The degree to which educational supervisors implement integrated supervision from the perspective of school principals

Abstract

The study aimed to identify the degree of implementation of the integrated supervision from the point of view of School principals, and examine the differences of it to different variables: gender, school type, years of experience and educational qualification, by following the descriptive approach according to the comprehensive survey method.

To collect data, a questionnaire consisting of (31) items was used, divided into four areas: job competencies, digital work environment, digital competencies, and  administrative support and encouragement. The sample of the study consisted of (100) male and female managers working in the Directorate of Education for the Rusaifa region. The results showed that the degree of application of integrated supervision was medium, and it also showed that there were no statistically significant differences in the estimates of the respondents for the degree of application of integrated supervision due to the variables of gender, type of school, years of experience, and educational qualification. The study recommended the need to reduce the digital gap among supervisors, develop legislation and instructions regulating integrated supervision, And provide supervisors with guiding evidence on strategies for applying it in schools in the light of the best international supervisory practices, and designing a digital platform linking schools and supervision departments that includes multifunctional applications that facilitate the implementation of supervisory work electronically.