

R.)U!T)
General o,serations of classroom seatin" arran"ements has sho+n that students seat in pairs in oercro+ded classrooms
+hile teachers( record ,oo1s hae sho+n +hole class plannin" in different su,>ect areas'
The first hypothesis states that there is no difference ,et+een school isions on #!A# ,y school type
Ta,le 1C O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out #!A# Iision ,y school
type'
School type Agree Neutral Disagree Total
Group A 4D $48% *$4'D% 4$@'D% D3
Group B 41 $48% @ $4'D% 1* $@'D% D3
Total @7 < 1D 133
Chi&s;uare $LM% N 13'@7/ p O 3'31 df N * $si"nificant%
Ta,le 1indicates a si"nificant difference ,y school type on isions a,out #!A#' Group A school a"reed more on school ision
than "roup B school' 2ost teachers a"reed that the school has a #!A# ision ,ut "roup B school could not state +hat it
entails'
The second hypothesis states that there is no relationship ,et+een school type and teachin" resources
Table 2: Observed and expected frequencies (expected in parenthesis on teachers! vie"s on teaching resources by school
type#
$roup A $roup % Total
Agree 41 $4*% 44 $4*% 74
Neutral 4 $4'D% D $4'% <
Disagree 1D $14'D% 1D $14'D% *@
Total D3 D3 133
Chi&s;uare $LM% N 3'D*/ p P 3'3D df N * $insi"nificant%
The results indicate no difference in teachin" resources indicatin" that resources are e;ually distri,uted' :o+eer/ most
teachers( in ,oth school types indicated lac1 of primary school teachin" resources to effectiely teach those achiein" ,elo+
"rade @ leels' They also commented lac1 of classrooms for special classes of slo+ learners'
The third hypothesis states that there is no relationship ,et+een curriculum modifications ,y school type'
Ta,le 4C O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out curriculum modification ,y
school type'
$roup A $roup % Total
Agree 41 $*D% 1< $*D% D3
Neutral 4 $4'D% D $4'D% <
Disagree 1D $*3'D% *7 $*3'D% 41
Total D3 D3 133
Chi&s;uare $LM% N D'<7 p O 3'3D df N * $si"nificant%
The results sho+ differences in curriculum modifications ,y school type +ith hi"her fre;uencies of a"reement occurrin" in
"roup A +hile most teachers in "roup B disa"reed' Teachers indicated that the hi"h teacher&pupil ratio and oercro+din" in
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classrooms impact ne"atiely on the ;uality of teachin"' 2ost teachers in "roup B school commented that they do not 1no+
ho+ to modify the curriculum and instruction for dierse students'
The fourth hypothesis states that there is no association ,et+een classroom superisory practices ,y :ODs or Deputy heads
,y school type'
Ta,le 4C O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out superision ,y :ODsE dep&
uty head teachers ,y school type'
$roup A $roup % Total
Agree 4D $43% *D $43% 73
Neutral 7 $D% 4 $D% 13
Disagree < $1D% *1 $1D% 43
Total D3 D3 133
Chi&s;uare $LM% N @'47 p O 3'3D df N * $si"nificant%
The results sho+ a si"nificant difference in superision ,y school type' Teachers( comments in "roup B indicate that super&
ision is al+ays scheduled and li1ed ,y them +hile that in "roup A +as mostly unscheduled ,ut infre;uent ,ut ma1es them
+or1 harder' 2ost teachers in ,oth school types indicated that these superisions +ere formal and lon"' The fifth hypoth&
esis states that there is no difference ,et+een staff deelopment ,y school type'
Ta,le DC O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out staff deelopment ,y school
type'
$roup A $roup % Total
Agree 4* $*D'D% 1< $*D'D% 73
Neutral 7 $<% 1* $<% 13
Disagree 1* $1D'D% 1< $1D'D% 43
Total D3 D3 133
Chi&s;uare $LM% N 7'<3 p O 3'3D df N * $si"nificant%
There are differences in staff deelopment ,y school type +ith hi"her fre;uencies on staff deelopment occurrin" in "roup
A school' Comments from teachers in "roup A school indicated that they once inited school psycholo"ical personnel to "ie
them in&serice trainin" on #!A#' 2ost teachers in "roup B indicated that they are rare in&serice +or1shops on #!A# and
are not sure on ho+ it is implemented' :o+eer/ ,oth school types indicated that are not inoled in action research to
sole teachin" and learnin" pro,lems in their schools'
The siFth hypothesis states that there is no difference ,et+een school type and instructional superision ,y head&teacher'
Ta,le 7C O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out superision ,y head&
teacher ,y school type'
$roup A $roup % Total
Agree 44 $1<'D% *7 $1<'D% D<
Neutral 1* $11% 13 $11% **
Disagree D $<'D% 14 $<'D% 1<
Total D3 D3 133
Chi&s;uare $LM% N 1D'<7 p O 3'3D df N * $si"nificant%
The results sho+ a si"nificant difference in instructional superision ,y school type' 2ost teachers in "roup A school indi&
cated that the head&teacher is sets academic standards for all teachers +hile that at "roup B only encoura"es teachers to
perform ,etter and is ealuatie' Teachers( comments indicate that the head&teacher of "roup A follo+s up the academic
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performance of students ,y loo1in" at their class tests and initin" them to the office for counselin" and encoura"ement'
Comments from teachers at ,oth school types indicate that the head&teachers do not do any classroom superision'
The fifth hypothesis states that there are no si"nificant differences in colla,oratie +or1 ,y school type'
Ta,le DC O,sered and eFpected fre;uencies $eFpected in parenthesis% on teachers( ie+s a,out colla,oratie +or1 ,y
school type'
$roup A $roup % Total
Agree 47 $41'D% *@ $41'D% 74
Neutral 1 $4% D $4% 7
Disagree 14 $1D'D% 18 $1D'D% 41
Total D3 D3 133
Chi&s;uare $LM% N 4'@4 p P 3'3D df N * $insi"nificant%
The a,oe ta,le D sho+s no differences in colla,oratie +or1 ,y school type' Teachers( comments from ,oth school types
indicate that there are no teacher teams from same su,>ect and different su,>ect areas to discuss teachin" approaches'
D0)CU))0ON
Results indicate si"nificant differences ,y school type on school ision/ curriculum modification superision ,y :ODs/ staff
deelopment and superision ,y head&teacher +hile they are no differences in resources and colla,oratie +or1 ,y school
type' Teachers a"reed that all students can learn implyin" that "ien the ri"ht enironment all students can achiee to the
,est of the a,ility'
The #!A# ision in school type B +as not clearly stated ,y the head&teacher as the teachers failed to state it' :allin"er $*334%
posits that mission ,uildin" actiities on the part of head&teachers are the most influential set of leadership practices' These
should ,e clear to teachers and a"reed upon' Research on school ision sho+ that hi"h eFpectations for all includin" pu,lic
standards raises the oerall achieement of all students $#orter et al *338%'
Comments from teachers in "roup A school indicated that they once inited school psycholo"ical personnel to "ie them
in&serice trainin" on #!A#' 2ost teachers in "roup B indicated that they are rare in&serice +or1shops on #!A# and are
not sure on ho+ it is implemented' The results concur +ith Nya"ura and Reece $1<<<% +ho found that head&teachers in
5im,a,+e put little effort on staff deelopment actiities for teachers' :o+eer ,oth school types indicated that are not
inoled in action research to sole teachin" and learnin" pro,lems in their schools' #rofessional deelopment as an out&
come of superision should ,e parallel to teacher needs $Qohnsson/ 1<<4%/ as teachers hae different ,ac1"rounds and
eFperiences/ different a,ilities in a,stract thin1in"/ and different leels of concern for others $Beach K Reinhart6/ *3339
Glic1man et al'/ 1<<89 Ailes K Bondi/ 1<<7%' :ence/ a more purposeful professional deelopment tar"eted for indiidual
teachers is needed' This increases the motiation and commitment of teachers and ultimately resultin" in hi"her achiee&
ment of students' 0n;uiry&,ased superision or action research $Tracy/ 1<<8% is important for #!A# as it focuses on solin"
real&life pro,lems in the school throu"h staff deelopment'
The results indicate no differences in colla,oratie approaches ,y school type' :o+eer/ teacher comments indicate that
there are no teacher teams in same su,>ect areas or different su,>ect areas' -in1 and Rescin1 $*331% posits that the head&
teacher needs to deelop a community of professional learners in +hich teachers trust/ depend on and learn from one
another' #eer coachin" as an approach to colla,oratie superision $)ho+ers and Qoyce/ 1<<7% inoles team +or1 as1in"
;uestions that clarify their o+n perceptions a,out instruction and learnin" $#!A#% +hich proides opportunities to refine
teachin" s1ills throu"h immediate feed,ac1 and throu"h eFperimentation +ith alternatie strate"ies as a result of informal
ealuation $Bro+n and 2cComic1/ *333%' Team +or1 is important for #!A# as teachers proide daily support and encour&
a"ement to each other and thus reali6e their interdependence as part of the +hole school system' #eer coachin" increases
colla,oration amon" teachers and reduces the time ,urden on head&teachers on re"ular and colla,oratie +or1 $.,meier
and Nic1laus/ 1<<<%' Colla,oratie +or1 is ,ased on the process of a Rcritical friend( $Costa and Kallic1/ 1<<4%/ +here in
teachers in "roups as1 ;uestions to clarify their perceptions of teachin" and superision' This trusted person proides data
to ,e eFamined throu"h another lens and offers criti;ue of a friend(s +or1' This results in self&analysis/ self&ealuation and
self&monitorin" +hich Garmston et al $1<<4% call co"nitie coachin"'
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The results sho+ a si"nificant difference in superision ,y school type' Teachers( comments in "roup B indicate that super&
ision is al+ays scheduled and li1ed ,y them +hile that in "roup A +as mostly unscheduled ,ut infre;uent ,ut ma1es
them +or1 harder' 2ost teachers in ,oth school types indicated that these superisions +ere formal and lon"' !uis et al
$*313% found that fre;uent/ short and spontaneous classroom isits +hich +ere follo+ed up ,y immediate feed,ac1 to
teachers +ere found in hi"h achiein" schools +hile lo+ achiein" schools had scheduled instructional o,seration and
feed,ac1 +as rarely proided'
The results sho+ a si"nificant difference in instructional superision ,y school type' Comments from teachers at ,oth school
types indicate that the head&teachers do not do any classroom superision' Classroom isitation ,y the head&teacher ma1es
him or her a+are of +hat is "oin" on in the classroom $Durotolu/ 1<<<% despite hain" little 1no+led"e a,out the su,>ect'
The superision mi"ht help the head&teacher discoer somethin" that mi"ht help the teacher improe instruction or learn
somethin" that mi"ht help him ,e a ,etter head&teacher' Aood $1<@<% opined classroom superision ena,les the head&
teacher to ,etter understand the educational pro"ram/ teachers and their methods of teachin"/ the students and their
learnin" a,ilities or disa,ilities and to o,sere the teachin"&learnin" process' Thus/ eery head&teacher must 1eep in touch
+ith +hat is ,ein" tau"ht and ho+ much is ,ein" learned'
)chemes +hen done durin" the holiday assume students of aera"e a,ility hence teachers( plans did not sho+ learner
diersity in their classrooms' 0nstruction needs to ,e tailored to the students( a,ility and interests' The plan ,oo1s do not
indicate teachin" plans for hi"h performin" or lo+ performin" students' 0f instruction is tailored for the aera"e child then
the a,oe aera"e and ,elo+ aera"e students +ill ,e frustrated'
CONC!U)0ON
Results indicate that not much effort is ,ein" put on #erformance !a" Address pro"ram in terms of instructional superision
at secondary school leel' This is hi"hly noticea,le on staff deelopment and superision ,y head&teachers' Teachers do not
"roup students accordin" to a,ility as reflected ,y their record ,oo1s'
R.CO22.NDAT0ON)
Colla,oratie effort of all participants inoled in the superisory process is important' The route ta1en in professional de&
elopment should parallel teacher needs $Qonasson/ 1<<4%' Bondi and Aales $1<83% cited ,y Nya"ura and Reece $1<<3%
indicate effectie school ,ased pro"rams should hae differentiated trainin" eFperiences for different teachers and +here
teachers ta1e an actie role as planners of in&serice actiities' Therefore/ peer coachin"/ +herein teachers +or1 colla,ora&
tiely in small teams to improe instruction $Beach and Reinhart6/ *333% is recommended' )uch teams as1 ;uestions that
clarify their perceptions of instruction and learnin" $#!A#% and proide opportunities to refine teachin" s1ills' #eer coachin"
thus increase colla,oration amon" teachers'
The head&teacher as a isionary of the school needs to 1no+ +hat is happenin" in the classrooms' )hort unannounced isits
in classrooms are recommended' These mi"ht help head&teacher discoer somethin" that mi"ht help the teacher improe
instruction or learn somethin" that mi"ht help him ,e a ,etter head&teacher' The head&teach comes to understand different
su,>ects in the school and the ho+ students learn'
The purpose of assessin" students is to 1no+ their stren"ths and +ea1nesses and hence instruction should ,e tailored to&
+ard those "oals'
R.-.R.NC.)
Beach/ D' 2'/ K Reinhart6 Q' $*333%' )uperisory leadershipC -ocus on instruction' BostonC Allyn and Bacon'
Blase/ Q' K Blase Q' $1<<8%' :and,oo1 of instructional leadershipC :o+ really "ood principals promote teachin" and
learnin"' Thousand Oa1s/ CAC Cor+in #ress'
Bo+man/ C' !'/ K 2cCormic1/ )' $*333%' Comparison of peer coachin" ersus traditional superision effects' The
Journal of Educational Research (Washington, D.C.)/ 93$4%/ *D7&*71'
Cha1anyu1a/ )'/ Chun"/ -' K'/ and )teenson/ T' $*33<%' The Rapid assessment of #rimary and )econdary schools'
National Adisory Board/ :arare'
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5.October 2014

*1
www.sjsr.se
Chireshe/ R $*311% )pecial Needs .ducation 0n&)erice Teacher Trainees( Iie+s on0nclusie .ducation in 5im,a&
,+e' Q )oc )ci/ *@$4%C 1D@&174
Chied6a/ .'/ Aadesan"o/ N'/ and Kure,+a/ 2' $*31*%' -actors that militate a"ainst the proision of
;uality education at "rade seen leel in Go1+e )outh Central Cluster of 5im,a,+e' 0nt' Q sci 4$4% **4&**<

C:RON0 C!. $43 AUGU)T/ *314%' #AB2.NT O- 0 NC.NT0 I.) TO T.AC:.R) BANN.D
CO2-ORT/ R' $1<<3%' ON T:. 0 D.A O- CURR0 CU!U2 2OD0 -0 CAT0 ON BB T.AC:.R)' ACAD.20 C T:.RA#B/
*D$4%/ 4<@&43D'
Costa/ A' !'/ K Garmston/ R' Q' $1<<4%' Co"nitie coachin"C A foundation for renaissance schools' Nor+ood/ 2AC
Christopher&Gordon'
Durotolu/ A'O' $1<<<% The Aspect #erformance of Teachers in .ducation #rocess connected
+ith the Concept of Accounta,ility in .ducation/ African Journal of Develo!ent
"tudiesIol'1
.B2.0.R/ :' / K N0 CK!AU)/ Q' $1<<<%' T:. 0 2#ACT O- #..R AND #R0 NC0#A! CO!!ABORAT0I. )U#.RI0)0 ON
ON T.AC:.R)( TRU)T/ CO220 T2.NT/ D.)0R. -OR CO!!ABORAT0 ON/ AND .--0CACB' QOURNA! O- CUR&
R0CU!U2 AND )U#.RI0)0 ON/ 14$4%/ 4D1&4@8'
-in1/ .' and Resnic1/ !'B'$*331%' Deelopin" #rincipals as 0nstructional !eaders' #hi DeltaCKappan'
Garmston/ R'/ !inder/ C'/ K Ahita1er/ Q' $1<<4%' Reflections on co"nitie coachin"' Educational #eadershi, $%$1%/
D@&71'
:allin"er/ #' and 2urphy/ Q' $1<8D%' Assessin" the instructional mana"ement ,ehaior of principals' Ele!entar&
"chool Journal $87%/ *1@&*4@'
:.RA!D $*3 AUGU)T *314% 50 2BABA.C N.A .DUCAT0 ON #ROGRA2
QONA))ON/ :' $1<<4%' .--.CT0 I. )C:OO!) !0 NK #RO-.))0 ONA! D.I.!O#2.NT/ T.AC:.R )U#.RI0 )0 ON/
AND )TUD.NT !.ARN0 NG' T:. CANAD0AN )C:OO! .S.CUT0I./ 14$*%/ 18&*1'
K0 NG&).AR)/ 2' .' $ *331% ' T:R.. )T.#) -OR GA0 N0 NG ACC.)) TO T:. G.N.RA! .DUCAT0ON CURR0 CU&
!U2 -OR !.ARN.R) A0 T: D0)AB0 !0 T0.)' 0 NT.RI.NT0ON 0 N )C:OO! AND C!0 N0 C/ 4@$ *%/ 7@&@7'
!ouis/ K')'/ !eith+ood/ K' Aahlstrom/ K' and Anderson/ )' $*313%' 0nesti"atin" the lin1s to improed student
learnin"C -inal report of research findin"s' Ne+ Bor1C The Aallace -oundation
2a1opa/5' $*311% The proision of the ,asic class&room teachin" and learnin" resources in 5im,a,+e #rimary
schools and their relationship +ith "rade 7 pupils( achieements in the )AC2.T 111 #ro>ect' 00.# *313E*311 Ad&
anced trainin" #ro"ramme 0N .ducational #lannin" and Research
2O.)AC/ $*314% 2inistry of .ducation )port Arts and Culture' .ducation 2edium Term #lan Operational #lan'
Goernment of 5im,a,+e'
2et!ife )urey' $*334%' An eFamination of school leadership' Ne+ Bor1C 2et!ife'
2pofu/ .' $*333%' 0nclusie .ducation of )tudents +ith 2ental Retardation in )u,&)aharan Africa' 'aer 'resented
at a "e!inar on (eeting the )eeds of'eole *ith Disa+ilities through ,nclusion/ -ori.on /%0%, :arare/ The British
Council and 5imcare Trust/ 11&1* Octo,er 11 to 1*/ *333'
2urphy/ Q' $1<88%' 2ethodolo"ical/ measurement/ and conceptual pro,lems in the study of instructional leader&
ship' Educational Evaluation and 'olic& Anal&sis/ 13$*%/ pp 11@&14<'
N1oma/ . $*314% #erformance !a" Address #ro"ram $#!A#%C Teachers( perceptopns and peda"o"ical approaches in
2utare ur,an #* $-ormer "roup B% primary schools. Journal of 1usiness (anage!ent 2 "ocial "ciences Research
(J1(2""R) 3(/) 3034/
The Swedish Journal of Scientific Research (sjsr)
ISSN: 2001-9211. Volume 1. Issue 5.October 2014

**
www.sjsr.se
N1oma/ . and 2apfumo/ Q $*314% Ur,an school location and performanceC A comparatie study of hi" achieers in
former # and #* schools in 5im,a,+e' 0nternational Qournal of research in .ducation 13$*% 13&*<
N1oma/ .' 5irima/ :' Chimunhu/ Q and Nyan"a/ T' $*314% Trac1in" !earner Achieement GapC An Analysis of 2ath&
ematics Achieement in 2anicaland/ 5im,a,+e. ,nternational Journal of Econo!&, (anage!ent and "ocial "ci3
ences /($) 0/4303/.
N1oma/ .' 5irima/ : and Chimunhu/ Q $*31*%' Girls on the frontlineC Gender differences in mathematics achiee&
ment in 2anicaland proince/ 5im,a,+e' Educational Research and Essa&s 5ol. 0($)
Nya"ura / !' 2 and Reece/ Q' ! $1<<<% Teacher ;uality in 5im,a,+e secondary schools' 6i!+a+*e Journal of Educa3
tion *$4% *11&*4<
#orter/ A'C' 2urphy/ Q' Goldrin"/ .' .lliott/ )'N' #oli1off/ 2')' and 2ay/ :' $*338%' Iander,ilt assessment of leader&
ship in educationC Technical manual/ ersion 1'3' Ne+ Bor1C The Aallace -oundation
Tuinn/ D'2' $*33*%' The 0mpact of #rincipal !eadership Behaiors on 0nstructional #ractice and )tudent en"a"e&
ment' Journal of Educational Ad!inistration, 43 $D%C 44@&47@'
)er"ioanni/ T' $1<<1%' The principalshipC A reflectie practice perspectie' Boston/ 2A/ Allyn and Bacon'
)ho+ers/ B' K Qoyce B' $1<<7%' The eolution of peer coachin"' Educational #eadershi, $3$7%/ 1*&17'
)outh+orth/ G' $*33*%' 0nstructional !eadership in )choolsC Reflections and empirical eidence' "chool #eadershi
and(anage!ent/ ** $1%/ @4U<1
)+itlic1/ D' 2' $1<<@%' Curriculum modifications and adaptations' 0n D'-' Bradley K 2'.' Kin"&)ears K D'2' )+itlic1
$.ds'%/ Teaching students in inclusive settings (. //$3/39). Needham :ei"hts/ 2AC Allyn K Bacon'
Ian Deenter/ 0' and Kru"er/ A'G' $*334%'An .ducator(s Guide to )chool 2ana"ement )1ills' #retoriaC Ian )chai1'
Aeindlin"/ D' K Dimmoc1/ C' $*337%' )ittin" in the Rhot seat(' Ne+ headteachers in the UK' Qournal of .ducational
Administration/ Iol' 44 No' 4
Aood/ A'A' $1<@<%' #rimary )chool inspection in Ne+ Countries' !ondon'









Address for correspondenceC
AuthorC .lliott N1oma
.mailC elliottn1omaV"mail'com